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eaglebrd2016-17 GENERAL CATALOGUE
UNIVERSITY OF CALIFORNIA, IRVINE
Table of Contents
University of California, Irvine General Catalogue .............................................................................................................................................................. 4
Chancellor's Welcome ......................................................................................................................................................................................................... 5
Academic Calendar .............................................................................................................................................................................................................. 6
Introduction ........................................................................................................................................................................................................................... 7
Information for Prospective Students ................................................................................................................................................................................ 18
Expenses, Tuition, and Fees ............................................................................................................................................................................................. 20
Financial Aid ...................................................................................................................................................................................................................... 29
Majors and Careers ........................................................................................................................................................................................................... 34
Special Programs ............................................................................................................................................................................................................... 40
Undergraduate Admissions ................................................................................................................................................................................................ 42
Undergraduate and Graduate Degrees ............................................................................................................................................................................. 61
Information for Admitted Students ..................................................................................................................................................................................... 77
Academic Advising and Honors Opportunities ........................................................................................................................................................... 77
Requirements for a Bachelor’s Degree ...................................................................................................................................................................... 79
Information for Transfer Students: Fulfilling Requirements for a Bachelor’s Degree ............................................................................................... 110
Registration and Other Procedures .......................................................................................................................................................................... 112
Academic Regulations and Procedures .................................................................................................................................................................... 116
Supplementary Educational Programs ...................................................................................................................................................................... 124
Life on Campus ......................................................................................................................................................................................................... 128
Intercollegiate Athletics ............................................................................................................................................................................................. 138
Office of Research ........................................................................................................................................................................................................... 140
Division of Undergraduate Education .............................................................................................................................................................................. 147
Graduate Division ............................................................................................................................................................................................................ 164
Claire Trevor School of the Arts ...................................................................................................................................................................................... 175
Department of Art ...................................................................................................................................................................................................... 242
Department of Dance ................................................................................................................................................................................................ 262
Department of Drama ............................................................................................................................................................................................... 281
Department of Music ................................................................................................................................................................................................. 313
Francisco J. Ayala School of Biological Sciences .......................................................................................................................................................... 339
Department of Developmental and Cell Biology ....................................................................................................................................................... 406
Department of Ecology and Evolutionary Biology .................................................................................................................................................... 416
Department of Molecular Biology and Biochemistry ................................................................................................................................................. 425
Department of Neurobiology and Behavior .............................................................................................................................................................. 435
The Paul Merage School of Business ............................................................................................................................................................................. 443
Undergraduate Programs .......................................................................................................................................................................................... 446
Graduate Programs ................................................................................................................................................................................................... 461
School of Education ......................................................................................................................................................................................................... 490
Graduate Degree Programs in Education ................................................................................................................................................................ 518
The Henry Samueli School of Engineering ..................................................................................................................................................................... 539
Department of Biomedical Engineering .................................................................................................................................................................... 632
Department of Chemical Engineering and Materials Science .................................................................................................................................. 653
Department of Civil and Environmental Engineering ................................................................................................................................................ 679
Department of Electrical Engineering and Computer Science ................................................................................................................................. 708
Department of Mechanical and Aerospace Engineering .......................................................................................................................................... 741
School of Humanities ....................................................................................................................................................................................................... 768
Department of African American Studies ................................................................................................................................................................. 780
Department of Art History ......................................................................................................................................................................................... 785
Department of Asian American Studies .................................................................................................................................................................... 794
Department of Classics ............................................................................................................................................................................................. 801
Department of Comparative Literature ..................................................................................................................................................................... 814
Emphasis in Critical Theory ...................................................................................................................................................................................... 822
Graduate Program in Culture and Theory ................................................................................................................................................................ 823
Department of East Asian Languages and Literatures ............................................................................................................................................ 828
Department of English .............................................................................................................................................................................................. 853
Department of European Languages and Studies ................................................................................................................................................... 870
Department of Film and Media Studies .................................................................................................................................................................... 898
Department of Gender and Sexuality Studies .......................................................................................................................................................... 906
Undergraduate Program in Global Cultures ............................................................................................................................................................. 913
Undergraduate Program in Global Middle East Studies .......................................................................................................................................... 916
Department of History ............................................................................................................................................................................................... 918
Humanities Language Learning Program ................................................................................................................................................................. 939
Department of Philosophy ......................................................................................................................................................................................... 947
Undergraduate Program in Religious Studies .......................................................................................................................................................... 961
Department of Spanish and Portuguese .................................................................................................................................................................. 966
Special Programs ...................................................................................................................................................................................................... 982
Graduate Program in Visual Studies ........................................................................................................................................................................ 990
Donald Bren School of Information and Computer Sciences ......................................................................................................................................... 996
Department of Computer Science .......................................................................................................................................................................... 1048
Department of Informatics ....................................................................................................................................................................................... 1072
Department of Statistics .......................................................................................................................................................................................... 1095
Interdisciplinary Studies ................................................................................................................................................................................................. 1106
Graduate Program in Mathematical, Computational, and Systems Biology ........................................................................................................... 1106
Graduate Program in Networked Systems ............................................................................................................................................................. 1108
Graduate Program in Pharmacological Sciences ................................................................................................................................................... 1110
Graduate Program in Transportation Science ........................................................................................................................................................ 1114
Minor in Civic and Community Engagement .......................................................................................................................................................... 1118
Minor in Global Sustainability ................................................................................................................................................................................. 1122
Minor in Medical Humanities .................................................................................................................................................................................... 987
Minor in Native American Studies .......................................................................................................................................................................... 1125
Minor in the History and Philosophy of Science .................................................................................................................................................... 1126
Undergraduate Major in Business Information Management ................................................................................................................................. 1126
Undergraduate Major in Computer Science and Engineering ................................................................................................................................ 1129
Undergraduate Program in Global Middle East Studies .......................................................................................................................................... 916
School of Law ................................................................................................................................................................................................................ 1139
School of Medicine ........................................................................................................................................................................................................ 1148
Anatomy and Neurobiology ..................................................................................................................................................................................... 1200
Biological Chemistry ................................................................................................................................................................................................ 1203
Biomedical and Translational Science .................................................................................................................................................................... 1207
Environmental Health Sciences .............................................................................................................................................................................. 1208
Epidemiology ........................................................................................................................................................................................................... 1211
Experimental Pathology .......................................................................................................................................................................................... 1215
Genetic Counseling ................................................................................................................................................................................................. 1219
Microbiology and Molecular Genetics ..................................................................................................................................................................... 1223
Pharmacological Sciences ...................................................................................................................................................................................... 1227
Physiology and Biophysics ..................................................................................................................................................................................... 1231
Program in Nursing Science .......................................................................................................................................................................................... 1235
Department of Pharmaceutical Sciences ...................................................................................................................................................................... 1251
School of Physical Sciences ......................................................................................................................................................................................... 1261
Department of Chemistry ........................................................................................................................................................................................ 1336
Department of Earth System Science .................................................................................................................................................................... 1363
Department of Mathematics .................................................................................................................................................................................... 1391
Department of Physics and Astronomy .................................................................................................................................................................. 1424
Program in Public Health ............................................................................................................................................................................................... 1456
School of Social Ecology ............................................................................................................................................................................................... 1487
Department of Criminology, Law and Society ........................................................................................................................................................ 1544
Department of Planning, Policy, and Design .......................................................................................................................................................... 1560
Department of Psychology and Social Behavior .................................................................................................................................................... 1576
School of Social Sciences ............................................................................................................................................................................................. 1596
Department of Anthropology ................................................................................................................................................................................... 1741
Department of Chicano/Latino Studies ................................................................................................................................................................... 1758
Department of Cognitive Sciences ......................................................................................................................................................................... 1770
Department of Economics ....................................................................................................................................................................................... 1802
Department of Linguistics ....................................................................................................................................................................................... 1827
Department of Logic and Philosophy of Science ................................................................................................................................................... 1832
Department of Political Science .............................................................................................................................................................................. 1843
Department of Sociology ......................................................................................................................................................................................... 1865
Graduate Program in Social Science ..................................................................................................................................................................... 1885
The Curriculum in Geography ................................................................................................................................................................................. 1904
The Undergraduate Major in International Studies ................................................................................................................................................. 1904
The Undergraduate Major in Social Policy and Public Service .............................................................................................................................. 1918
Appendix ........................................................................................................................................................................................................................ 1936
Contact Us ..................................................................................................................................................................................................................... 1961
Index ............................................................................................................................................................................................................................... 1962
4 University of California, Irvine General Catalogue
University of California, Irvine General Catalogue
VIEW THE 2016-17 GENERAL CATALOGUE
4 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 5
Chancellor's Welcome
Welcome to the University of California, Irvine. As a UC Irvine student, you have access to resources that extend across our campus, throughout our
state, and beyond. This Catalogue will serve as an invaluable guide to enhancing your UCI experience.
UCI is consistently ranked among the nation’s best universities. Achievements in the sciences, arts, humanities, medicine, and management have
garnered top 50 national rankings for more than 40 academic programs. Three UCI researchers have won Nobel Prizes—two in chemistry and one
in physics. We were the youngest campus ever to be welcomed into the prestigious Association of American Universities. The New York Times, in its
College Access Index, ranked UCI as number one in the nation for economic diversity in its student body. And you will be especially glad to hear that
Money magazine named UCI the top university for beach lovers.
These are some of the reasons why UCI attracted nearly 98,000 undergraduate applications in 2015 for only 8,500 spots. Our graduate programs are
also extremely competitive. You are on this campus because we know you have what it takes to succeed at the highest level.
UCI reaches beyond the classroom and laboratory to help solve societal issues and support human development. We are a hub for stem cell research,
a trailblazer in understanding global warming, and a leader in the fight against breast cancer. Our nationally ranked medical center in Orange serves as
Orange County’s only Level I trauma center, and our state-of-the-art UC Irvine Douglas Hospital has been ranked among the country’s top 50 hospitals
for more than 10 years, providing outstanding care for the region’s citizens. We ranked fourth in the University Global Health Impact Report Card, which
evaluates top U.S. and Canadian research universities on their contributions to urgent global health research and access to treatment worldwide. Our
law school, the state’s first public law school to open in more than 40 years, graduated its first class in 2012. In July 2012, the Regents established the
UC Irvine School of Education from the existing Department of Education in recognition of its national academic profile.
A major intellectual and cultural center, UCI offers numerous public activities and events. The Claire Trevor School of the Arts and the School
of Humanities produce engaging and entertaining cultural programs, including the award-winning New Swan Theater, our summertime outdoor
Shakespeare Festival. UCI’s Anteater athletes have won more than two dozen national championships.
We are also national leaders in research and practice relating to sustainability and environmental protection. UCI is the most energy-efficient campus in
California, with among the most LEED Platinum and Gold certified buildings in the U.S. For the past two years, we have been named the number one
“Coolest School” in Sierra magazine’s annual ranking of the nation’s greenest universities.
UCI is benefiting the community and the world in countless ways through its scholarly, scientific, creative, and economic contributions. Orange County’s
second largest employer, UCI generates an annual economic impact on the county of $4.8 billion.
I encourage you to take advantage of all that UCI has to offer. I look forward to seeing you on campus and to being a part of this very important time in
your life.
Sincerely,
Howard Gillman
Chancellor
UCI General Catalogue 2016-2017 5
6 Academic Calendar
Academic Calendar
Fall Quarter, 2016
Event Date(s)
Quarter Begins Sep. 19 (Mon.)
Academic Advising and Orientation Sep. 19-21 (Mon.–Wed.)
Instruction Begins Sep. 22 (Thu.)
Veterans’ Day Holiday Nov. 11 (Fri.)
Thanksgiving Holiday Nov. 24–25 (Thu.–Fri.)
Instruction Ends Dec. 2 (Fri.)
Final Examinations Dec. 3–9 (Sat.–Fri.)
Quarter Ends Dec. 9 (Fri.)
Winter Administrative Recess Dec. 23–Jan. 2 (Fri.-Mon.)
Winter Quarter, 2017
Event Date(s)
Quarter Begins Jan. 4 (Wed.)
Instruction Begins Jan. 9 (Mon.)
Martin Luther King Jr. Holiday Jan. 16 (Mon.)
Presidents’ Day Holiday Feb. 20 (Mon.)
Instruction Ends Mar. 17 (Fri.)
Final Examinations Mar. 18–24 (Sat.–Fri.)
Quarter Ends Mar. 24 (Fri.)
Spring Quarter, 2017
Event Date(s)
Quarter Begins Mar. 29 (Wed.)
Cesar Chavez Day Holiday Mar. 31 (Fri.)
Instruction Begins Apr. 3 (Mon.)
Memorial Day Holiday May 29 (Mon.)
Instruction Ends Jun. 9 (Fri.)
Final Examinations Jun. 10–15 (Sat.–Thu.)
Quarter Ends Jun. 16 (Fri.)
Commencement Jun. 16–19 (Fri.–Mon.)
Summer Sessions, 2017
Event Date(s)
Session I Jun. 26–Aug. 3 (Mon.–Thu.)
10–Week Session Jun. 26–Sep. 1 (Mon.–Fri.)
Independence Day Holiday Jul. 4 (Tue.)
Session II Aug. 7–Sep. 13 (Mon.–Wed.)
Labor Day Holiday Sep. 4 (Mon.)
Calendar updates, detailed information on registration procedures and late charges, and the School of Law academic calendar are available on
the University Registrar's website (http://www.reg.uci.edu). The M.D. program academic calendar is available at the School of Medicine (http://
www.meded.uci.edu).
6 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 7
Introduction
On This Page:
• The University of California
• The Irvine Campus
• Academic Goals
• Academic Structure
• Accreditation
• Office of Equal Opportunity and Diversity
• Office of the University Ombudsman
• The Campus Setting
• Celebrate UCI
• University Advancement
• UC Irvine Alumni
• Strategic Communications
The University of California
The University of California (UC) was chartered as the state’s only land grant college in 1868. Today, UC is one of the world’s largest and most
renowned centers of higher education and has a combined enrollment of more than 240,000 students on 10 campuses—Berkeley, Davis, Irvine,
Los Angeles, Merced, Riverside, San Diego, San Francisco, Santa Barbara, and Santa Cruz. Among the campuses there are six medical schools, a
school of veterinary medicine, and professional schools of business administration, education, engineering, law, oceanography, and many others. The
collections of the more than 100 UC libraries are surpassed in size on the American continent only by the Library of Congress collection.
The UC faculty is internationally noted for its distinguished academic achievements. UC-affiliated faculty and researchers have won 57 Nobel Prizes and
more than 50 National Medals of Science. National Academy of Sciences membership exceeds 350 and Institute of Medicine membership exceeds 160.
UC creates an average of four new inventions every day, and for 15 years in a row has developed more patents than any other university in the country.
UC maintains a variety of research facilities, agricultural field stations, and extension centers in more than 100 locations throughout California. Public
services include medical and dental clinics, information services for agricultural and urban populations, a broad program of continuing education,
museums and art galleries, and more. Detailed information about the University of California’s teaching, research, and public service mission is available
at the University of California website (http://www.universityofcalifornia.edu).
The Irvine Campus
Howard Gillman, Chancellor
The University of California, Irvine (UCI) opened in 1965 with 116 faculty and 1,589 students. Since then, UCI programs, faculty and graduates have
achieved distinction in virtually every discipline.
Two Nobel Prizes in 1995 for founding faculty F. Sherwood Rowland in Chemistry and Frederick Reines in Physics helped to secure UCI’s position
among the leading American research universities. In 2004, Irwin A. Rose, Department of Physiology and Biophysics, became UCI’s third Nobel
Laureate (chemistry). UCI has been ranked prominently along with much older universities for excellence in the arts and humanities, Earth system
science, management, social sciences, technology, and information systems.
For quality of educational experience and caliber of faculty, UCI consistently ranks among the nation’s best public universities, and among the top
research universities in the world. Election to the American Association of Universities (AAU), a group of 62 of the most distinguished research
institutions, is another indication of UCI’s stature in the academic community.
As a research university, UCI challenges students at every level, both academically and personally. While research is critical to graduate education, the
research environment also opens up new educational experiences for undergraduates. Students have access to faculty at the forefront of their fields,
and they also have opportunities to participate directly in faculty research projects. In addition, to empower students for the future in an information-
focused society, UCI has integrated computer technology throughout the curriculum and campus life.
UCI is committed to the discovery and transmission of knowledge. It makes available to its 30,056 students (24,489 undergraduate and 5,567 graduate,
medical, and credential students) the education, skills, and credentials which provide the basis for lifelong personal and professional growth.
UCI’s education and research missions are fulfilled in its academic units, which are described briefly below, and in its formal research units, which are
described in the Office of Research section.
UCI General Catalogue 2016-2017 7
8 Introduction
The Claire Trevor School of the Arts teaches the creative as well as the academic and critical dimensions of the arts. The School is concerned
with the vitality of the arts in society. Faculty energies are directed toward the refinement, enhancement, and encouragement of students’ artistic and
creative talents and toward the development of the students’ understanding of related theory and history. The School offers programs which emphasize
extensive studio and workshop experiences, essential theoretical and historical background studies, and exercises in criticism. There are 803 students in
the School, including 657 undergraduate students and 146 graduate students.
The Francisco J. Ayala School of Biological Sciences is one of the campus’s larger academic units, with 3,537 students (3,249 undergraduate
and 288 graduate). Faculty research areas include neural plasticity and behavior (which in part encompasses the development of the nervous system,
memory, response to injury, and degenerative brain diseases such as Alzheimer’s); the nature of cell-cell interactions; pattern formation; the elucidation
of ecological conditions and evolutionary histories that have been the driving forces in organism design and functional diversity; the organization and
expression of genes; biomolecular structure; molecular pathogenesis; human mitochondrial genetics; and cell biology.
The Paul Merage School of Business faculty conduct research and teach in the fields of accounting, economics, finance, health care management,
information systems, marketing, operations and decision technologies, organization management, public policy, real estate, and strategy. Based
on a thematic approach throughout the curriculum, the School focuses on three critical drivers of business growth: strategic innovation, information
technology, and analytic decision making. The Merage School enrolls 575 Business Administration and 150 Business Information Management
undergraduate students. The Merage School also enrolls 284 students in the M.B.A. and Ph.D. programs, 92 students in Master in Professional
Accountancy, and 478 students in the Fully Employed M.B.A, Executive M.B.A., and Health Care Executive M.B.A. programs.
The School of Education offers an undergraduate major in Education Sciences, a minor in Education, a research-focused Ph.D. program, and MAT
and credential programs for those becoming teachers. The School integrates the themes of learning, cognition, and development; educational policy and
social context; and language, literacy, and technology across its programs. The faculty is multidisciplinary; their scholarly work arises from the common
belief that education environments, both in and out of school, are the loci of change in the quality of life and the availability of productive life choices for
learners of all ages.
The Henry Samueli School of Engineering, with 4,319 students (3,318 undergraduate, 1,001 graduate), focuses on advancing the frontier of
innovative engineering education and pioneering research that will shape the future of the nation and the world. Through an integrative and cross-
disciplinary educational experience that blends fundamentals, research, and hands-on experience, the School trains future leaders in the engineering
profession. Working in partnership with state and federal agencies and industry, the School promotes the transfer of research to applications that
benefit society. The major research disciplines are aerospace, biochemical, biomedical, chemical, civil, computer, computer science, electrical,
environmental, materials science, and mechanical engineering. Research areas include biochemical, biomedical, and rehabilitation engineering,
earthquake engineering, water resources, transportation, parallel and distributed computer systems, embedded systems, intelligent systems, machine
learning, wireless communications and networking, image and signal processing, opto-electronic devices and materials, high-frequency devices and
systems, integrated micro and nanoscale systems, green energy, fuel cell technology, fluid mechanics, combustion and jet propulsion, materials
processing, robotics, and modern control theory.
The School of Humanities faculty have been repeatedly honored for their teaching and scholarly excellence. Included in the faculty’s more than
100 research specialties are literary criticism, film studies, media studies, philosophical analysis, historical inquiry, art history, and world languages
and literatures. The faculty also participate in interdisciplinary programs such as Global Cultures, Global Middle East Studies, Medical Humanities,
and Religious Studies. At the core of the educational mission of the humanities is imparting to students tools of analysis that will help them interpret,
understand, describe, and explain the world around them. The School has over 1,604 students, approximately 1,326 undergraduate and 278 graduate.
The Donald Bren School of Information and Computer Sciences (ICS) has grown to 2,831 students (2,366 undergraduate and 465 graduate
students). ICS faculty members are engaged in research and teaching in computer science, information technology, and statistics. Specific areas of
faculty research include: design of algorithms and data structures; computer architecture and embedded computer systems; networked and distributed
systems; systems software; social and mobile computing; artificial intelligence, machine learning, and data mining; computer games and virtual worlds;
databases and information retrieval; computer graphics and visualization; bioinformatics, computational biology and genomics; computer-supported
cooperative work, human-centered computing and human-computer interaction; security and privacy; software engineering; managerial and social
aspects of computing technology; and statistics.
Interdisciplinary Studies programs provide students with opportunities to pursue subject areas which derive from the interaction of different disciplines
such as Computer Science and Engineering, Civic and Community Engagement, and Transportation Science.
The School of Law had a student body of 334 in academic year 2015-2016. It welcomed its inaugural class of 60 students in August 2009, graduated its
first class in May 2012, and received full accreditation by the American Bar Association in June 2014. The School offers the J.D. (Juris Doctor) degree.
The curriculum includes traditional areas of legal doctrine taught in an innovative context designed to prepare students for the practice of law in the 21st
century. The School’s concurrent degree programs (J.D./M.B.A., J.D./M.A., and J.D./Ph.D.) connect UC Irvine’s legal education with the wide range of
academic and professional opportunities at a major research university.
The School of Medicine, with 625 graduate and medical students, and 720 residents and fellows, is dedicated to advancing medical knowledge
and clinical practice through scholarly research, physician education, and high-quality care; nurturing the development of medical students, resident
physicians, and scholars in the clinical and basic sciences; and supporting the dissemination of research advances for the benefit of society. The UC
Irvine Douglas Hospital at UC Irvine Health has modern facilities for conducting medical research and training future and practicing physicians, allowing
8 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 9
more opportunities for researchers and clinicians to collaborate on patient care. A state-of-the-art Medical Education building opened in February 2010
and houses the latest in technology to advance active, small group learning opportunities.
The Program in Nursing Science provides a strong research-based academic and professional program to prepare graduates for basic clinical
and advanced practice roles, as well as for educational, administrative, and research positions across the healthcare delivery system, and for faculty
positions in academic institutions. The Program has 161 undergraduate and 41 graduate students.
The Department of Pharmaceutical Sciences, founded in 2007, offers its 669 students interdisciplinary educational programs integrating concepts
from fields as diverse as biology, chemistry, cell and molecular biology, chemical engineering, materials science, pharmaceutics, pharmacology, and
physiology. Its faculty includes world-renowned scientists encompassing a variety of backgrounds with wide-ranging research programs that cover every
facet of pharmaceutical research.
The School of Physical Sciences has a student body of 2,280 (1,764 undergraduate and 516 graduate). Researchers in the School are conducting
investigations in atmospheric chemistry (including the discovery of the adverse impact of human-made chlorofluorocarbon compounds on the Earth’s
ozone layer), biogeochemistry and climate, synthetic chemistry, laser spectroscopy, condensed matter physics, elementary particle physics, plasma
physics, and pure and applied mathematics, and mathematical physics.
The Program in Public Health provides institutional focus for UC Irvine's academic strengths in various sub-disciplines of public health and facilitates
well-grounded education and innovative research in emerging aspects of the field. Under the Program in Public Health, the Department of Population
Health and Disease Prevention advances the collaborative interdisciplinary mission of public health research, education, and translational practice. The
Program has 1,542 undergraduate and 60 graduate students.
The School of Social Ecology, a multidisciplinary unit established in 1970, is unique to UCI. The School’s central objectives are the application of
scientific methods to the analysis and resolution of societal problems, and the development of theory and knowledge pertinent to social, behavioral,
environmental, and legal phenomena. Among issues of long-standing interest are crime and justice in society, social influences on human development
over the life cycle, urban and community planning, and the effects of the physical environment on health and behavior. There are 3,026 students in the
School, including 2,650 undergraduate and 376 graduates.
The School of Social Sciences, with 5,483 students (5,075 undergraduate and 408 graduate), is the largest academic unit at UCI. The faculty, many
of whom are nationally recognized, have expertise in a wide range of specific social science topics. Research areas include mathematical modeling of
perception and cognitive processes; economic analysis of transportation; examination of the impact of society’s political system on its economy; study
of social structure and values in different cultures through a rigorous scientific methodology; exploration of authority structures and inequality in society;
and globalization and international affairs.
Academic Goals
UCI offers programs designed to provide students with a foundation on which to continue developing their intellectual, aesthetic, and moral capacities.
Programs and curricula are based on the belief that a student’s collective university experience should provide understanding and insight, which are the
basis for an intellectual identity and lifelong learning.
An important aspect of UCI’s educational approach is the emphasis placed on student involvement in research, independent study, and the creative
process as complements to classroom study. Independent research in laboratories, field study, participation in writing workshops, and in arts productions
are normal elements of the UCI experience. Many departments integrate into the curriculum special programs and courses which involve students in
original research and creative activities.
UCI provides an inclusive atmosphere conducive to pursing creative work and scholarship at all levels, to exploring the accumulated knowledge of
humanity, and to developing new knowledge through basic and applied research. Along with these objectives, UCI has a serious commitment to public
service. The campus generates research expertise that it applies to regional, national, and global challenges, and engages in humanistic inquiry to
address societal problems.
Academic Structure
UCI’s instruction and research programs focus on fundamental areas of knowledge, and at the same time provide for interdisciplinary and professional
study through the Claire Trevor School of the Arts, Francisco J. Ayala School of Biological Sciences, The Paul Merage School of Business, School
of Education, The Henry Samueli School of Engineering, School of Humanities, Donald Bren School of Information and Computer Sciences,
Interdisciplinary Studies, School of Law, School of Medicine, Program in Nursing Science, Department of Pharmaceutical Sciences, School of Physical
Sciences, Program in Public Health, School of Social Ecology, and School of Social Sciences.
The Office of Academic Affairs has responsibility for all programs of instruction and research. Along with the Graduate Division and the Division of
Undergraduate Education, Academic Affairs reports directly to the Provost/Executive Vice Chancellor. Matters of educational policy, courses, and grades
are the responsibility of the Irvine Division of the Academic Senate. The Academic Senate and the Office of the Academic Planning oversee academic
program reviews and approvals.
UCI Student Affairs (http://studentaffairs.uci.edu) supports the university’s academic mission by enriching the student experience from outreach and
orientation all the way through to graduation. Student Affairs offers comprehensive programs and services to advance co-curricular learning; foster
UCI General Catalogue 2016-2017 9
10 Introduction
student leadership; provide services that support the physical and mental health and wellness of students; enhance the quality of student life; and
promote the general welfare of the campus community.
The Division of Undergraduate Education provides leadership in developing policies and programs for the improvement of undergraduate education in
such areas as general education, retention, advising, curricular development, undergraduate scholarship and research activities, international education,
academic internship, civic and community engagement, grant proposals, assessment, and improvement of instruction.
The Graduate Division serves as the campuswide advocate for the advancement of graduate education and oversees all master’s and doctoral
programs, postdoctoral training programs, and the postbaccalaureate teacher credential program. The Graduate Division has a leadership role with
UCI’s academic units and provides implementation guidelines and procedures related to university policy as it affects the interconnected aspects
of graduate student education, including admissions, student financial support and fellowships, enrollment and registration, academic standards,
requirements for graduate degree programs, student services, professional development, and diversity programs.
The Division of Undergraduate Education and the Graduate Division also administer programs and services affecting undergraduate and graduate
education, respectively, that require campus-level attention and coordination, and that do not come under the direct authority of the heads of academic
units or the Irvine Division of the Academic Senate.
Accreditation
UCI is a member of the Western Association of Schools and Colleges (WASC). The campus is accredited by the WASC Senior College and University
Commission (WSCUC). This accreditation requires periodic review in accord with WSCUC policies and standards. UCI is pleased to participate in these
comprehensive reviews as one way to demonstrate our commitment to 1) student learning and success; 2) quality and improvement; and 3) institutional
integrity, sustainability, and accountability. Further information is available at the WSCUC website (http://www.wascsenior.org).
In addition:
• The undergraduate degree program of the Department of Chemistry is accredited by the American Chemical Society.
• The credential programs of the School of Education are approved by the California Commission on Teacher Credentialing (CCTC).
• The undergraduate majors in Aerospace Engineering (AE), Biomedical Engineering (BME), Chemical Engineering (ChE), Civil Engineering (CE),
Computer Engineering (CpE), Computer Science and Engineering (CSE), Electrical Engineering (EE), Environmental Engineering (EnE), Materials
Science Engineering (MSE), and Mechanical Engineering (ME) are accredited by the Engineering Accreditation Commission of ABET (http://
www.abet.org), http://abet.org; Computer Science and Engineering (CSE) is also accredited by the Computing Accreditation Commission of ABET
(http://www.abet.org), http://abet.org; the undergraduate major in Biomedical Engineering: Premedical (BMEP) is not designed to be accredited,
therefore is not accredited by ABET. Annual student enrollment and graduation data per major can be found at: http://www.oir.uci.edu/student-
data.html.
• The M.S. program in Genetic Counseling is accredited by the American Board of Genetic Counseling.
• The School of Law is fully accredited by the American Bar Association (ABA).
• The Paul Merage School of Business is accredited by AACSB International—The Association to Advance Collegiate Schools of Business.
• The M.D. program of the UCI School of Medicine is accredited by the Liaison Committee on Medical Education.
• The pre-licensure RN program and the nurse practitioner program are approved by the Board of Registered Nursing; the baccalaureate and
master’s degrees in Nursing Science at the University of California, Irvine are accredited by the Commission on Collegiate Nursing Education (http://
www.aacn.nche.edu/ccne-accreditation).
• The Program in Public Health, including the Bachelor of Arts and Bachelor of Sciences, the Master of Public Health (M.P.H.), and the Ph.D. in Public
Health are accredited by the Council of Public Education for Public Health (CEPH).
• The Master of Urban and Regional Planning program is accredited by the National Planning Accreditation Board.
Office of Equal Opportunity and Diversity
The Office of Equal Opportunity and Diversity (OEOD) provides consultation services and training programs to the UCI campus and the medical center
on the interpretation and application of both UCI policies and Federal and State laws regarding sexual harassment, sexual offense, discrimination, equal
opportunity, and diversity. It also develops and monitors UCI’s Affirmative Action Plan for staff and faculty as required by Federal regulations.
OEOD investigates and provides assistance to UCI students, faculty, and staff in resolving complaints of discrimination, sexual harassment, and sexual
offense. OEOD also offers a variety of workshops on diversity, cross-cultural communication, sexual harassment and sexual offense prevention, and
conflict resolution in a diverse workplace/community to promote awareness, create organizational change, and provide support for the university’s
commitment to diversity and advancing inclusive excellence.
OEOD is located in 103 Multipurpose Science and Technology Building; telephone 949-824-5594 (voice), 949-824-7593 (TDD); email: [email protected]; or
visit the Office of Equal Opportunity and Diversity website (http://www.oeod.uci.edu).
10 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 11
Refer to the Catalogue’s Appendix for UCI’s Nondiscrimination and Sexual Harassment Policy Statements and Sex Offenses and Consensual
Relationships Policies.
Office of the University Ombudsman
The Office of the University Ombudsman receives complaints, concerns, or problems that students, faculty, staff, and visitors may encounter on the UC
Irvine campus. The office is an informal resource. Users of the office are provided a confidential place to explore options to make informed decisions.
When appropriate, the office will initiate an informal intervention with the goal of facilitating or negotiating a resolution that is acceptable to all parties
involved.
The Ombudsman acts as an independent, impartial, and confidential problem solver. The office advocates for fairness and equity. If a matter
cannot be resolved through the office, the appropriate referral will be made. The Office of the Ombudsman does not replace or substitute for formal
grievance, investigative, or appeals processes made available by the university. The office does not have the authority to make decisions or decide
policy. However, the office can elevate legitimate matters or concerns to decision makers when appropriate. In addition, the Ombudsman can make
recommendations regarding policy review and change as appropriate.
The Office of the Ombudsman also manages the Campus Mediation Program which provides alternative dispute resolution services to the campus
and UC Irvine Medical Center communities. The office is located in 205 Multipurpose Science and Technology Building; telephone 949-824-7256. For
more information about the office, visit the Office of the Ombudsman (http://www.ombuds.uci.edu) and the Campus Mediation Program websites (http://
www.mediate.uci.edu).
The Campus Setting
UCI’s location combines the cultural and economic resources of an urban area with access to Southern California’s spectrum of recreational, scenic, and
entertainment venues.
Fifty miles south of Los Angeles, five miles from the Pacific Ocean, and nestled in 1,474 acres of coastal foothills, UCI lies amid rapidly growing
residential communities and the dynamic international business environment of Orange County and the surrounding region.
The famed sailing and surfing beaches of Newport, Laguna, and Huntington are a short bike ride from campus, while hiking trails, desert camping,
and mountain resorts for snowboarding and skiing are within two-hour’s travel distance from Irvine. The campus itself is a natural arboretum of native
species, as well as of trees and shrubs from all over the world. Adjacent to the campus, the San Joaquin Marsh serves as a natural classroom or
peaceful refuge, with trails for viewing the rich diversity of wildlife.
A full roster of intramural sports and recreation events helps fill the daily fitness needs of students, along with UCI’s Anteater Recreation Center. This
115,000-square-foot, state-of-the-art facility includes a pool, gymnasiums, racquetball courts, weight room, and jogging track. UCI is an NCAA Division I
campus that competes in men’s and women’s intercollegiate athletics.
Across Campus Drive, and linked by a pedestrian bridge, an area of shops and restaurants also features a movie theater complex, post office, and
other services. Complementing UCI on-campus sports and cultural events throughout the year is the vigorous Orange County arts and entertainment
environment. It offers everything from small venues for bands and performers to galleries, museums, the Irvine Barclay Theatre, Orange County
Performing Arts Center, and South Coast Repertory. And within a one- to two-hour drive are the metropolitan attractions of Los Angeles and San Diego.
With plenty of land for growth, UCI is building to accommodate greater numbers of students, as well as to provide the most updated classroom
and laboratory space. Recent projects include Sue and Bill Gross Hall, with stem cell-focused research, office, clinical, and lecture hall space; the
Contemporary Arts Center, with studio, theater, and rehearsal areas; the Medical Education building, the high-tech hub of all educational activities
for UCI medical students; and luxury student housing complexes Camino del Sol and Puerto del Sol. On the west campus, the 180-acre University
Research Park (URP) attracts businesses that want to access the resources of a major research university and form strategic partnerships. URP
companies interact with UCI’s academic programs, enhance the region’s reputation as a center for advanced technology, and contribute to an educated
workforce.
Due to the high caliber of UCI faculty and scholarship, the campus is home to national organizations including the National Fuel Cell Research Center
and is a major site for the nationwide cancer genetics research network. For its range of services and research, UCI’s Chao Family Comprehensive
Cancer Center is Orange County’s only cancer facility designated “comprehensive” by the National Cancer Institute. UCI is noted, in fact, for its
strengths in cancer and neuroscience research, much of which takes place at the University of California, Irvine Medical Center. Located in the city of
Orange, 13 miles to the north, the medical center is the primary teaching and research hospital for the UC Irvine School of Medicine.
Bus transportation makes travel convenient between the campus, medical center, and major housing areas, shopping centers, and recreation locales. In
addition, the campus and surrounding communities are designed for bicycle traffic, with trails connecting UCI with student housing and the coast.
UCI General Catalogue 2016-2017 11
12 Introduction
Celebrate UCI
One Day. One Campus. Many Options. Come to Celebrate UCI (http://celebrate.uci.edu)! This spring event features an outdoor Festival, Open House,
and Car Show. Wayzgoose, UCI’s oldest tradition, is a student-run festival in Aldrich Park filled with live entertainment, food, and games for UCI and the
community. Many offices and services are open or available with information for everyone, especially prospective students and their families. Included
are academic program information and sessions; campus, housing, and recreation facilities tours; financial aid and admissions information, and much
more. Events and parking are free. For information and specific times of events, visit the Celebrate UCI website (http://celebrate.uci.edu).
University Advancement
University Advancement is helping to shape the future of the UC Irvine campus by creating awareness, building relationships, and generating financial
support for UC Irvine’s mission of teaching, research, and public service. It is responsible for all philanthropic fundraising, including the legal and
fiduciary responsibilities associated with accepting all charitable donations to UC Irvine, through the University of California, Irvine Foundation. Our
success is accomplished through the combined efforts of professional staff, academic leaders, and dedicated volunteers. Program areas include
community and government relations, office of development, prospect research, gift processing, donor relations, planned giving, corporate and
foundation relations, UCI Fund, UCI Medical Center, health advancement, and other research and academic units. Individuals in these areas provide
a bridge between the University and the community, thereby promoting a climate of understanding and philanthropic investment. For additional
information, contact University Advancement at 949-824-8696 or visit the University Advancement website.
In an era of decreasing state support, UC Irvine relies on private support at a greater level than ever. The Office of Development helps raise charitable
donations from individuals, corporations, and foundations. UC Irvine’s development program works hand-in-hand with UC Irvine’s schools, research
units and the UCI Medical Center to secure philanthropic gifts that support the mission of the University. In 2015, the campus successfully concluded its
$1 billion “Shaping the Future” campaign for this purpose. For additional information, contact the Office of Development at 949-824-0503.
The Office of Community and Government Relations is responsible for enhancing public understanding and support of UC Irvine and the University
of California at local, state and federal levels. The program works to ensure that the University’s mission, as well as its legislative and budgetary
objectives, are given due consideration by elected officials and the general public through strategic advocacy, civic engagement and awareness
activities. Community and Government Relations provides leadership for building effective and enduring relationships with community leaders, public
policy makers and other members of the public to increase the visibility and prominence of UC Irvine’s research, teaching and service missions. For
additional information, contact Community and Government Relations at 949-824-0061.
The Office of Strategic Planning and Administration is the financial management unit of University Advancement. This office oversees gift
processing, strategic planning, human resources, and the financial management of the University of California, Irvine Foundation’s assets. For additional
information, contact the Strategic Planning and Administration Office at 949-824-4166.
The Office of Advancement Operations is the operations management unit of University Advancement. This office oversees prospect development,
information management, database administration, and donor relations and special events. For additional information, contact the Advancement
Operations Office at 949-824-6882.
UC Irvine Alumni
Located in the Newkirk Alumni Center on the corner of University Drive and Mesa Road, the UC Irvine Alumni Association is committed to engaging
UC Irvine’s more than 160,000 alumni with the campus. It sponsors many key campus events, including the annual UCI Homecoming; Lauds & Laurels
Awards, the distinguished alumni awards ceremony; Anteater Meetups; networking and career events; cap and gown sales; and the senior send-off
events. UCI Alumni members receive a range of access and privileges which include discounts on travel, financial and career services, online research
library access, and more at the general, annual, and lifetime levels.
UCI Alumni also oversees the Student Alumni Association at UCI, a student group that works to connect students to one another, alumni, and the
university. The students help organize UCI Care-a-thon, an annual dance-a-thon that raises money for the neonatal intensive care unit at the UC Irvine
Medical Center; Dinners with Anteaters, an event that brings alumni and students together for an evening of dining and networking; Inside the Alumni
Studio, an event where alumni are interviewed by students and share valuable professional advice and personal insights into building success after
graduation; and Alumni Back 2 Campus, a program in which alumni come back to UC Irvine to experience student life and activities, such as attending
athletic and arts events, as well as sitting in on lectures and speaker series.
For additional information, visit the UCI Alumni website (http://www.alumni.uci.edu) or call 949-824-2586.
Strategic Communications
The Office of Strategic Communications advances UC Irvine’s reputation, mission, priorities, and values through an integrated communications
approach that includes the following:
• Brand development and management: Cultivating an emotional connection and loyalty to the university by articulating the institution’s distinctive
qualities, encouraging a positive experience, and developing and protecting the university’s identity, marks, and graphic assets.
12 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 13
• Media relations: Establishing mutually beneficial relationships with members of the media—from digital publications and social networks to
production studios and news organizations—to support the accurate, appropriate, and fair use of university information worldwide.
• Marketing: Developing effective tools and services to convey the university’s message, including advertising, presentations, promotional pieces, and
events.
• Publications and digital properties: Creating magazines, newsletters, websites, and other digital content that advance the university’s mission.
• Visual communications: Providing photography, videography, graphic design, and other visual assets that create a compelling story.
• Internal communications: Providing outreach assistance and information for UCI’s students, faculty, and staff.
• Executive communications: Strengthening the presence and influence of university leaders—globally, regionally, and within the campus—through
effective messaging and outreach support.
Strategic Communications is the university’s storyteller, providing information in a way that's accurate, credible, engaging, and influential. It uses a
wide range of platforms to share the university’s story—UCI Magazine, websites and social networks, university news and features in prominent media
outlets, advertising and marketing materials, and visual assets such as photography, videography, and graphics—all designed to build connections with
multiple constituents.
The office also develops and monitors communication policies, procedures, and standards to ensure a consistent, accurate, and appropriate
presence. In addition, it provides strategy, counsel, services, and support to the university’s schools, programs, and units.
For more information, call 949-824-6922 or visit the Strategic Communications website (http://www.communications.uci.edu).
On This Page:
• UCI Libraries
• Office of Information Technology
• UCI Ecological Preserve
• UCI Arboretum and Herbarium
• Laser Microbeam and Medical Program
• UCI Irvine Health
• UCI Center for Occupational and Environmental Health
• Additional Facilities
UCI Libraries
Lorelei Tanji, University Librarian
949-824-6836
http://www.lib.uci.edu/
Established in 1963 as one of the founding academic units on campus, the UCI Libraries connects users—faculty, researchers, scholars, students,
staff, or community members—to information resources, facilitating the creation, preservation, and sharing of knowledge in all disciplines. The Libraries
support the research needs of the campus and general community, through the Libraries’ website and at four library facilities: the Langson Library, the
Ayala Science Library, and the Libraries Gateway Study Center on the UCI campus, and the Grunigen Medical Library in Orange.
Langson Library (http://www.lib.uci.edu/langson): The Langson Library supports research and teaching in the arts, humanities, social sciences, social
ecology, education, and business/management.
Special Collections and Archives (http://special.lib.uci.edu/): The Department of Special Collections and Archives holds non-circulating collections
of rare books, archives, manuscripts, photographs, maps, and pamphlets, emphasizing; the Critical Theory Archive; Southeast Asian Archive; Orange
County regional history; the Dance and Performing Arts Collections; the personal papers of distinguished UCI faculty, including Nobel Laureates; and the
University Archives.
Ayala Science Library (http://www.lib.uci.edu/ayala): The Ayala Science Library supports research and teaching in the sciences, medicine, and
technology. The Multimedia Resource Center provides technological tools and services to enhance learning and the creation of knowledge.
Libraries’ Gateway Study Center (http://www.lib.uci.edu/gateway-study-center): Located across the plaza from the Langson Library, the Libraries
Gateway Study Center provides comfortable individual and group study areas as well as late-night study hours throughout the academic year.
On the lower plaza of the Gateway building, the OC & SEAA Center (Orange County and Southeast Asian Archive Center) holds collections on these
topics, has an oral history recording studio, and serves as a resource for the campus and community http://ocseaa.lib.uci.edu.
Grunigen Medical Library (http://grunigen.lib.uci.edu/): The Grunigen Medical Library is located at the UCI Medical Center in Orange and serves the
research, clinical, and teaching needs of the health sciences programs.
UCI General Catalogue 2016-2017 13
14 Introduction
Law Library (http://www.law.uci.edu/library): Located in the Law School, the Law Library supports the research and teaching needs of the law school
and others at UCI who need to use material unique to the Law Library’s collection.
ANTPAC (http://antpac.lib.uci.edu/): The ANTPAC online catalog provides access to the UCI Libraries' premier collections, which include over 3.64
million volumes, over 154,000 serial titles in electronic and print formats, and substantial collections of manuscripts and visual materials.
®
MELVYL (http://uci.worldcat.org/): The MELVYL Catalog, on the Libraries' website, connects users to the vast collections of the University of California
library system, and the scholarly resources of the world. Expedited interlibrary loans and digital desktop delivery services help facilitate the exchange of
valuable research materials between our users and the UC Libraries.
Subject Librarians (http://www.lib.uci.edu/subject-librarians): Subject Librarians with disciplinary expertise serve each academic department. They
select materials for the Libraries’ collection, provide specialized reference assistance to faculty, graduate students, and undergraduates, and are
available to meet the research, teaching, learning, and patient care needs of the members of their liaison departments.
Ask A Librarian (http://ask.lib.uci.edu): The UCI Libraries’ Ask A Librarian services provide expert in-person and online research assistance to users.
Online reference services are available 24 hours a day, seven days a week. Over 25,000 personalized, one-on-one research consultations were
conducted, and over 17,000 students attended library training sessions last year. These sessions develop students' lifelong learning skills and assist
researchers to use rapidly changing information resources and technologies effectively and efficiently.
Subject and Course Guides (http://guides.lib.uci.edu/): Librarians create subject guides that recommend curated resources for each academic
discipline and for research intensive courses.
Public Access Computer Workstations and Study Space: Wireless access and 600 desktop and laptop computers are available for general use in
the four library locations. The Study Space Locator (http://www.lib.uci.edu/study-space-locator) provides a convenient way to locate study spaces and
identify open computer workstations.
Virtual Tour (http://www.lib.uci.edu/virtual-tour): The virtual tour familiarizes users with library spaces and services.
Office of Information Technology
The Office of Information Technology (OIT) provides computing, network, and telephone services to support and enhance instruction, research, and
administration at UCI. OIT provides central computing services, computer labs, departmental and research-group support, business application support,
and campuswide technical coordination. The campus network infrastructure (including Wi-Fi) maintained by OIT provides connectivity on campus and to
the Internet.
ZotPortal (http://portal.uci.edu) brings together campus tools and services in one easy-to-use, customizable place. Get the status of your courses, finals,
grades, and EEE tasks. Look up library hours, search for an available study space, and check the academic calendar for important deadlines. View and
pay your ZOTBill, download tax documents, and get the latest financial aid news. Find campus announcements, news, club activities, and much more.
UCI Google Apps (http://www.google.uci.edu) is a collection of services contracted from Google including UCI Gmail and Google Drive. Incoming
undergraduate students are given UCI Gmail accounts as their default email service.
The Electronic Educational Environment (EEE) (http://eee.uci.edu) is UCI’s learning management system, offering web-based instructional tools and
resources including quizzes, message boards, class websites, and class mailing lists. EEE EaterEvals (https://eaterevals.eee.uci.edu) makes available
the student-submitted quantitative results for end-of-term Senate faculty evaluations.
OIT, in collaboration with units across campus including the Distance Learning Center, is piloting the Instructure Canvas learning management
system. This pilot expands the existing EEE offerings without compromising EEE’s unique functionality, capabilities, and responsiveness to campus
needs. Learn more at the Canvas Pilot website (http://sites.uci.edu/canvaspilot).
OIT Classroom Technology Support (http://www.classrooms.uci.edu) (CTS) manages, maintains, and refreshes technology in 133 general assignment
classrooms and over 20 other spaces, including computers, laptop cables, video decks, projectors, sound systems, and all associated control and
switching equipment. OIT CTS runs a classroom help desk for in-room assistance, questions, comments, or to arrange classroom orientations. For
assistance call 949-824-8833 or email [email protected].
OIT manages computer labs distributed across campus. Lab computers offer many common applications, including Microsoft Office as well as certain
mathematical software and statistics packages. Self-service printing is available in many labs. For additional details on Instructional labs, Drop-in labs,
Training labs, the lab printing system, Mobile Printing and PC Availability visit the OIT Computer Labs website (http://www.oit.uci.edu/labs). The Virtual
Computer Lab (VCL) (http://www.oit.uci.edu/labs/vcl) allows UCI students, faculty, and staff to access university-licensed computer applications via the
Internet.
OIT provides media services including UCI Replay (http://replay.uci.edu), an audio/screen capture service for instructors, staff, and departments to easily
record classes, presentations, or instructional vignettes and the campus presence on iTunes U (http://www.oit.uci.edu/itunesu).
14 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 15
Residential Network Services (http://resnet.uci.edu) provides a range of services to student residents including help desk, field support, security, network
engineering, and the cable TV system.
Certain software is available at a discount to UCI students through campus-wide contracts. Look for software of interest on the UCI Software License
website (http://licenses.oit.uci.edu).
IT Security and Privacy are vital concerns. To protect yourself and your work, find advice and support at the IT Security website (http://security.uci.edu).
OIT offers a variety of additional services, detailed on the OIT website (http://www.oit.uci.edu). The OIT Help Desk offers walk-in support in 115 Aldrich
Hall during business hours and 24/7 telephone support at 949-824-2222.
For more information, call 949-824-2222 or email [email protected].
UCI Ecological Preserve
The 62-acre UCI Ecological Preserve consists of several small hills and surrounding flatlands bearing remnants of coastal sage scrub flora and
associated fauna, including the California gnatcatcher (Federally listed as Threatened) and the coastal cactus wren. The Preserve is located on the
campus and is set aside for teaching, research, and use by the campus community. Publications and species lists are available at the Natural Reserves
and Environmental Facilities website (http://www.bio.uci.edu/research/natural-reserves-and-environmental-facilities). For further information contact
Peter Bowler, Faculty Co-Advisor at [email protected] and Travis Huxman, Faculty Co-Advisor at [email protected].
Natural Communities Coalition (NCC)
The University of California manages and maintains a system of 39 Reserves that are representative of the State’s habitat and geographic diversity.
These serve as outdoor classrooms and laboratories for students, faculty, and staff, and are intended primarily for purposes of education and research.
For further information call 949-453-3324 or email [email protected].
UCI has primary responsibility for three Reserves: the Burns Piñon Ridge Reserve, the San Joaquin Marsh Reserve, and the Steele Burnand Anza-
Borrego Desert Research Center. For further information contact Peter Bowler, Faculty Director at [email protected].
Burns Piñon Ridge Reserve
The Burns Piñon Ridge Reserve is located near the town of Yucca Valley in San Bernardino County. It is a 306-acre parcel of high-desert habitat
representing an ecotone between montane and desert biota, with mixtures of Joshua tree, piñon pine, and juniper woodland. The Reserve has a
dormitory and research station, as well as primitive camping facilities, and is used primarily for overnight field trips and research by faculty and students
from the Francisco J. Ayala School of Biological Sciences. For further information, call 949-701-6114 or contact Peter Bowler, Faculty Advisor at
[email protected] .
San Joaquin Marsh Reserve
The San Joaquin Marsh Reserve, one of the last remaining coastal marshes in Southern California, is a 202-acre wetland adjacent to the UCI campus.
The Marsh consists of a series of freshwater ponds and their attendant aquatic flora and fauna, and is especially known for its rich bird life, both resident
and migratory. The Reserve also sustains one of the largest Pacific pond turtle populations in Southern California. The Marsh has about 150 acres of
cattail wetlands in three large cells, and 11 experimental bulrush-dominated ponds whose water levels can be manipulated for teaching and research
purposes. For further information, call 949-701-6114 or contact Peter Bowler, Faculty Advisor at [email protected] .
UC Systemwide Natural Reserve System California Ecology and Conservation Course
The Natural Reserve System course, available to all undergraduate students in the UC system, allows students to experience a diversity of ecological
experiences through the use of UC Natural Reserve System sites. It provides a tool for students to see first-hand how climate change and other
environmental variations in California directly influence plant and animal ecology throughout the state. For further information, visit the Natural Reserve
System website (http://www.ucnrs.org). For further information, call 949-701-6114 or contact Peter Bowler, Faculty Advisor at [email protected] .
Steele/Burnand Anza-Borrego Desert Research Center
The Steele/Burnand Anza-Borrego Desert Research Center, adjacent to the town of Borrego Springs, includes approximately 80 acres, with a large
historic clubhouse that serves as home base for researchers and students. Through a cooperative agreement with California State Parks and the Anza-
Borrego Foundation, the Reserve offer access to California’s largest state park. The 615,000-acre Anza-Borrego Desert State Park encompasses
native fan palm oases and piñon pine-juniper forests, and is home to the endangered desert bighorn sheep. The Reserve encourages the study of
environmental and ecological problems in the region. For further information, visit the UC Natural Reserve System website (http://nrs.ucop.edu).
UCI Arboretum and Herbarium (IRVC)
The UCI Arboretum is a botanical garden developed and managed by the Francisco J. Ayala School of Biological Sciences. It contains areas planted
with floras adapted to climates similar to those of Southern California and maintains a large collection of plants native to Southern California and Baja
California, as well as South African monocots. The Arboretum provides materials and space for research and teaching needs and its collections are
also used as an educational resource for the community at large. The UCI Herbarium (http://arboretum.bio.uci.edu/herbarium.cfm) (IRVC) curates ca.
UCI General Catalogue 2016-2017 15
16 Introduction
35,000 vascular plant specimens and is a part of the Arboretum. For further information call 949-824-5833 or contact Rebecca Crowe, Nursery Manager
at [email protected] and Peter Bowler, Faculty Advisor at [email protected].
Laser Microbeam and Medical Program
The Laser Microbeam and Medical Program (LAMMP) is a Biomedical Technology Research Center supported by the National Institute of Biomedical
Imaging and Bioengineering (NIBIB) at the National Institutes of Health. Located within the Beckman Laser Institute and Medical Clinic at UCI, LAMMP
is dedicated exclusively to the use of lasers and optics in biology and medicine. LAMMP supports activities in technological research and development,
collaborative research, and training/dissemination. LAMMP research and technology development is based on fundamental light-tissue interaction
mechanisms. The LAMMP program also emphasizes “translational” research by rapidly moving basic science and technology from “benchtop to
bedside.” Additional information is available at the Laser Microbeam and Medical Program website (http://lammp.bli.uci.edu) or from the LAMMP
Coordinator at 949-824-2251.
UC Irvine Health
UC Irvine Health is committed to providing the highest quality healthcare to more than 3 million people in Orange County, western Riverside County, and
southeast Los Angeles County.
UC Irvine Medical Center is the county’s only university hospital and features more than 600 specialty and primary care physicians. The medical center
offers a full scope of acute- and general-care services including cardiac surgery, cancer, digestive disease, neurosurgery, and trauma. U.S. News
& World Report consistently lists UC Irvine among “America’s Best Hospitals,” and since 2001, has bestowed national recognition on its programs
in urology, gynecology, geriatrics, cancer, digestive disorders, kidney disease, and ear, nose, and throat. It was only the third hospital in California
and the first hospital in Orange County to receive Magnet Designation for nursing excellence. It is the county’s first Joint Commission-designated
Comprehensive Stroke Center.
Located in the city of Orange, 13 miles from the UC Irvine campus, UC Irvine Medical Center has 411 beds and is the principal teaching hospital for the
UC Irvine School of Medicine. As part of its focus on family and preventive health, the medical center has additional patient care locations in Anaheim,
Irvine, the UC Irvine campus, Costa Mesa, Tustin, Orange, and Santa Ana.
UC Irvine Medical Center houses a 24-hour emergency department and is designated as Orange County’s only Level I trauma center—the most
comprehensive for the treatment of life-threatening injuries—and Level II pediatric trauma center. Specialists are available for the expert management of
high-risk pregnancies, and critically ill newborns are cared for in the county’s most sophisticated Level III neonatal care unit.
The hospital is also home to the Chao Family Comprehensive Cancer Center, the only facility in Orange County designated as a comprehensive cancer
center by the National Cancer Institute. It offers patients a full range of cancer therapies, including leading edge clinical trials, immunotherapy, radiation
oncology, and minimally invasive surgery.
In March 2009, UC Irvine Douglas Hospital opened at UC Irvine Medical Center. A modern facility for the 21st century, the hospital features the latest
medical and surgical technology for the delivery of world-class care as well as top training programs for future physicians. The seven-story hospital has
236 beds, 20 operating rooms, a regional burn center, and advanced interventional procedure rooms. Private patient rooms emphasize individualized
patient care and permit family members to stay overnight.
For additional information or to schedule an appointment, call toll free 1-877-UCI-DOCS or visit the UC Irvine Health website (http://
www.ucirvinehealth.org).
UCI Center for Occupational and Environmental Health
In 1980, the University established occupational health centers in Northern and Southern California for the purpose of training occupational health
professionals, conducting research on occupational health issues, and providing clinical evaluation and services to employers and workers/patients.
During the early 1990s, the mandate was expanded to include environmental health issues. The Centers have strong ties to the UC Schools of
Medicine, Nursing, and Public Health.
The Irvine Center is comprised of UCI academic faculty and health professionals. Faculty research is concerned with identification of causal association
between disease and occupational or environmental exposures with an emphasis on prevention of occupational and environmental disease and injury.
The Center’s primary areas are occupational and environmental medicine, toxicology, epidemiology, and environmental health sciences. The Center
includes a consulting clinic in Irvine, a specialty clinic at the UCI Medical Center, facilities for research and teaching in epidemiology and toxicology,
and study space for residents in occupational medicine and graduate students in environmental health sciences. For additional information, call
949-824-8641 or visit the Center for Occupational and Environmental Health website.
16 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 17
Additional Facilities
Information about many other UCI research and instructional facilities and programs is available in the academic unit sections and the Office of
Research section of this Catalogue, as well as at the Office of Research Centers and Institutes website (http://www.research.uci.edu/centers).
UCI Academic Senate Distinguished Faculty
Robert S. Cohen (http://drama.arts.uci.edu/faculty/robert-cohen)
Distinguished Faculty Award for Research, 2015-16
Professor, Drama
Syed A. Jafar (http://engineering.uci.edu/users/syed-jafar)
Distinguished Mid-Career Faculty Award for Research, 2015-16
Professor, Electrical Engineering and Computer Science
Weian Zhao (http://faculty.sites.uci.edu/zhaolab/weian-zhao)
Distinguished Assistant Professor Award for Research, 2015-16
Assistant Professor, Pharmaceutical Sciences
Peter Navarro (http://merage.uci.edu/Faculty/FacultyDirectory/FacultyProfiles.aspx?FacultyID=1589)
Distinguished Faculty Award for Teaching, 2015-16
Professor, Paul Merage School of Business
Jose Antonio Rodriguez-Lopez (http://www.socsci.uci.edu/~jantonio)
Distinguished Assistant Professor Award for Teaching, 2015-16
Associate Professor, Economics
Jeffrey A. Barrett (http://faculty.sites.uci.edu/jeffreybarrett)
Daniel G. Aldrich, Jr. Distinguished University Service Award, 2015-16
Professor, Logic and Philosophy of Science
Stephen E. Tucker (http://music.arts.uci.edu/faculty/stephen-tucker)
Distinguished Mid-Career Faculty Award for Service, 2015-16
Associate Professor, Music
Judy B. Rosener (http://merage.uci.edu/~rosener/biography.htm)
Distinguished Faculty Award for Mentorship, 2015-16
Senior Lecturer SOE Emerita, Paul Merage School of Business
More information about the Academic Senate Distinguished Faculty is available on the Academic Senate website (http://senate.uci.edu/distinguished-
faculty-awards).
UCI General Catalogue 2016-2017 17
18 Information for Prospective Students
Information for Prospective Students
On This Page:
• Office of Admissions and Relations with Schools
• Undergraduate Admissions
• Intersegmental Relations
• School and College Relations
• On-Campus Services
• Transfer Student Services
• Campus Tours
• How to Use the Catalogue
• Course Listings
Office of Admissions and Relations with Schools
The mission of the Office of Admissions and Relations with Schools (OARS), a division of Student Affairs, is to: (1) optimize UCI’s undergraduate
enrollments by implementing Academic Senate, universitywide, and campus policies for the selection and admission of new freshmen and transfer
students; and (2) stimulate and advance cooperative educational relationships between UCI and California schools and colleges. OARS works to
improve the preparation of prospective students for higher education and to promote their access to and success at UCI.
For additional information about OARS and the services listed below, call 949-824-6703 or visit the OARS website (http://www.admissions.uci.edu).
Undergraduate Admissions
Staff are involved in monitoring applications and admission targets; collecting and evaluating personal and academic data to select and admit new
undergraduate students; establishing students’ permanent UCI academic record; and evaluating coursework taken at other colleges and universities by
new and continuing students for transfer credit.
Intersegmental Relations
Staff are involved as liaison with regard to curricular articulation between UCI and California Community Colleges as well as various educational
organizations designed to facilitate regional cooperation (South Coast Higher Education Council, Southern California Intersegmental Articulation
Council).
School and College Relations
Staff: (1) advise prospective students, their parents, teachers, counselors, and school administrators regarding academic programs, admission
requirements, and admission selection, and assist them with UC application and enrollment processes; (2) increase public awareness by
making presentations to schools, colleges, and the community regarding UCI and the University of California, and by creating publications and
communications which explain admissions policies and procedures, academic options, housing, financial aid, and student life opportunities; (3) provide
general information on UC admissions and programs for all UC campuses; (4) explain University Admissions policies and procedures specific to
undergraduate enrollment to the public; (5) assist prospective transfer students and community college faculty and staff; and (6) participate in activities
and projects designed to enhance the academic success of students.
On-Campus Services
Staff: (1) host programs for prospective students and educational groups; (2) offer activities for applicants such as Discover UCI; (3) inform UC and UCI
administrators and faculty of developments in California schools and community colleges; and (4) provide consultative services to campus departments
wishing to provide programs for schools and colleges or special recruitment for specific majors or programs.
Transfer Student Services
OARS provides advice and guidance to prospective UCI transfer students. Staff regularly visit California Community Colleges throughout the state
and meet with prospective transfer students to discuss admission requirements, academic planning and preparation, and UCI lower-division major and
general education requirements. Articulation agreements, which identify how community college courses may be used to fulfill lower-division UCI degree
requirements, are facilitated through OARS. Articulation agreements are available at the ASSIST website (http://www.assist.org).
Campus Tours
Student-led tours of the campus are conducted Monday through Friday at noon. Tours begin at the UC Irvine Visitor Center, located on the first floor of
the Student Center, across from the Student Center parking structure. To confirm tour dates, times, and parking instructions and to arrange tours for
school groups of 10 or more during the regular academic year, visit the Campus Tours website (http://www.campustours.uci.edu).
18 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 19
How to Use the Catalogue
Because the UCI General Catalogue must be prepared well in advance of the year it covers, changes in some programs and courses inevitably will
occur. The selection of courses to be offered each quarter is subject to change without notice, and some courses are not offered each year. The
Schedule of Classes, available on the University Registrar’s website (http://www.reg.uci.edu) at shortly before registration begins each quarter, provides
current information about course offerings, instructors, hours, and more. Students should consult the appropriate academic unit for even more up-to-date
information. (Admission to UCI does not guarantee enrollment in any particular course.)
Presentation of information in the Catalogue is divided into six main concepts:
1. Introduction to UCI,
2. Information for Prospective Students,
3. Information for Admitted Students,
4. Research,
5. Division of Undergraduate Education,
6. Graduate Division, and
7. Academic Programs. Included in the academic program sections are the following kinds of information:
a. brief descriptions of the areas that are covered in each school or program and a brief statement of the educational philosophy and orientation of
the unit;
b. requirements for undergraduate majors, minors, and graduate degrees;
c. additional areas of study referred to as concentrations, specializations, or emphases;
d. advice about planning a program of study, and other information relevant to the academic progress and experience of students majoring in fields
within each school or program;
e. lists of faculty members; and
f. courses offered.
Course Listings
Undergraduate courses are classified as lower-division (numbered 1–99) and upper-division (numbered 100–199). Courses numbered 200 and above
are graduate or professional courses. Lower-division usually refers to freshman-sophomore courses, upper-division to junior-senior courses. However,
junior and senior students may take lower-division courses, and freshmen and sophomores may normally take upper-division courses when upper-
division standing is not a prerequisite and when any other prerequisites have been met. A course has no prerequisites unless indicated.
Some courses are structured as three-quarter sequences, such as 1A-1B-1C; except as noted, each course in a sequence is prerequisite to the one
following. The letter L following a number usually designates a laboratory course. The letter H preceding a number designates an honors course.
The "4 Units" designation following the course title indicates the quarter unit credits toward graduation. Some courses give other than four units of credit;
for example, two, five, or a range from one to 12.
When a course is approved for satisfaction of the UCI general education (GE) requirement, the general education category is indicated by a Roman
numeral in parentheses at the end of the description. Courses approved to fulfill the upper-division writing requirement are designated with the letter W
following the course number and the GE symbol (Ib) following the course description.
UCI General Catalogue 2016-2017 19
20 Expenses, Tuition, and Fees
Expenses, Tuition, and Fees
On This Page:
• Estimated Expenses
• Tuition and Fees
• Undergraduate Student
• Graduate Student
• Payment of Tuition and Fees
• Service Charges
• Miscellaneous Fees
• Special Tuition and Fee Programs, Waivers, and Exemptions
• PACE Plan
• Reduced-Fee Part-Time Study Program
• • Tuition and Fee Reduction for Staff and Academic Employees
• Exceptions from Nonresident Supplemental Tuition
• Exceptions from Tuition and Fees
• California Residence and Nonresident Supplemental Tuition
• Laws Governing Residence
• Who is a Resident?
• Requirements for Financial Independence
• Establishing Intent to become a California Resident
• General Rules Applying to Minors
• Specific Rules Applying to Minors
• Exemptions from Nonresident Supplemental Tuition
• Temporary Absences
• Change in Resident Classification
• Incorrect Classification
• Inquiries and Appeals
• Tuition and Fee Refunds
• Student Tuition and Fee Refunds
• Standard Refund Schedule
• Refund Schedule for New Students Receiving Federal Financial Aid
• Housing Refunds
Estimated Expenses
The range of estimated nine-month expenses, including projected tuition, fees, books and supplies, room and board, and miscellaneous expenses for
California-resident students attending UCI during the 2015-16 academic year are shown in the following chart. Tuition and fees are subject to change
without notice, and the university may impose additional fees.
Expenses for students living off campus vary depending upon number of roommates, location of apartment, amenities and other factors. Graduate
student expenses assume two students sharing a two-bedroom apartment. All other on- and off-campus estimates are based on two students sharing a
bedroom. Figures are based on periodic surveys and are adjusted for inflation for years when surveys are not conducted. These are intended only as a
guide in computing average expenses.
California-Resident Student Status Living Arrangement Estimated Nine-Month Expenses
Undergraduate On campus $32,102.47
Off campus $29,575.47
At home $24,889.47
Graduate On campus – Verano $35,370.50
On campus – Campus Village $36,334.50
On campus – Palo Verde $36,312.50
Off campus $42,509.50
20 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 21
At home $35,370.50
Tuition and Fees
All tuition, fees, and charges are subject to change without notice, and the University may impose additional tuition and fees. Consult the University
Registrar’s website (http://www.reg.uci.edu) for the most up-to-date information.
1
Undergraduate Student Tuition and Fees for Academic Year 2016–17
Fee Resident Nonresident
Tuition $11,220.00 $11,220.00
Student Services Fee $1,074.00 $1,074.00
Associated Students Fee $54.00 $54.00
UCI Student Center Fee $409.50 $409.50
Bren Events Center Fee $69.00 $69.00
Recreation Center Fee $264.00 $264.00
Campus Spirit Fee $99.00 $99.00
Measure S Fee $24.00 $24.00
TGIF Fee $10.50 $10.50
Anteater Express Fee $96.00 $96.00
Measure U Fee $2.97 $2.97
Club Sports Fee $9.00 $9.00
SOAR Fee $19.50 $19.50
3
eTech Fee varies varies
4
UG Student Health Insurance Plan Fee $1,675.00 $1,675.00
Nonresident Supplemental Tuition ---------- $26,682.00
5
TOTAL $15,026.47 $41,708.47
1, 2
Graduate Student Tuition and Fees for Academic Year 2016–17
Fee Resident Nonresident
Tuition $11,220.00 $11,220.00
Student Services Fee $1,074.00 $1,074.00
Associated Graduate Student Fee $27.00 $27.00
UCI Student Center Fee $409.50 $409.50
Bren Events Center Fee $69.00 $69.00
Recreation Center Fee $264.00 $264.00
3
eTechFee varies varies
4
Grad. Student Health Insurance Plan Fee $3,484.00 $3,484.00
Nonresident Supplemental Tuition -------- $15,102.00
5
TOTAL $16,547.50 $31,649.50
1
Student fees shown are based on three quarters of attendance.
2
The exact cost of attending UCI varies by program. Students in the the Full-time M.B.A., J.D., M.D., Master's in Public Health, Master's in Public
Policy, M.S. in Biomedical and Translational Sciences, M.S. in Biotechnology Management, M.S. in Engineering Management, M.S. in Genetic
Counseling, M.S. in Nursing Science, Executive M.B.A. programs, M.A.S. in Criminology, Law and Society program, and M.P.Ac. program
should refer to the tuition and fee information posted on the University Registrar’s website (http://www.reg.uci.edu).
3
The nonrefundable eTech fee is $4 per undergraduate lecture course unit, up to a maximum of $60 per quarter or $180 per year.
4
The Undergraduate and Graduate Student Health Insurance Plan fees included in the fee tables are the 2015-16 rates and the fee levels for
2016-17 are subject to change without notice.
5
The mandatory campus-based fees listed above (Associated Students Fee, Student Center Fee, Bren Events Center Fee, Recreation Center
Fee, Campus Spirit Fee, Measure S Fee, TGIF Fee, Anteater Express Fee, Measure U Fee, Club Sports Fee, and SOAR Fee) include all
currently approved fees.
UCI General Catalogue 2016-2017 21
22 Expenses, Tuition, and Fees
Payment of Tuition and Fees
Tuition and fees for each quarter are due and payable in advance within deadlines published in the Quarterly Academic Calendar on the University
Registrar’s website (http://www.reg.uci.edu). A student will not be officially registered in classes until tuition and fees are paid in full, with the exception of
students who are participating in the PACE Plan.
Continuing and returning students are required to pay all outstanding fines and other debts in full before they pay their tuition and fees for an upcoming
term.
Information about tuition and fee refunds appears later in this section.
Tuition provides general support for the University’s operating budget, including costs related to instruction, and funds student financial aid. Graduate
students studying out of the State may be eligible to pay 15 percent of tuition. M.D. students are required to pay the full tuition for each quarter in which
they enroll, including the summer quarter. The summer quarter tuition level for M.D. students will be the same as that of the previous spring quarter.
The Student Services Fee is required of all students regardless of the number of courses taken, unless otherwise noted. This fee is a charge to each
student for co-curricular programs, activities, and services which benefit the student and which are complementary to, but not a part of, the instructional
programs. A portion of the fee is returned to support student financial aid. No part of this fee is refundable to students who do not use all or any of these
services. Graduate students studying out of the State may be eligible to pay 15 percent of the Student Services Fee. M.D. students are required to pay
the full Student Services Fee for each fall, winter, and spring quarter, and a reduced Student Services Fee of $80 for each summer quarter.
The Associated Students Fee is administered by the Associated Students of UCI, the Associated Graduate Students, The Merage Student
Association, and the Associated Medical Students. These funds provide social activities, lectures, forums, concerts, and other activities at either a
reduced charge, or no charge, to UCI students. The fees are required of all students.
The UCI Student Center Fee is required of all students regardless of the number of courses taken. The fee is used to pay the debt service on revenue
bonds sold to finance the construction costs, to fund operating costs, and to fund major repairs and maintenance expenses of the UCI Student Center.
The Bren Events Center Fee is required of all students regardless of the number of courses taken or units carried. The fee is used to maintain the Bren
Events Center and to pay the debt service on revenue bonds sold to finance the construction costs of the Bren Events Center.
The Recreation Center Fee is required of all students regardless of the number of courses taken or units carried. The fee is used to operate, maintain,
and pay the debt service on revenue bonds sold to finance the construction costs of the Student Recreation Center and Athletics facilities improvements.
The Campus Spirit Fee is required of all undergraduate students regardless of the number of courses taken or units carried. The fee is used to support
Athletics and Campus Spirit Programs.
The Measure S Fee is required of all undergraduate students regardless of the number of courses taken or units carried. The fee is used to support,
upgrade, and expand the ASUCI Express Shuttle.
The Green Initiative Fund (TGIF) Fee is required of all undergraduate students for the fall, winter, and spring quarters regardless of the number of
courses taken or units carried. The fee is used to support undergraduate student efforts to reduce the campus’s environmental footprint and to promote
sustainable educational projects at UCI.
The Anteater Express Fee is required of all undergraduate students regardless of the number of courses taken or units carried. The purpose of the fee
is to support the Anteater Express campus shuttle service. The fee revenue is used to fund expenses including, but not limited to, fleet replacement,
disability services, and route expansion. This initiative differs from the current Measure S Fee in that the funds may be spent more broadly and the funds
are also overseen by a funding board.
The Measure U Fee is required of all undergraduate students for the fall, winter, and spring quarters regardless of the number of courses taken or units
carried. The purpose of the fee is to support the New University, the official UCI student newspaper. The fee revenue is used to provide support for the
New University operational expenses.
The Club Sports Fee is required of all undergraduate students for the fall, winter, and spring quarters regardless of the number of courses taken or units
carried. The purpose of the fee is to provide a permanent source of operating and programming support for the Club Sports Program at UCI. The fee
revenue will be used to fund expenses such as, but not limited to, coaching, cost of equipment and uniforms, tournament fees, travel expenses, events
facility rentals and basic-level league dues for all clubs in the Club Sports Program.
The SOAR Fee is required of all undergraduate students for the fall, winter, spring, and summer quarters regardless of the number of courses taken or
units carried. The purpose of the fee is to provide a permanent source of operating and programming support for the Student Outreach and Retention
(SOAR) Center. The fee revenue is used for, but not limited to, funding student-initiated outreach and retention efforts, expanding current services and
programs, and providing leadership and development opportunities for students.
The eTech Fee is a nonrefundable per-unit fee, required of all students enrolled in undergraduate lecture courses during the fall, winter, and spring
quarters. The fee is used to fund the UC Irvine Educational Technology Initiative maintaining and improving existing educational technology, and
providing new educational technology services and capabilities supporting the educational goals of UCI students. The fee is $4 per unit of undergraduate
22 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 23
lecture course, up to a maximum amount of $60 (or 15 units) per quarter. It will be assessed after the third week of instruction. Further information is
available at the eTech website (http://etech.uci.edu).
The Undergraduate Student Health Insurance Plan Fee is charged over three quarters (fall, winter, and spring) to provide 12-month coverage from
September through August. The fee is required of all undergraduate students regardless of the number of courses taken or units carried. The fee is used
to provide undergraduate students with health insurance. If students provide evidence of comparable coverage from another source, participation in the
mandatory plan may be waived. This fee is subject to change pending the outcome of negotiations with insurance carriers.
The Graduate Student Health Insurance Plan Fee is charged over three quarters (fall, winter, and spring) to provide 12-month coverage from
September through August. First-year law and medical students who matriculate prior to September, any returning students not enrolled in the previous
spring quarter, and transfer students must also pay a prorated GSHIP premium in addition to the fall premium. The fee is required of all graduate and
medical students regardless of the number of courses taken or units carried. The fee is used to provide graduate and medical students with health
insurance. If students provide evidence of comparable coverage from another source, participation in the mandatory plan may be waived. This fee is
subject to change pending the outcome of negotiations with insurance carriers.
The Medical Student Disability Insurance Fee is required of all medical students. The entire annual fee is charged for the fall quarter.
The Professional Degree Supplemental Tuition is required of all students in the full-time M.B.A., J.D., M.D., Master's in Public Health, Master's
in Public Policy, M.S. in Biotechnology Management, M.S. in Engineering Management, M.S. in Genetic Counseling, and M.S. in Nursing Science
programs, regardless of the number of units taken.
A $1,500 advance deposit on the Professional Degree Supplemental Tuition is required of all new M.B.A. students upon their acceptance of admission.
This deposit is nonrefundable.
Service Charges (subject to change without notice)
Item Charge
Changes in Class Enrollment after Announced Dates (each transaction) $3.00
Credit by Examination (each petition) $5.00
Late Payment of Tuition and Fees $50.00
Late Enrollment in Classes $50.00
Returned Check Collection $25.00
1
Student Parking Permits
- Zone Commuter, monthly (2016-17 TBD) $70.00
- Zone Commuter, Preferred, Monthly (2016-17 TBD) $89.00
- Resident, monthly (2016-17 TBD) $101.00
In addition, students may be assessed a course materials fee. Consult the online Schedule of Classes for courses requiring the fee and the fee level.
1
In accordance with Regents policy, UC parking systems are self-supporting auxiliary enterprises receiving no State appropriations. Visit the
Transportation and Distribution Services website (http://www.parking.uci.edu) for fee levels of other types of parking permits. Prices shown are
for 2015–16 and are subject to change for 2016–17.
Miscellaneous Fees (subject to change without notice)
Item Fee
1,2
Application Fee
-Domestic Undergraduate $70.00
- International Undergraduate $80.00
3
- Domestic Graduate $105.00
3
- International Graduate $125.00
- Secondary Application Fee (Medical) $90.00
1
Application Fee for Readmission
- Domestic Undergraduate $70.00
- International Undergraduate $70.00
4
- Domestic Graduate $105.00
4
- International Graduate $105.00
Advancement to Candidacy for Ph.D. $90.00
Duplicate Diploma $22.00
Duplicate Diploma, School of Medicine $125.00
UCI General Catalogue 2016-2017 23
24 Expenses, Tuition, and Fees
5
Filing Fee (graduate programs; one-half Student Services Fee) $179.00
Graduate Special Library Borrowing Privileges (per year, nonrefundable, $50.00
6
renewable)
Master's Thesis Electronic Submission Fee $55.00
1
M.B.A. Acceptance of Admissions Deposit $1,500.00
Transcript of Record (per copy) $17.00
Undergraduate Acceptance of Admission Fee (applied toward Student $100.00
1,7
Services Fee) (2015-16 TBD)
Verification of Student Status (per copy) $17.00
1
Nonrefundable in all cases.
2
The fee entitles an applicant to apply to one UC campus. Applicants who are applying to more than one campus must pay the fee for each
campus selected.
3
The Application Fee for The Paul Merage School of Business is $150.
4
The Graduate Readmission Fee is only applicable to students whose status has lapsed during an academic quarter and are trying to be
readmitted for the same quarter. Students whose status has lapsed and wish to return in a subsequent quarter must go through the entire
application and admission process again and pay the applicable application fee.
5
The Filing Fee is one half of the quarterly Student Services Fee.
6
This fee entitles graduate students on Official Leave of Absence or Filing Fee Status to keep their library privileges.
7
The fee level shown for the Undergraduate Acceptance of Admission Fee is for 2015-16 and is subject to change for 2016-17.
Special Tuition and Fee Programs, Waivers, and Exemptions
PACE Plan
The PACE Installment Plan allows students to spread the quarterly costs of tuition and fee payment over a three-month period. A fee is charged for this
privilege. Information about PACE is available at the Campus Billing Services website (http://www.fs.uci.edu/pace).
Reduced-Fee Part-Time Study Program
Part-time study for credit leading to an undergraduate or graduate degree is available in some academic units. To take advantage of reduced tuition and
fees for part-time status, quarterly course enrollment is limited to 10 units or fewer for undergraduate students and to eight units or fewer for graduate
students. Students enrolled in excess units after Friday of the third week of instruction are liable for full tuition and fees.
The same admissions standards that apply to full-time students apply to part-time students. Under University policy, academic deans (the Dean of the
Division of Undergraduate Education, for Undecided/Undeclared students; the Dean of Graduate Studies, for graduate students) may approve Petitions
for Part-Time Status only for reasons of occupation, family responsibilities, or health.
Undergraduate and graduate students on approved part-time status pay the full Student Services Fee and one-half of Tuition. Those part-time students
who have been determined to be nonresidents of the State of California are assessed one-half the Nonresident Supplemental Tuition, in addition to the
full Student Services Fee and one-half of Tuition. Part-time students pursuing a professional degree are assessed one-half the Professional Degree
Supplemental Tuition, the full Student Services Fee, and one-half of Tuition.
Part-time status lapses at the end of each academic year; therefore, a student must reapply each year that part-time status is desired. See the University
Registrar’s website (http://www.reg.uci.edu) for more information.
Undergraduate petitions are available from academic counselors or the University Registrar’s Office; graduate students may obtain further information
and petitions from the Graduate Division. All students are encouraged to consult with the Office of Financial Aid and Scholarships regarding minimum
unit requirements.
Tuition and Fee Reduction for Staff and Academic Employees
Students who are career employees at UCI or the University of California, Irvine Medical Center are eligible for a two-thirds reduction of the Student
Services Fee, Tuition, and campus-based fees. This applies for up to nine units or three regular session University courses per quarter, whichever is
greater. For staff employees, additional information and the Employee Application for Reduced Fees is available from Human Resources. Academic
employees should contact the Office of Academic Personnel.
Exemptions from Nonresident Supplemental Tuition
See the California Residence and Nonresident Supplemental Tuition section below for information about exemptions from Nonresident Supplemental
Tuition.
24 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 25
Exemptions from Tuition and Fees
A student who is a child, spouse, or registered domestic partner of a resident law enforcement officer or fire fighter killed in active duty shall be
exempted from nonresident supplemental tuition and mandatory system wide fees in accordance with Section 68120 of the Education Code of the State
of California.
In accordance with Section 66025.3 of the Education Code of the State of California, a resident student may be exempted from mandatory system wide
tuition and fees if:
1. The student is the child or dependent of a veteran of the United States military who has a service-connected disability or who has been killed in
service;
2. The student is the dependent of a member of the California National Guard who, while in active service of the State, has acquired a service-
connected disability or has been killed in service; or
3. The student is the surviving spouse (who has not remarried) or registered domestic partner (who has not married or registered as a domestic
partner) of a member of the California National Guard who, while in active service of the State, has acquired a service-connected disability or has
been killed in service.
A nonresident student who meets the requirements of Section 68130.5 of the Educational Code of the State of California regarding attendance and
graduation from a California high school shall be exempt from paying nonresident supplemental tuition.
California Residence and Nonresident Supplemental Tuition
All students who have not lived in California with the intent to make California their permanent home for more than one calendar year prior to the
residence determination date for each quarter or semester they propose to attend the University must pay Nonresident Supplemental Tuition. The
residence determination date is the day instruction begins at the last of the University of California campuses to open for the quarter, and for schools on
the semester system, the day instruction begins for the semester.
Laws Governing Residence
The rules regarding residence classification for tuition purposes at the University of California are governed in accordance to the California Educational
Code and the Standing Orders of the Regents of the University of California and are implemented through the University of California Residence Policy
and Guidelines. UC's Residence Policy and Guidelines are available at the Office of General Counsel website (http://www.ucop.edu/general-counsel).
Who Is a Resident?
Adult students (at least 18 years of age) may establish residence for tuition purposes in California if they are a U.S. citizen, a permanent resident or
other immigrant, or a nonimmigrant who is not precluded from establishing a domicile in the U.S. This includes nonimmigrants who hold valid visas of the
following types: A, E, H-1, H-4, I, K, L, O-1, O-3, R, T, U, or V.
To establish residence a student must, immediately prior to the residence determination date:
1. Be physically present in California for more than one calendar year, and
2. Must have come to California with the intent to make California the permanent home. For example, physical presence within the state of California
solely for educational purposes does not constitute the establishment of California residence regardless of the length of stay.
3. Students under 24 years of age whose parents are not residents of California will be required to meet the Financial Independence requirement in
order to be classified as a resident for tuition purposes.
Residence cannot be derived from a spouse.
Requirements for Financial Independence
The financial independence requirement will not be a factor in residence determination if the student meets one of the following criteria:
1. The student’s parents upon whom the student is financially dependent, are residents of California.
2. At least 24 years of age by December 31 of the calendar year of the term for which resident classification is requested.
3. Veteran of the U.S. Armed Forces.
4. A ward of the court or both parents are deceased.
5. Has legal dependents other than a spouse or registered domestic partner.
6. A married or registered domestic partner student, a graduate student, or a professional student who was not claimed as an income tax deduction by
parents or any other individual for the tax year immediately preceding the term for which resident classification is requested.
7. Financial independence is not a factor in residence status for graduate student instructors, graduate student teaching assistants, research
assistants, junior specialists, postgraduate researchers, graduate student researchers, and teaching associates who are employed 49 percent or
more of full time in the term for which resident classification is requested.
8. An unmarried undergraduate student, not claimed as an income tax deduction by parents or any other individual for the two tax years immediately
preceding the term for which resident classification is requested, who can demonstrate self-sufficiency for those years.
UCI General Catalogue 2016-2017 25
26 Expenses, Tuition, and Fees
9. Reached the age of majority in California while his/her parents were residents of this state and the California resident parents leave the state to
establish a residence elsewhere and the student continues to reside in California after the parents’ departure.
Establishing Intent to become a California Resident
Relevant indicia that contribute to the demonstration of a student’s intent to make California the permanent home include, but are not limited to, the
following: registering to vote and voting in California elections; designating a California permanent address on all records (i.e., school, employment,
military); obtaining a California Driver License or California Identification Card; obtaining a California vehicle registration; paying California income
taxes as a resident (including taxes on income earned outside California from the date California residence was established); maintaining a California
residence in which personal belongings are kept; licensing for professional practice in California; and the absence of these indicia in places other than
California during any period for which residence in California is asserted.
General Rules Applying to Minors
The residence of the parent with whom an unmarried minor (under the age of 18) lives is the residence of the unmarried minor. When the unmarried
minor does not live with either parent, the residence of the unmarried minor is that of the parent with whom the unmarried minor last lived. An unmarried
minor may establish his or her own residence when both parents are deceased and a legal guardian has not been appointed unless the unmarried minor
is a minor non-citizen who is precluded by the Immigration and Nationality Act from establishing domicile in the U.S. The residence of an unmarried
minor who has a parent living cannot be changed by the unmarried minor’s own act, by the appointment of a legal guardian, or by the relinquishment of
a parent’s right of control.
Specific Rules Applying to Minors
1. Parent of Minor Moves from California. If the California resident parent(s) of an eligible minor moves from California, the minor will be entitled to
resident classification as long as the minor enrolls full-time in a California public postsecondary institution within one calendar year of the parent’s
departure, and remains physically present in California. This classification will continue until the minor has attained the age of majority and has
resided in California for the minimum time required to become a resident. The Financial Independence requirement does not apply to this situation.
2. Self-Supporting Minor. Minor students who are U.S. citizens or eligible non-citizens may be eligible for resident classification if documentation
of physical presence, intent to be a California resident, and self-support through the student’s own employment or credit is provided for the entire
calendar year prior to the residence determination date.
3. Two-Year Care and Control. Minor students who are U.S. citizens or eligible non-citizens may be eligible for resident classification if they have
lived with and been under the continuous care and control of an adult or series of adults other than a parent for not less than two calendar years.
The adult or series of adults must have been responsible for care and control for the entire two-year period and must be California residents for 366
days prior to the residence determination date of the term for which resident classification is requested. Contact the Residence Officer for additional
criteria necessary to qualify under this provision.
Exemptions from Nonresident Supplemental Tuition
Students for whom any of the following conditions apply may be eligible for an exemption from Nonresident Supplemental Tuition.
1. Member of the Armed Forces, dependent spouse, registered domestic partner, or child. A student on active duty as a member of the Armed
Forces of the United States stationed in California, and their spouses or registered domestic partner, and dependent children. An undergraduate
who is the natural or adopted child, stepchild, spouse, or registered domestic partner who is the dependent of a member of the U.S. Armed Forces,
stationed in California on active duty, may be entitled to an exemption from the nonresident supplemental tuition. Graduate and professional school
students are also entitled to this exemption under both state and federal regulations.
2. Child, spouse, or registered domestic partner of a faculty member. The spouse, registered domestic partner, or unmarried, dependent child
under age 21 of a member of the University faculty who is a member of the Academic Senate may be eligible for an exemption from nonresident
supplemental tuition.
3. University employee or dependent child, spouse, or registered domestic partner of a University employee. A student who is a full-time
University employee who is permanently assigned to work outside the State of California or the unmarried, dependent child or the spouse or
registered domestic partner of a full-time employee of the University of California who is permanently assigned to work outside the State of California
(i.e., Los Alamos National Laboratory).
4. Child, spouse, or registered domestic partner of a deceased public law enforcement or fire suppression employee. A student who is the
child, spouse, or registered domestic partner of a deceased public law enforcement or fire suppression employee, who was a California resident and
was killed in the course of law enforcement or fire suppression duties.
5. Dependent child of a California resident. A student who has not been an adult resident for more than one year and is the natural or adopted,
dependent child of a California resident who has been a resident for more than one year immediately prior to the residence determination date. The
student must also maintain full-time attendance in a California public postsecondary institution.
6. Graduate of a California school operated by the Federal Bureau of Indian Affairs (B.I.A.). A student who is a graduate of a California school
operated by the B.I.A. (i.e., Sherman Indian High School) and who enrolls at the University of California.
7. Employee of California public school district. A student holding a valid credential authorizing service in California public schools and employed
by a school district in a full-time certificate position.
8. Student athlete in training at U.S. Olympic Training Center, Chula Vista. An amateur student athlete in training at the U.S. Olympic Training
Center in Chula Vista, until the student has resided in California the minimum time necessary to become a resident.
26 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 27
9. Graduate of California high school (AB 540). A student who attended high school in California for three or more years (9th grade included), does
not hold a valid nonimmigrant visa, and graduated from California high school (or attained the equivalent).
10. Congressional Medal of Honor recipient. An undergraduate student under age 27 who is the recipient of the Congressional Medal of Honor or a
child of a recipient who at the time of his or her death was a California resident.
11. Surviving dependents of 9/11 terrorist attacks. Undergraduate students who are the surviving dependents of a California resident who was killed
in the 9/11/01 terrorist attacks of the World Trade Center, the Pentagon Building, or the crash of United Airlines flight 93.
Temporary Absences
If a nonresident student is in the process of establishing a domicile in California and returns to his or her former home during noninstructional periods,
the student’s presence in California will be presumed to be solely for educational purposes and only convincing evidence to the contrary will rebut this
presumption. Students who are in the State of California solely for educational purposes will not be classified as residents for tuition purposes regardless
of their length of stay in California.
If a student who has been classified as a resident for tuition purposes leaves California temporarily, the absence could result in the loss of California
residence. The burden of proof is on the student to demonstrate through documentation that he or she (or the parents if the student is a minor) did
nothing inconsistent with a claim of continuing California residence during a temporary absence. Steps that should be taken to retain California
residence include, but are not limited to:
1. Continue to use a California address on all records (educational, employment, military, among others).
2. Continue to satisfy California tax obligations. A student claiming California residence is liable for payment of income taxes on his or her total income
from the date he or she begins to establish residence in California, including income earned in another state or country.
3. Retain a California voter’s registration and vote by absentee ballot.
4. Maintain a California Driver License, California Identification Card, and vehicle registration in California. If it is necessary to change the driver’s
license or vehicle registration, it must be changed back to California in the time prescribed by law.
Change in Resident Classification
Continuing students who are classified as nonresidents for tuition purposes, and who believe that they will be eligible for resident status for an upcoming
quarter, must submit a Petition for Resident Classification to the University Registrar in order to have their residence status changed before they submit
their tuition and fee payment for the applicable quarter. Students must initiate all changes of status before the submission deadline of the quarter for
which they want to be reclassified. (Specific deadline dates are listed on the University Registrar’s website (http://www.reg.uci.edu)). Students are
strongly encouraged to submit their petition at the earliest possible date in order to expedite the review process. As long as submission deadlines
are met, students may be allowed a period of time no later than the end of the quarter to provide any additional documentation required for residence
determination.
Incorrect Classification
Any student found to be incorrectly classified as a resident is subject to nonresident classification and to payment of all previously unpaid Nonresident
Fees. If a student has concealed information or furnished false information, and was classified incorrectly as a result, the student is also subject to
University discipline. Resident students who become nonresidents of California must immediately notify the UCI Residence Officer.
Inquiries and Appeals
Inquiries regarding residence requirements, determination, and/or recognized exceptions should be directed to the:
University of California, Irvine
Residence Officer
Registrar’s Office
215 Aldrich Hall
Irvine, CA 92697-4975
Telephone 949-824-6129
or to the:
Residence Analyst
Office of the General Counsel
1111 Franklin Street, 8th Floor
Oakland, CA 94607-5200
No other University personnel are authorized to supply information relative to residence requirements for tuition fee purposes.
This summary is not a complete explanation of the law regarding residence classification. Additional information is available from the University
Registrar. Changes may be made in the residence requirements between the publication of this statement and the relevant residence determination
date. Any student, following a final decision on residence classification by the Residence Officer, may file an application to appeal in writing to the Office
of the General Counsel within 30 days of notification of the Residence Officer’s final decision.
UCI General Catalogue 2016-2017 27
28 Expenses, Tuition, and Fees
Tuition and Fee Refunds
Student Tuition and Fee Refunds
Students who pay tuition and fees for a regular academic term and then decide to withdraw from the University must submit a Withdrawal form, complete
with the signature of their academic dean. Undergraduate students must submit the form to the University Registrar; graduate students to the Graduate
Division; medical students to the Curricular Affairs Office in the School of Medicine; law students to the Law School Registrar’s Office. This form serves
two purposes:
1. A refund of tuition and fees, if applicable; and
2. Withdrawal from classes.
The effective date of withdrawal is used in determining the percentage of tuition and fees to be refunded. This date is normally the date that the student
submits the form to the appropriate dean for approval. It is presumed that no University services will be provided to the student after that date. Tuition
and fees are refunded as follows.
Prior to and including the first day of instruction, tuition and fees are refunded in full, except for
1. A $10 service charge for continuing and readmitted students, or the $100 Acceptance of Admission Fee for new undergraduate students, or the
applicable deposit fee for new health sciences and M.B.A. students, and
2. The Student Health Insurance Fee. (The Student Health Insurance Fee is refunded only if the Withdrawal form is submitted prior to the first day of
the quarter.) Students should bear in mind that the “first day of the quarter” often is several days prior to the “first day of instruction.” Refer to the
Academic Calendar (http://www.reg.uci.edu/navigation/calendars.html) for exact dates.
A refund of the Medical Student Disability Insurance Fee (if applicable) may be requested.
After the first day of instruction, the tuition and fee refund is prorated as shown (with the exception of the Health Insurance Fee).
Standard Refund Schedule
Calendar days (beginning with the first day of instruction) Refund
1 100 percent
2-7 90 percent
8-18 50 percent
19-35 25 percent
over 35 no refund
New students receiving Federal Financial Aid follow the refund schedule outlined below.
Refund Schedule for New Students Receiving Federal Financial Aid
Calendar days (beginning with the first day of instruction) Refund
1 100 percent
2-7 90 percent
8-14 80 percent
15-21 70 percent
22-28 60 percent
29-35 50 percent
36-42 40 percent
over 42 no refund
Financial aid recipients should see the UCI Office of Financial Aid and Scholarships Student Withdrawal Policy, or consult their Policies and Conditions
website (http://www.ofas.uci.edu/content/PoliciesAndConditions.aspx).
Claims for a refund of tuition and fees must be presented during the fiscal year (July 1 to June 30) in which the claim is applicable. Refund checks are
issued by the Accounting Office approximately three weeks after the official notice of withdrawal is initiated.
Law students follow refund schedules set by the School of Law. Refer to the School of Law website (http://www.law.uci.edu) for further information.
Housing Refunds
Housing refunds are subject to the terms of the applicable housing agreement.
28 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 29
Financial Aid
On This Page:
• Financial Aid
• Eligibility Requirements for Federal Student Aid
• UCI Policies on Satisfactory Academic Progress for Financial Aid
• UCI Office of Financial Aid and Scholarships Student Withdrawal Policy
• Scholarships
• Entering Freshmen and Transfer Students
• Regents' Scholarships
• Restrictive Scholarships
• Grants
• Loans
• Federal Work-Study
• Additional Aid for Graduate and Medical Students
• Aid for Students with Disabilities
• Student Employment
Lack of funds need not be a barrier to attending UCI; about 75 percent of UCI’s enrolled students are offered some form of financial aid. Students who
demonstrate that they need financial assistance in order to attend may be eligible for scholarships, grants, loans, and/or work-study awards through
the Office of Financial Aid and Scholarships. In addition to awarding aid on the basis of financial need, some scholarships are awarded on the basis of
academic excellence. Information regarding the application process, deadlines, and financial aid programs for undergraduate, graduate, and medical
students may be found at the Office of Financial Aid and Scholarships website (http://www.ofas.uci.edu/content).
Free Application for Federal Student Aid (FAFSA/Renewal Application and FAFSA on the Web). To obtain financial aid, new and continuing
students must file the FAFSA or FAFSA on the Web (FOTW) and submit the necessary supporting documents each year. FAFSA on the Web is
available at fafsa.gov (https://fafsa.ed.gov), and paper forms are available either by completing a PDF FAFSA (https://fafsa.ed.gov/help/ffdef44.htm)
or by calling 800-4-FED-AID / 800-433-3243. Renewal notifications are mailed to current financial aid recipients starting in mid-January. Students are
encouraged to apply as early as possible after January 1. The priority deadline to file the FAFSA/FOTW for loans, work-study, and most grants is March
2. For priority consideration of these funds, all other supporting documentation must be submitted to the Office of Financial Aid and Scholarships by
June 19 or the specified due date.
The University expects the student and the parent (or spouse) to contribute toward the educational costs to the extent possible. For dependent students,
an analysis of the FAFSA and supporting documents determines the amount a student and the student’s parents can be expected to contribute toward
the cost of the student’s education. For independent students, the analysis determines the amount a student and, if applicable, a spouse, can contribute
to the cost of the student’s education. Income, assets, size of family, and the number of family members in college (excluding parents) are the major
factors considered in the analysis. Assets include, but are not limited to, equity in real estate other than family residence; stocks, bonds and other
securities; business equity; and cash, savings and checking accounts. Income includes wages, salaries, interest, dividends, and nontaxable income
such as Social Security, Veterans’ benefits, and foreign income.
Special Expenditures. Financial aid recipients who are in need of money for special expenditures (beyond the cost of books and basic supplies
associated with certain courses of study) may make an appointment to see a financial aid counselor to explore the possibility of a budget add-on, based
on the availability of funds. Examples of such special expenditures include special equipment for students with disabilities and computer purchases.
Eligibility Requirements for Federal Student Aid
Federal financial aid programs are subject to regulations that define the criteria students must meet to qualify and maintain eligibility for those programs.
The regulations state that a student must:
1. Be a U.S. citizen or an eligible noncitizen of the U.S.;
2. Be accepted for admission to the University;
3. Be enrolled in good standing at the University; units taken through the University Extension program are not counted toward half- or full-time
enrollment;
4. Demonstrate financial need (except for William D. Ford Federal Direct Unsubsidized Loans and Federal PLUS loans); financial need is the difference
between the reasonable, approved expenses of attending UCI and all available resources, including the expected contribution from parents, the
student, and any outside aid;
5. Maintain satisfactory academic progress for financial aid, as outlined below;
UCI General Catalogue 2016-2017 29
30 Financial Aid
6. Be registered with the Selective Service if the student is a male at least 18 years old, born after December 31, 1960, and not on active duty with the
armed forces;
7. Not owe a refund on a federal grant or be in default on a federal educational loan.
Once a student meets the above criteria, disbursement of financial aid funds is made only if the student does not have outstanding debts owed to UCI.
California Dream Act Application. Students who qualify for the AB 540 fee exemption and are not able to file a FAFSA can apply for certain types of
financial aid by completing the California Dream Act Application.
The California Dream Acts – AB 130 and AB 131 – extend eligibility for privately funded UC scholarships, other UC scholarships and grants, Cal Grants,
Middle Class Scholarships and Dream Loans to students, including undocumented students, who qualify for benefits under another California law – AB
540 – which exempts students from paying nonresident supplemental tuition.
Students who think they might be eligible for an AB 540 nonresident tuition exemption should:
1. Submit a California Dream Act Application as soon as possible after it becomes available on January 1, but no later than March 2. Additional
information is available at the California Dream Act website (http://www.csac.ca.gov/dream_act.asp).
2. Students who are admitted to the University and intend to enroll should submit a Statement of Legal Residence. Those who receive a nonresident
classification from the campus residence deputy should submit a California Nonresident Tuition Exemption Request or a University of California
Nonresident Tuition Exemption Application and Affidavit, available at the University Registrar's office or website. Official high school transcripts and
proof of high school graduation may be requested.
Once applicants have completed these steps, the University will notify them of any financial aid eligibility.
UCI Policies on Satisfactory Academic Progress for Financial Aid
Undergraduate and Graduate Students
In defining student eligibility for financial aid, the Higher Education Act Amendments state that a student must maintain “satisfactory progress in the
course of study the student is pursuing, according to the standards and practices of the institution at which the student is in attendance.” Federal
regulations state that each institution shall establish, publish and apply “reasonable standards” for assuring that every student receiving need-based
financial aid should maintain “satisfactory progress in his/her course of study.” Final Federal regulations state that “in order to receive student financial
aid under the programs authorized by Title IV of the Higher Education Act, a student must be maintaining satisfactory progress in the course of study he
or she is pursuing according to the standards and practices of the institution in which he or she is enrolled.”
The following disclosures on the UCI website provide detailed information about satisfactory academic progress requirements for receiving financial aid
at UCI. The Office of Financial and Scholarships will provide a paper copy of this information upon request.
Undergraduate and Teaching Credential Students:
www.ofas.uci.edu/content/pdf/SAPDisclosureForUndergraduates.pdf
Graduate Students:
www.ofas.uci.edu/content/pdf/SAPDisclosureForGraduates.pdf
Graduate Business Students:
applicant.merage.uci.edu/FinancialAid/AcademicRequirements.aspx
Medical Students:
www.ofas.uci.edu/content/pdf/SAPDisclosureForMedicalStudents.pdf
Law Students:
www.law.uci.edu/admission/tuition-aid/pdfs/SAP_Disclosure_LawStudents.pdf
UCI Office of Financial Aid and Scholarships Student Withdrawal Policy
Students who withdraw from UCI prior to completing 60 percent of the period for which they received federal financial aid will be subject to both the UC
Fee Refund Policy and the Federal Return of Title IV Funds policy. Title IV Funds are federal funds awarded to a student to meet educational expenses.
Examples of Title IV Funds include Pell Grants, Federal Supplemental Educational Opportunity Grants (SEOG), Federal Direct Loans, and Federal
Perkins Loans.
Cancellation of Enrollment. Students who cancel their registration or have their registration cancelled by the University prior to the first day of classes
will be billed for all financial aid disbursed on their behalf.
The full text of this official policy is available on the Office of Financial Aid and Scholarships Policies and Conditions website (http://www.ofas.uci.edu/
content/PoliciesAndConditions.aspx).
30 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 31
Any student contemplating withdrawing from the University should contact the Office of Financial Aid and Scholarships to speak with a financial aid
counselor concerning the financial ramifications of withdrawing.
Students who are receiving a Cal Grant should also contact the Office of Financial Aid and Scholarships to discuss the ramifications of withdrawing on
their Cal Grant status. Students should check with their financial aid counselor on how they may be able to re-establish a quarter of eligibility for their Cal
Grant.
Scholarships
Scholarships are awarded on the basis of academic ability, achievement, and promise. They do not require repayment. Although a few honorary
scholarships are awarded on the basis of academic excellence alone, many also require that an applicant demonstrate financial need. UCI offers
students with proven high academic achievement and leadership potential two top honors awards: Regents’ Scholarships and Alumni Association
Scholarships.
Entering Freshmen and Transfer Students
Students entering UCI in the fall must complete the UC Application for Undergraduate Admission and Scholarships and submit the application by
November 30. The Office of Financial Aid and Scholarships automatically collects information about applicants’ scholarship qualifications. Applications
that meet the requirements are reviewed by the Board on Undergraduate Scholarships, Honors, and Financial Aid. Information about the Alumni
Scholarship is available in the UC Application for Undergraduate Admission and Scholarships. However, a separate application is required for the
Alumni Scholarship.
Regents’ Scholarships
Regents’ scholarships, among the highest honors conferred upon UC students, are awarded on the basis of academic excellence and exceptional
promise. Undergraduate students are eligible upon graduation from high school or transfer from community college. Medical students are eligible upon
admission to the School of Medicine. The scholarship may be renewed for an additional one or three years, depending on the year of appointment,
provided the student completes an average of 12 units per quarter and maintains a grade point average of at least 3.25. The amount of the scholarship
may vary depending on the student’s established financial need.
Restrictive Scholarships
Eligibility requirements for Restrictive Scholarships vary greatly and are restricted in terms of such student characteristics as geographic location, family
background, academic major and career goals. For the most part, these scholarship awards are based on the student’s established financial need.
All UCI students will be considered for Restrictive Scholarships based upon information from the UC Application for Undergraduate Admission and
Scholarships and their current academic records.
Grants
Grants are awarded on the basis of financial need. There is no repayment requirement. A student’s financial aid award includes grant funds whenever
regulations, UCI policies and funding levels permit.
Federal Pell Grant is the largest federally funded grant program and provided up to a maximum of $5,775 for the 2015-16 academic year. To be
eligible, applicants must be U.S. citizens or eligible noncitizens, be enrolled as undergraduates, have not previously received a bachelor’s degree, and
demonstrate financial need. Students must use the FAFSA to apply for this grant. Students must be enrolled full time (12 units) to receive the full grant,
and enrolled at least half time (6 or more units) to receive a prorated amount. The amount of Pell Grant funds students may receive over their lifetime is
limited to the equivalent of six years of Pell Grant funding.
Cal Grant A is a state-funded grant program which currently provides awards to be applied to the payment of University tuition and fees. In 2015-16,
Cal Grant A awards paid up to $12,240. To be eligible, applicants must be California residents and demonstrate financial need. Students must use the
FAFSA and GPA Verification Form to apply for Cal Grant A. The filing deadline for new applicants is March 2 for the following year. Students must be
enrolled full time (12 units) to receive the full grant, and enrolled at least half time (6 or more units) to receive a prorated amount.
Cal Grant B is a state-funded grant program which provided awards up to a maximum of $1,656 in 2015-16 during the student’s first year and $1,656
plus $12,240 toward tuition and fees during subsequent years. To be eligible, applicants must be California residents, demonstrate financial need, and
be entering college or not have completed more than one quarter of college work. Students must use the FAFSA and GPA Verification Form to apply
for Cal Grant B. The filing deadline for new applicants is March 2 for the following year. Students must be enrolled full time (12 units) to receive the full
grant, and enrolled at least half time (6 or more units) to receive a prorated amount. NOTE: Students may not receive both Cal Grant A and Cal Grant B.
Middle Class Scholarship (MCS) is a state-funded scholarship program which currently provides awards to be applied to the payment of University
tuition and fees. To be eligible, applicants must be undergraduate students who are California residents or AB-540 eligible and have a household income
no greater than $150,000. Students must use the FAFSA/California Dream Application to apply for this award. The filing deadline for new applicants is
March 2 for the following year. Students must be enrolled at least half time (6 units) to receive the scholarship. In 2014-15, Middle Class Scholarship
awards paid up to $1,710. Award amounts are determined after a student is awarded any federal and state grants as well as any portion of UC aid which
UCI General Catalogue 2016-2017 31
32 Financial Aid
is specifically designated for system-wide tuition and fees. A student will be awarded a scholarship only if these awards, taken together, do not already
exceed the amount that the student is entitled to under the MCS program.
Federal Supplemental Educational Opportunity Grant (FSEOG) provides grant aid for U.S. citizens and eligible noncitizens who are undergraduate
students and have demonstrated financial need. These federal grants range from $100 to $4,000 per year, depending upon financial need.
UCI Grant is funded by The Regents of the University of California and by the State of California and provides grant aid for full-time students who
demonstrate financial need. The amount awarded depends upon financial need and funding levels.
Loans
Loans are often part of a financial aid award. They provide recipients with an opportunity to defer the cost of their education by borrowing when needed
and paying later. However, loan recipients must pay interest on the amount borrowed. The deferment and cancellation provisions for the loans listed
below are contained on the promissory note each recipient must sign and may be obtained from the Office of Financial Aid and Scholarships.
A student’s loan responsibility, prior to acceptance of the loan, is to understand the terms of the loan. After accepting the loan, the recipient must
repay the loan in accordance with the repayment schedule; advise the Office of Financial Aid and Scholarships upon leaving UCI; participate in an
exit interview; and provide the Financial Services Office with a current address after leaving UCI. In case of death or total disability, outstanding loan
obligations may be cancelled upon presentation of official confirming documents.
Federal Perkins Loan provides long-term federal loans to undergraduate and teaching credential students who are U.S. citizens and eligible non-
citizens. The amounts awarded vary, depending on financial need, but cannot exceed $5,500 annually. Cumulative totals for the full term of college
attendance may not exceed $27,500. No interest is charged nor is repayment required while the borrower is enrolled in at least one half of the normal
academic load. Interest of five percent a year begins nine months after the borrower ceases to be enrolled or is enrolled less than half time, and
repayment must be completed within a 10-year period.
University Loan, funded by The Regents of the University of California, provides long-term loans to undergraduates who are full-time students who
demonstrate financial need. The maximum amount for an academic year is $3,000. Interest of five percent a year begins six months after the student
ceases to be enrolled at least half time, and repayment must be completed within ten years. Two cosigners are required.
William D. Ford Direct Loan Program
Subsidized William D. Ford Federal Direct Loan, processed through the U.S. Department of Education and UCI, is available to undergraduate and
teaching credential students who are U.S. citizens or eligible noncitizens, and who demonstrate financial need. During an academic year, the maximum
a student may borrow is $3,500, freshmen; $4,500, sophomores; $5,500, juniors, seniors and teaching credential students. A loan fee will be deducted
from the amount of the loan prior to issuing the check.
Interest rate: If a student receives a loan that is first disbursed between July 1, 2012, and July 1, 2015, the student will be responsible for paying any
interest that accrues during the grace period. If a student chooses not to pay the interest that accrues during the grace period, the interest will be added
to the principal balance.
If a student received a loan prior to July 1, 2012, the federal government pays the interest during the deferment period.
Interest rate: Visit the Federal Student Aid Interest Rates and Fees website (https://studentaid.ed.gov/sa/types/loans/interest-rates) for current as well as
historic loan rates and fees.
For first-time borrowers borrowing on or after July 1, 2013, there is a limit on the maximum period of time (measured in academic years) that you can
receive Direct Subsidized Loans. In general, you may not receive Direct Subsidized Loans for more than 150 percent of the published length of your
program. For more information, visit: https://studentaid.ed.gov/types/loans/subsidized-unsubsidized#eligibility-time-limit
Unsubsidized Federal Direct Loans have the same terms and conditions as the Federal Direct Loan, including the aggregate loan limits, interest rate
and repayment. During an academic year the maximum a dependent student may borrow is $5,500, freshmen; $6,500, sophomores; $7,500, juniors and
seniors. Independent students may borrow an annual maximum of: $9,500, freshmen; $10,500, sophomores; $12,500, juniors and seniors; $20,500,
graduate/professional; and $32,000, medical students. These maximum amounts include any amount borrowed under the Subsidized William D. Ford
Federal Direct Loan program. However, the loan is not based on need. Students may borrow an amount equal to the cost of attendance, less any
estimated financial assistance up to the annual loan limits in effect at the time the loan is disbursed. Students must first apply for the Federal Direct
Loan prior to consideration for the Unsubsidized Federal Direct Loan. There is no interest subsidy for this loan; students pay the interest charged while
enrolled at UCI. Students may receive both subsidized and unsubsidized Federal Direct Loans, but the total may not exceed the loan limits. Borrowers
with both types of loans may have a single repayment schedule.
Interest rate: Visit the Federal Student Adi Interest Rates and Fees website (https://studentaid.ed.gov/types/loans/interest-rates) for current as well as
historic loan rates and fees.
Cumulative maximum: Dependent, undergraduate, $23,000; independent, undergraduate, $57,500; graduate and professional students, $138,500
(includes undergraduate loans); medical students, $224,000 (includes undergraduate loans). Deferment period before repayment: six months after
ceasing to be enrolled at least half time. Interest accrues immediately and may be paid monthly or quarterly. Students also may request that the lender
32 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 33
add the interest to the principal balance. Repayment of principal begins six months after ceasing to be enrolled at least half-time. Full repayment: Up to
10 years. Minimum payment: $50 per month.
Graduate PLUS Loans are available to graduate and professional-level students. Students may borrow up to the cost of education for the academic
year, less any estimated financial aid. The loan is limited to students who do not have adverse credit histories as defined by regulation.
Interest rate: Visit the Federal Student Aid Interest Rates and Fees website (https://studentaid.ed.gov/sa/types/loans/interest-rates) for current as well as
historic loan rates and fees.
Federal Direct Parent Loans for Undergraduate Students (PLUS) are designed to assist parents of dependent undergraduate students who are
unable to demonstrate financial need for campus-based funds. Parents are eligible to borrow up to the cost of education for the academic year, less any
estimated financial aid each academic year, on a student’s behalf. The loan is limited to parents who do not have adverse credit histories as defined by
regulation.
Interest rate: Visit the Federal Student Aid Interest Rates and Fees website (https://studentaid.ed.gov/sa/types/loans/interest-rates) for current as well as
historic loan rates and fees.
Cumulative maximum: None. Deferment period before repayment: 60 days from day of final check disbursement for loan period. Full repayment: Up to
10 years.
Loans for Disadvantaged Students and Primary Care Loans are available to medical students. For information, call the School of Medicine Financial
Aid Office at 949-824-6476 or visit the School of Medicine Financial Aid Office website. (http://www.ofas.uci.edu/content/medical.aspx)
Emergency loans are made from an emergency student loan fund made possible through various philanthropic individuals and organizations.
Undergraduate, graduate and medical students who have experienced unanticipated financial problems of a temporary nature may borrow up to $300
without interest or service charge. Emergency loans must be repaid within 30 days after disbursement or by the end of the academic quarter, whichever
occurs first. Applications are available in the Office of Financial Aid and Scholarships or at the School of Medicine Financial Aid Office. This loan is not
based on demonstrated financial need.
Federal Work-Study
The Federal Work-Study Program offers eligible students who demonstrate need an opportunity to pay for their living and educational expenses as
they occur. By participating in the Federal Work-Study Program, students can reduce the amount of the loan to be repaid after leaving school. Students
awarded work-study have the choice of obtaining a work-study job either on campus or off campus at an approved nonprofit agency. A variety of work
opportunities are available, and such part-time work experience can be a valuable asset when seeking employment after graduation. Students eligible
for work-study will be notified as such via their UCI Financial Aid award notification. Specific information regarding the terms and conditions of work-
study employment will be available with the award notification.
Veteran Affairs Work-Study Program is available only to U.S. military veterans and their eligible dependents, and members of the Selected Reserve
and National Guard, while receiving Veteran Affairs Federal Educational Benefits, such as Ch. 30, Post 9/11 GI Bill, or Ch. 35 benefits. Positions are
limited.
For applications and detailed information, call the Veteran Services Center at 949-824-3500 or visit the Veteran Services website. (http://
veteran.uci.edu)
Additional Aid for Graduate and Medical Students
Most graduate fellowship programs are administered by the Graduate Division, 120 Aldrich Hall, telephone 949-824-4611. Medical students should
contact the School of Medicine Financial Aid Office, 836 Medical Education Building, telephone 949-824-6476.
Aid for Students with Disabilities
All forms of student financial aid are available to eligible students with disabilities. Interested students should follow the regular financial aid application
procedures and should notify the Office of Financial Aid and Scholarships of any additional expenses they may incur because of a disability. Supporting
documentation must be provided.
Student Employment
The UCI Career Center, located in the Student Services I building, assists UCI students in obtaining part- or full-time jobs and internships during the
academic year as well as summer. Students may easily access all job and internship listings, including work-study positions, using their student ID
number via ZotLink on the UCI Career Center website. (http://www.career.uci.edu)
UCI General Catalogue 2016-2017 33
34 Majors and Careers
Majors and Careers
On This Page:
• Choosing a Major
• Undecided/Undeclared Students
• Preparation for Graduate or Professional Study
• Preprofessional Preparation
• Law
• Medicine and Other Health-Related Sciences
• Business/Management
• Career Opportunities
• Arts Career Areas
• Biological Sciences Career Areas
• Education Sciences Career Areas
• Engineering Career Areas
• Humanities Career Areas
• Information and Computer Science Career Areas
• Nursing Science Career Areas
• Pharmaceutical Sciences Career Areas
• Physical Sciences Career Areas
• Public Health Career Areas
• Social Ecology Career Areas
• Social Sciences Career Areas
Choosing a Major
Many students select their University major, the field of study which represents their principal academic interest, at the time they fill out their University of
California Undergraduate Application for Admission and Scholarship. Some students, however, are not ready to choose a major at the time they apply,
and still others may wish to change to a different major after they have enrolled.
In preparation for choosing a major, students need to familiarize themselves as much as possible with UCI and its academic programs. Entering
students are exposed to a wide range of areas of study, and it is not unusual for students to become enthusiastic about academic disciplines previously
unfamiliar to them. At UCI, a number of traditionally separate academic disciplines have strong interrelationships, so that the academic environment is
influenced by broad interactions among disciplines. As a complement to classroom study, UCI encourages its students to become involved in a variety
of educational experiences such as independent study, laboratory research, field study, writing workshops, computing, and arts productions. Such
experiences can help students identify additional areas of interest.
The UCI General Catalogue is a good place to find specific information about programs available and requirements. Students are encouraged to talk
to academic counselors and faculty advisors and to go to any department to learn more about its programs of study, its requirements for graduation,
and possible enrollment limitations. While advisors may not be familiar with all fields, they can suggest ways to investigate other areas of study and be
helpful in planning a lower-division program which will keep several options open. Courses and workshops designed to assist students in choosing a
major are offered by the UCI Career Center, the Division of Undergraduate Education, and some of the academic units.
All students are required to choose a major by the time they reach junior status. It is important to look well ahead to this decision and to think about
it carefully during the freshman and sophomore years. When considering possible majors, students should keep in mind that some major programs
require quite specific preliminary study. At the same time, excessive early concentration could reduce a student’s options and could cause the student to
need more than four years to obtain the baccalaureate degree. Furthermore, courses required for graduation need to be considered. For these reasons,
it is desirable for students to plan their programs carefully and thoughtfully, seeking a balance between exposure to a variety of academic areas and
completion of courses which are prerequisite to a major under consideration. A qualified student interested in two areas of study may graduate with
a double major by fulfilling the degree requirements of any two programs. Certain restrictions may apply; students should check with their academic
advisor.
Each school or program has its own standards for change of major. Once a student selects a major, or decides to change majors, the student should
visit the academic advising office for their prospective major to obtain current information about prerequisites, program planning, and policies and
34 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 35
procedures. For most majors, students may request a change of major by submitting an online application through StudentAccess. Further information
and a list of excluded majors is available on the University Registrar’s website (http://www.reg.uci.edu/request/changemajor).
All schools with exceptional requirements have major-change criteria approved by the Academic Senate and published on the Division of Undergraduate
Education's Change of Major Criteria website (http://www.changeofmajor.uci.edu). Students changing majors may meet the approved major-change
criteria of the unit they wish to enter that are in place at the time of their change of major or those in effect up to one year before.
Division of Undergraduate Education - Undeclared
Students who enter the University as freshmen or sophomores, who are uncertain about their major, and who wish to explore, experiment, and then
decide, may participate in the Division of Undergraduate Education - Undeclared Advising Office administered by the Division of Undergraduate
Education. The Division is devoted to enriching the learning environment for lower-division students, especially those in the freshman year. Detailed
information about the Undecided/Undeclared Advising Program is available in the Division of Undergraduate Education section.
Preparation for Graduate or Professional Study
Undergraduate students should keep the possibility of future graduate or professional study in mind as they plan their academic programs, and they
should discuss their career goals with their advisors. Students who have an idea of the direction in which they would like to go should familiarize
themselves with the basic requirements for postbaccalaureate study and keep those requirements in mind when selecting courses. Furthermore,
students should supplement their undergraduate programs by anticipating foreign language or other special requirements at major graduate schools and
by intensive work in areas outside their major that are of special relevance to their intended graduate work. Students should consult the graduate advisor
or academic counselor in the academic unit corresponding to their area of interest and visit the UCI Career Center which offers a number of services
useful to those considering graduate or professional study.
General information for prospective graduate students is available on the Graduate Division website (http://www.grad.uci.edu), while information about
UCI’s graduate education policies and procedures is available at the Irvine Division of the Academic Senate website (http://www.senate.uci.edu).
Preprofessional Preparation
Law
Law schools educate lawyers to serve the entire spectrum of legal issues (e.g., tax, criminal, entertainment, or immigration law), and across a wide
variety of careers in private, public, and nonprofit sectors. As a result, a wide range of academic backgrounds can serve as good preparation for a career
in law. Law schools look less for specific areas of study than they do for evidence of academic excellence. A good record in physics or classics, for
example, will be preferred over a mediocre record in history or political science. Most law schools give equal preference to students from all academic
disciplines. Courses that demand strong writing and analytical work (e.g., logic, writing, mathematics, research methods, and statistics) build skills that
are the key to doing well on the Law School Admissions Test (LSAT) and succeeding in law school and the legal profession.
UCI offers a number of law-related courses that students in any major may take. The School of Humanities offers a Humanities and Law minor,
emphasizing courses that require critical reading and analysis, and courses that focus on theoretical and applied analytical perspectives on ethical,
political, and social issues relevant to the law. Further, the globalization and increased diversity of our world puts a premium on strong language skills
and an understanding of multiple cultures. The School of Social Sciences offers courses in the study of law, international relations, and economics of
law and recommends that students take some political science courses as well. The School of Social Ecology offers many law-related courses in both
substantive law (such as environmental and criminal law) and in law and society and criminal justice. Social Ecology majors are provided the opportunity
to apply theories learned in the classroom to actual problems through its field study program. Students may pursue fieldwork in both public and private
law practices, law enforcement, and corrections agencies. Through these placements, students gain direct experience and have the opportunity to
shadow professionals in these areas.
Students should know that law schools look closely at five aspects of a student’s application: grades, LSAT results, the applicant’s statement of purpose,
in-depth letters of recommendation, extracurricular activities, and law-related work experience. Students should be aware that not everyone who applies
is admitted to law school. One consideration in selecting an undergraduate major is alternative careers should one’s goals change.
Medicine and Other Health-Related Sciences
Although health science educators strongly recommend that students obtain a bachelor’s degree prior to admission to the health sciences, there is no
preferred major. Many UCI students, who plan to enter the health professions, major in Biological Sciences because much of the basic course work for
that major is also required for medical school admission; however, students may major in any academic field as long as they also take the prerequisite
courses required by professional health science schools. In general, the minimum amount of undergraduate preparation required includes one year
each of English writing/composition, physics, biology with laboratory, chemistry (to include inorganic, organic, and biochemistry), and mathematics
(especially calculus and statistics). Courses in cell biology, developmental biology, genetics, molecular biology, physiology, and computer science are
recommended. In addition, some health sciences schools have additional course requirements or recommendations, for example, English and/or a
foreign language, in particular, Spanish.
Although many factors ultimately are considered when reviewing applicants for admission, admission committees look carefully at the undergraduate
grade point average and the results of the Medical College Admission Test (MCAT); the student’s personal essay and/or interview; letters of
UCI General Catalogue 2016-2017 35
36 Majors and Careers
recommendation; clinical exposure; research experience, especially in a biological, medical, or behavioral science; and extracurricular activities which
demonstrate the applicant’s ability to interact successfully with others.
Since medical programs cannot accommodate all qualified applicants and competition for entrance is keen, it is important to keep in mind alternative
career opportunities should one not be accepted to a health science school, or should one decide to pursue instead, one of the expanding number of
health-related programs now available.
Business/Management
The contemporary executive or manager must be a creative thinker, make complex decisions, and have the ability to perceive and participate in the full
scope of an enterprise while understanding its role in the economy. Effective management requires leadership ability, strong problem-solving skills, the
ability to successfully deploy and manage information technologies, effective oral and written communication skills, analytical skills, an understanding of
global economic trends, and a basic knowledge of behavioral processes in organizations.
Although not required for preprofessional school preparation, The Paul Merage School of Business offers a major in Business Administration and a
major in Business Information Management with the Donald Bren School of Information and Computer Sciences. The Merage School also offers a
minor in Management as well as a minor in Accounting as a supplement to any undergraduate major. The Management minor can provide students
with a broad understanding of management theory and practice and may be helpful to students in determining whether they wish to pursue a career in
business or management or undertake graduate-level study in management. The Accounting minor prepares students for careers in the accounting field
or for graduate-level study.
Students can also supplement their major course work to develop the skills needed for business and management by taking electives such as calculus,
statistics, economics, psychology, sociology, computer science, and political science. Also, students are encouraged to take intensive course work in the
culture, history, geography, economy, politics, and language of specific foreign countries.
For admission purposes, the majority of graduate schools of business look at five areas: grades, scores on the Graduate Management Admission Test
(GMAT), the applicant’s statement of purpose, in-depth letters of recommendation, evidence of leadership in school and community activities, and work
experience. Substantive work experience is becoming an increasingly important prerequisite for many programs.
Students from a variety of undergraduate disciplines including liberal arts, social sciences, physical or biological sciences, computer science, and
engineering are encouraged to apply to UCI’s Paul Merage School of Business.
Career Opportunities
UCI’s academic units which offer undergraduate education leading to the bachelor’s degree provide students with opportunities to explore a wide range
of interests leading to a career choice or to further education at the graduate or professional level. The lists which follow show the varied career areas
pursued by UCI graduates. Any major can lead to a number of careers. Additional discussions of careers are presented in individual academic unit
sections.
Arts Career Areas
Acting, Advertising, Animation, Arts Administration, Art Therapy, Broadcasting, Choreography, Community Development, Composition, Conducting,
Conservation/Restoration, Consulting, Criticism, Curating, Digital Arts Production, Direction, Environmental Design, Graphic Design, Illustration,
Instrument Repair/Tuning, Interior/Industrial Design, Journalism, Law, Librarianship, Lighting, Marketing, Medical Illustration, Music Therapy,
Performance, Photography, Photo Journalism, Physical Fitness, Printing, Production, Publicity, Public Relations, Publishing, Set/Stage/Costume Design,
Stage Management, Talent Management, Teaching, Tourism, Visual Resources Management, Writing
The exceptionally talented graduates of the Claire Trevor School of the Arts may choose to become professional actors, art historians, artists, dancers,
or musicians. However, there are many other careers to explore in numerous arts-related areas, or the graduate may wish to combine part-time
professional performance with supplemental work. The field of arts administration is an increasingly important career area, offering opportunities to work
with opera and dance companies, repertory theatre companies, museums, state and local arts councils, community arts organizations, and arts festivals.
Biological Sciences Career Areas
Bioanalysis, Biochemistry, Biomedical Engineering, Cell Biology, Chiropractic Medicine, Dentistry, Developmental Biology, Dietetics, Environmental
Management, Forestry, Genetic Engineering, Health Administration, Industrial Hygiene, Marine Biology, Medical Technology, Medicine, Microbiology,
Nurse Practitioner, Occupational Therapy, Oceanography, Optometry, Osteopathy, Plant Biology, Pharmacology, Pharmacy, Physicians’ Assistant,
Physical Therapy, Podiatry, Public Health, Quality Control, Research, Sales, Speech Pathology, Teaching, Technical Writing and Editing, Veterinary
Medicine
The health field is one of the fastest-growing career areas in the country. Work sites may include private corporations, educational institutions, hospitals,
health care complexes, private foundations, city and county governments, state agencies, the federal government, and many others.
36 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 37
Education Sciences Career Areas
Administration and Leadership, Adult and Family Services, After School Learning and Development, Child and Adolescent Learning and Development,
Curriculum Design, Digital Media, Education Publishing, K-12 Education, Language Learning, Learning Technologies, Policy Analytics, Research and
Evaluation, School and Vocational Counseling, Student Affairs
Graduates of Education Sciences are prepared for careers in the global knowledge economy, with opportunities to apply learning modalities and
technologies in multicultural contexts. Graduates may choose from diverse career opportunities in public education, informatics, higher education, and
education software development. Employers include government, private industry, and non-profit organizations. Many graduates will pursue advanced
degrees leading to instructional certification, academic research, or administrative leadership.
Engineering Career Areas
Aerospace, Biochemical, Biomedical Devices and Instrumentation, Biomedical Imaging, Biotechnology, Chemical Engineering, Communications,
Computer Architecture, Computer Engineering, Computer Software, Control Systems, Digital Signal Processing, Earthquake Safety, Electric Power,
Electronics, Electro-optics, Environmental Control, Environmental Engineering, Flood Control, Geotechnical, High-Speed Image Processing, Hydraulics,
High-Frequency Devices and Systems, Land Development and Urban Planning, Manufacturing Engineering, Materials, Process Control, Propulsion and
Power, Public Works, Reliability, Robotics, Structures, Traffic, Transportation, Water Resources, Water Supply
These are some areas for employment available to UCI engineering graduates. Career paths typically involve one or more of the following: design,
research and development, manufacturing or construction, operations, consulting, applications and sales, management, or teaching. At UCI they will
have had the choice of Aerospace, Biomedical, Biomedical: Premedical, Chemical, Civil, Computer, Computer Science and Engineering, Electrical,
Environmental, Materials Science, or Mechanical Engineering, as well as a general program in Engineering. However, they will frequently find
challenging positions in related areas such as industrial engineering, for which their general and specialty course work at UCI, followed by formal
or informal, on-the-job training will qualify them. Approximately half of UCI’s Engineering graduates obtain advanced degrees from UCI or other
universities, and almost all engage in continuing education to keep abreast of advances in technology. Many Engineering graduates build on their
engineering background and enter graduate programs to obtain degrees in the fields of administration, law, medicine, physics, or mathematics.
Humanities Career Areas
Advertising, Banking, Broadcasting, Business, Counseling, Communications, Diplomacy, Education, Film and Television, Foreign Service, Government
Service, Human Resources, Insurance, International Relations, Journalism, Law, Library Science, Management/Administration, Marketing, Medicine,
Personnel, Politics, Public Administration, Public Relations, Publicity, Publishing, Research, Retail Sales, Screenwriting, Social Service, Social Welfare,
Teaching, Technical Writing, Tourism, Translating/Interpreting, Writing
The School of Humanities prepares students to be global citizens and leaders in today’s world. Students not only master a body of knowledge, but
they also develop a set of portable skills needed for a lifetime. Humanities majors are well-suited for widely-varied careers because they are taught
to read closely, to observe critically, to think logically and analytically, to research methodically, and to communicate effectively across cultures. They
can develop varied, long, and successful careers because of their heightened social and emotional intelligence and ability to learn and adapt on
the job. Diverse career fields available to Humanities graduates include entry-level positions in both the public and private sectors or professional-
level opportunities combining the degree with further specialization. Humanities graduates may also elect to enter professional graduate programs in
education, law, library science, medicine (with proper prerequisites), or public administration. Business and industry utilize Humanities graduates for
management training programs in banking, retail sales, and insurance. Graduates with special skills in oral and written communications may look to
positions with newspapers, advertising agencies, public relations firms, radio and television stations, and publishing houses. Technical writers are in
demand, particularly those who have had some preparation in engineering, computer science, and/or the sciences. Opportunities for graduates fluent in
languages other than English exist in government, business, social service, counseling, foreign service, and international trade.
Information and Computer Science Career Areas
Applications Programming, Bioinformatics, Computer-Aided Design, Computer Animation, Computer Architecture, Computer Networks, Computer
Simulation, Computer Systems Design, Databases, Information Systems Design and Consulting, Embedded Systems, Management Information
Systems, Multimedia Applications, Parallel and Distributed Systems, Software Engineering, Human-Computer Interface Design, Supercomputing,
Systems Administration, Systems Analysis and Design, Systems Programming, Business Information Management
Graduates of the Donald Bren School of Information and Computer Sciences pursue a variety of careers. Many graduates specify, design, and develop
a variety of computer-based systems comprised of software and hardware in virtually every application domain, such as aerospace, automotive,
biomedical, consumer products, engineering, entertainment, environmental, finance, gaming, investment, law, management, manufacturing, and
pharmacology. Bren School graduates also find jobs as members of research and development teams, developing advanced technologies, designing
software and hardware systems, and specifying, designing, and maintaining computing infrastructures for a variety of institutions. Some work for
established or start-up companies while others work as independent consultants. After a few years in industry, many move into management or
advanced technical positions. Some Bren School students also use the undergraduate major as preparation for graduate study in computer science or
another field (e.g., medicine, law, engineering, management).
Nursing Science Career Areas
Direct Patient Care in Hospitals, Clinics, Communities, and Homes, Advance Primary Care Practice (e.g., Nurse Practitioner), Higher Education
(e.g., Nursing Professor), Health-related Research, Health Care Administration, Provider Relations, Policy Analysis, Policy Development, Risk
UCI General Catalogue 2016-2017 37
38 Majors and Careers
Assessment, Global Health, Consulting, Program Evaluation, Incident/Disease Investigation, Research Methodology, Data Analysis, Clinical Trials,
Social and Economic Development, Health Policy and Law, Women’s Health, Children’s Health, Health and Behavior, Design of Health Care Systems,
Pharmaceutical Production and Development, Biotechnology, Medicinal Chemistry, Medicine, Pharmacy, Health Promotion, Health Care Delivery
Systems, Physical Restoration and Rehabilitation, Program Management and Design, Disease Prevention and Control, Community Health and
Outreach, Health Forensics, Health Insurance and Management, Information Technology, Marketing, Public Relations
Graduates of Nursing Science are prepared for a wide range of unparalleled career opportunities at the frontiers of many emerging and established
fields in health care, industry, government, and research and education. Opportunities include working with private corporations, hospitals, medical
clinics, health care agencies, pharmaceutical industry, biotechnology industry, local and state government agencies, the federal government, educational
providers, court and probation systems, and many others. Graduates can use their education and training to enter a rich variety of graduate programs
and to earn professional degrees in related fields.
Pharmaceutical Sciences Career Areas
Pharmaceutical Production and Development, Biotechnology, Medicinal Chemistry, Medicine, Pharmacy, Health Promotion, Health Care Delivery
Systems, Physical Restoration and Rehabilitation, Program Management and Design, Disease Prevention and Control, Community Health and
Outreach, Health Forensics, Health Insurance and Management
Graduates of Pharmaceutical Sciences are prepared for an unparalleled range of career opportunities in emerging and established biomedical fields
in industry, government, research institutes, and education. Opportunities include working in private corporations, hospitals, medical clinics, health
care agencies, pharmaceutical industry, biotechnology industry, local and state government agencies, the federal government, educational providers,
court and probation systems, and many others. Graduates have a rich variety of choices in filling professional positions in any of these settings or first
pursuing additional training at the graduate level in pharmaceutics, chemistry, pharmacology, or biological sciences. Earning professional degrees in
medicine, dentistry, or pharmacy is yet another popular option.
Physical Sciences Career Areas
Actuarial Science, Aerospace, Analytical Chemistry, Applied Physics and Chemistry, Astrophysics/Astronomy, Bioscience, Computers, Energy Science,
Electronics, Engineering Applications, Environmental Science, Food Chemistry, Forensic Chemistry, Geoscience, Inorganic Chemistry, Instrumentation,
Laboratory Science, Lasers, Materials Science, Medicine, Nuclear Science, Optical Devices, Organic Chemistry, Pharmacology, Physical Chemistry,
Plasma Physics, Quality Control, Radiation Science, Radiology, Solid State Devices, Space Science, Statistics, Teaching
Graduates of the School of Physical Sciences have backgrounds appropriate to a variety of areas in research, teaching, and management. Career
opportunities for physical scientists are found in federal, state, and local government as well as in private industry. Chemists may work in research
and development and in jobs dealing with health, pollution, energy, fuel, drugs, and plastics. Water districts, crime labs, and major chemical and oil
companies are also good resources for employment. Earth System Science and Environmental Science majors will find employment in areas such
as hazardous waste treatment, resource extraction, pollution remediation, and as consultants to government and high-technology fields. Mathematics
graduates find employment in both government and the private sector in such technical fields as operations research, computer programming, marketing
research, actuarial work, banking, retail management, and scientific research. Physics graduates find professional positions in education, research
and development, and in the electronic and aerospace industries. Possible careers include science teaching and writing, computer and electrical
engineering, device and instrumentation development, nuclear and reactor physics, environmental and radiological science, laser and microchip
development, astronomy, and geophysics.
Public Health Career Areas
Global and International Health, Disease Prevention, Surveillance, Natural Disasters, Emergency Preparedness and Response, Environmental
Health Science, Epidemiology, Health Behavior, Health Psychology, Health Economics, Engineering and Health, Health Policy Analysis, Health Care
Management, Health Services Administration, Biostatistics, Health Communication, Health Informatics, Complementary and Alternative Medicine,
Health Promotion, Health Demography, Health Insurance, Community Health, Health Risk Assessment, Forensics, Biotechnology, Vaccinology,
Genetic Engineering, Health Geography, Health Education, Infectious Disease Prevention, Chronic Disease Prevention, Wellness, Clinical Trials, Urban
Health, Rural Health, Water Quality, Nutrition and Food Protection, Air Quality and Health, Health Geology, Vulnerable Populations, Burden of Disease
Assessment
Increasing human population, diversity, and global mobilization makes a cogent argument for pursuing careers in public health in today’s world.
Emerging government policies such as the United States Affordable Care Act emphasize disease prevention and population health. Graduates of the
UC Irvine Program in Public Health are prepared for careers in research, teaching, and public health practice in private and public sectors. Challenges in
public health require acquisition and ready deployment of fundamental knowledge and practical skills. Employment opportunities exist at city and county
health care agencies, state departments of public health, national institutions such as the Centers for Disease Control and Prevention, and international
agencies such as the World Health Organization. Private foundations and corporations employ public health graduates, including, for example, the Bill
and Melinda Gates Foundation and various health insurance providers. Nonprofit organizations and community service groups also employ public health
degree holders. Graduates who are interested in academic career tracks focusing on research and/or teaching will find employment at various units
within public and private universities and think-tanks.
38 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 39
Social Ecology Career Areas
Administration, Architecture, Biostatistics, Clinical Psychology, Corrections/Probation, Counseling, Education, Educational Support Services,
Environmental Design, Environmental Planning and Consulting, Epidemiology, Government Service, Health Service, Hospital Administration, Housing
Development, Human Resources, Law, Management/Administration, Mental Health, Program Coordination, Psychology, Public Health Research, Public
Relations, Real Estate/Development, Research and Research Design, Social Service, Teaching, Urban Planning, Water Quality Control
Graduates of the School of Social Ecology may hold positions as urban planners, environmental consultants, juvenile probation officers, counselors,
elementary and secondary school teachers, legal aides, coordinators of juvenile diversion programs, social workers, mental health workers, special
education teachers, architectural consultants, and elected officials, just to cite some examples of career choices. Many School of Social Ecology
graduates have used their training to enter graduate programs and obtain advanced degrees in the fields of law; clinical, community, social,
developmental, and environmental psychology; public health; public and business administration; environmental studies; urban planning; social welfare;
criminology; and the administration of justice.
Social Sciences Career Areas
Banking, Correction/Probation, Counseling, Environmental Analysis, Finance, Foreign Service, Government Service, Health Services, Human Services,
Industrial Relations, International Affairs, Labor Relations, Law, Library Science, Management/Administration, Marketing, Personnel, Psychology, Public
Relations, Publishing, Real Estate, Research, Sales, Statistical Analysis, Teaching, Writing
Business and industry often look to social science graduates to fill positions in management, finance, marketing and advertising, personnel, production
supervision, and general administration. In the public sector, a wide variety of opportunities are available in city, county, state, and federal government.
Teaching is a frequently chosen career at all levels from elementary school teacher to university professor. In addition, many graduates enter
professional practice, becoming lawyers, psychologists, researchers, or consultants in various fields.
UCI General Catalogue 2016-2017 39
40 Special Programs
Special Programs
On This Page:
• Access UCI and Summer Session Enrollment
• UCI Center for Educational Partnership
• Student Support Services
• Graduate Diversity Programs
• Medical Student Support Programs
Access UCI and Summer Session Enrollment
Exceptional high school students can enroll in UCI classes without formal admission to the University year-round.
During the academic year, concurrent enrollment through UC Irvine Extension’s Access UCI program is ideal for well-prepared high school seniors
who have exhausted the curriculum available in high school and who are looking for advanced-level course work, or for students who are seeking an
enrichment course or course work not available at their high school. For information, call 949-824-5414, email [email protected], or visit the
Access UCI website (http://unex.uci.edu/courses/access_uci).
During the summer, highly-qualified high school students can enroll in UC Irvine Summer Session's High School Summer Scholar Program. This
program provides students with the opportunity to experience college-level course work and preview university life through a combination of academic
course work and co-curricular activities. Students may also enroll directly in regular UCI summer courses through UC Irvine Summer Session. For
information, contact the UCI Summer Session Office at 949-824-6494, email [email protected], or visit the Summer Session website (http://
summer.uci.edu).
Admission and enrollment in courses either through Access UCI or UC Irvine Summer Session does not constitute admission to UCI as an entering
freshman student. See the Undergraduate Admissions section of this Catalogue for information about applying to UCI and the formal admission process.
UCI Center for Educational Partnerships
The mission of the UCI Center for Educational Partnerships (CFEP) (http://www.cfep.uci.edu) is to create collaborations that support preparation for and
success in higher education. CFEP’s focus is on equity and access for all students in order to achieve the University of California’s goal of academic
excellence. CFEP has three guiding principles: (1) diversity among students and faculty enhances the educational experience the University provides
and the scholarship it produces; (2) collaboration promotes the exchange of ideas, leverages resources, and drives collective action; and (3) research
guides practice, promotes accountability, and advances knowledge.
In order to achieve its mission, CFEP builds lasting partnerships with individuals and institutions committed to improving education; facilitates
faculty involvement; engages in K–12 academic preparation; provides teacher professional development; promotes college-going culture; supports
undergraduate retention; enhances graduate school preparation; conducts research and evaluation; participates in the national dialogue about
educational reform and collaboration; and fosters learning communities to support ongoing professional and intellectual development.
For additional information, call 949-824-7482 or visit the Center for Educational Partnerships website (http://www.cfep.uci.edu).
Student Support Services
Housed within the Division of Undergraduate Education, Student Support Services (SSS) (http://www.sss.uci.edu) 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. See the Division of Undergraduate Education section of the Catalogue for additional information.
Graduate Diversity Programs
The University of California believes that a diverse student and faculty population is integral to academic excellence. It is critical to promoting the lively
intellectual exchange and the variety of ideas and perspectives that are essential to advanced scholarly research. The university remains committed to
expanding outreach, recruitment, and retention efforts. Through the Graduate Division’s diversity programs, steps are taken to increase the participation
of diverse groups of U.S. citizens and permanent residents who have been disadvantaged in obtaining graduate education in the United States. See the
Graduate Division section of the Catalogue for additional information.
40 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 41
Medical Student Support Programs
The School of Medicine’s Office of Admissions and Outreach is designed to meet the challenges of California’s changing demographics and to
contribute to the School’s goal of achieving a broad spectrum of diversity in the student population, and ultimately, in the medical profession. The
office plays a major role in the recruitment and retention of targeted socioeconomically disadvantaged students who have the potential of service to the
medically underserved communities in California. The School’s Office of Diversity and Community Engagement (ODCE) augments the recruitment and
retention of students from populations underrepresented in medicine and works closely with the Office of Admissions and Outreach. ODCE also serves
as a resource for students by providing a supportive learning environment through advising and counseling prospective students and mentoring students
following their admission to medical school. See the School of Medicine section for additional information.
UCI General Catalogue 2016-2017 41
42 Undergraduate Admissions
Undergraduate Admissions
The UCI Office of Admissions and Relations with Schools (OARS) is responsible for the admission of new undergraduate freshmen and transfer
students. Inquiries may be addressed to:
Office of Admissions and Relations with Schools
University of California, Irvine
260 Aldrich Hall
Irvine, CA 92697-1075
http://www.admissions.uci.edu
OARS is open from 8 a.m. to 5 p.m., Monday through Friday; telephone 949-824-6703.
The information on admission to UCI presented below is organized as follows:
Categories of Application
Admission as a Freshman Applicant
Nonresident Freshman Admission Requirements
Admission as a Transfer Applicant
Nonresident Transfer Admission Requirements
Admission for a Second Bachelor's Degree
Admission of International Students
Advanced Placement and International Baccalaureate Credit
Application Procedures
Categories of Application
An undergraduate applicant is a student who wishes to complete a program of study leading to a Bachelor of Arts, Bachelor of Fine Arts, Bachelor of
Music, or Bachelor of Science degree.
A freshman applicant is a student who is currently in high school or has graduated from high school but has not enrolled in a regular session at a
college or university after high school graduation. Summer sessions immediately following graduation are excluded in the determination of freshman
status.
A transfer applicant is a student who has completed high school and who has been a registered student in a regular session at another college or
university. Students who meet this definition cannot disregard their college record and apply as freshmen. A student can be considered as a California
Community College transfer applicant to UCI if:
1. the student was enrolled at one or more California Community Colleges for at least two terms (excluding summer sessions);
2. the last college the student attended before admission to a UC campus was a California Community College (excluding summer sessions); and
3. the student has completed at least 30 semester (45 quarter) UC transferable units at one or more California Community Colleges.
A nonresident applicant is a student whose legal permanent residence (as determined by the University) is outside of the State of California.
Nonresident applicants are generally required to pay Nonresident Supplemental Tuition and must also present a higher grade point average than is
required of California residents. Refer to the Nonresident Admission Requirements section for further information.
An applicant for readmission is a student who was formerly registered and enrolled at UCI and who has interrupted the completion of consecutive
quarters of enrollment. See Readmission: Undergraduate and Graduate Students.
A second baccalaureate applicant is a college graduate who, because of a change of objective, wishes to obtain a second bachelor’s degree in a major
different from that of the first degree.
An international applicant is a student who holds or expects to hold a student, exchange, visitor, or diplomatic visa and who wishes to attend school in
the United States.
Admission as a Freshman Applicant
The undergraduate admissions policy of the University of California is guided by the University’s commitment to serve the people of California and the
world, from every culture and ethnicity and across the economic spectrum.
The University’s admission requirements, described in detail in the Minimum Admission Requirements for Freshmen section, are designed to ensure that
students are adequately prepared for University-level work. Meeting admission requirements entitles an applicant to be considered for admission but
does not constitute an offer of admission.
42 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 43
In recent years, the number of freshman applicants to UC Irvine has exceeded the number of spaces available. Since the campus cannot admit all
eligible applicants, it must use standards that are more demanding than the minimum UC requirements to select students. These standards, which the
University calls selection criteria, are used to identify applicants who have demonstrated the highest academic achievement and who have a variety of
other qualities that can contribute to the strength and diversity of the campus community.
In the case that UCI is unable to accommodate all qualified applicants in their first-choice major, those students who indicate a valid alternate major may
be offered admission in that major. Students who wish to change their major after enrolling at UCI must submit an Undergraduate Petition for Change of
Major to the academic counseling office in the school or program of their prospective major.
Admissions Selection
UCI seeks to select students who have a demonstrated record of academic and personal achievement. Academic achievement includes the number of
college preparatory courses completed; the level of achievement in these courses, including honors, Advanced Placement, International Baccalaureate,
and college courses completed; and the quality of the senior-year program as measured by the type and number of academic courses in progress or
planned. Also considered are the high school grade point average (GPA) calculated on UC-specified subjects (UCI uses a maximum of eight honors
grade points in determining the UC GPA) and the required standardized national examinations.
The level of performance needed to gain admission varies from year to year depending on the size and the academic quality of the applicant pool and
the number of enrollment spaces.
Personal achievement outside the classroom is also considered in UCI's selection process. A range of pursuits is considered, including academic
activities, the creative and performing arts, community service and leadership, athletics, participation in pre-collegiate programs that develop academic
ability, and other extracurricular activities. Persistence counts more than scattered involvement, while initiative and curiosity are also important.
The admissions process at UCI is also sensitive to individual circumstances and the effect these may have had on the resources available to and the
experiences of applicants. While all applications receive careful consideration, reviewers take note of any extenuating circumstances and/or a variety
of cultural and economic situations, including students who are the first in their families to attend college, who have a low family income, or who have
worked in support of their family during high school. The emphasis, however, is less on the personal circumstances of the applicant and instead is more
focused on how the applicant has responded to challenges while achieving academic success.
Each application is read at least twice. Every attempt is made to become familiar with the unique accomplishments of each applicant.
Students interested in the majors below should be aware of the following provisions.
Dance and Music:
Dance applicants must audition in late January/early February in ballet, modern, and jazz, prior to the fall quarter when entrance is anticipated, and be
selected by faculty.
All Music applicants must apply to the B.A. degree program and audition in late January/early February with an instrument or voice, prior to the fall
quarter when entrance is anticipated; admission to the B.Mus. degree program is by a second audition after matriculation.
Computer Science and Engineering (offered jointly by the Donald Bren School of Information and Computer Sciences and The Henry Samueli School
of Engineering): Applicants must complete four years of high school mathematics through pre-calculus or math analysis and are advised to have
completed one year each of chemistry and physics. One semester of programming coursework is also advised. (This requirement does not apply to
other majors offered by the Donald Bren School of Information and Computer Sciences.) That preparation along with honors courses and advanced
placement courses, is fundamental to success in the program. The Henry Samueli School of Engineering recommends that freshman applicants in
Engineering majors take the Math Level 2 SAT Subject Test.
Nursing Science: Admission to the Nursing Science major is limited and selective. Applicants must complete two years of basic science providing
fundamental knowledge in the core disciplines of biology and chemistry. Advanced laboratory science classes that have biology or chemistry as
prerequisites and offer substantial additional material may be used to fulfill this requirement. Students must earn grades of C or higher in order to fulfill
their subject requirements. Students with the highest combination of overall grade point average, grade point average in science courses, and scores on
the SAT or ACT examinations will be given priority. Applicants to the Nursing Science major must submit a supplemental application.
Minimum Admission Requirements for Freshmen
The University defines a freshman applicant as a student who is currently in high school or has graduated from high school but has not enrolled in a
regular session at a college or university after high school graduation. Summer sessions are excluded in the determination.
Freshman applicants who are not residents of California should refer to the Nonresident Admission Requirements section.
Applicants who do not meet the requirements for admission at the time of high school graduation may be considered for admission after they meet the
requirements for admission as a transfer applicant (see Admission as a Transfer Applicant). Transfer credit will be granted for an acceptable course from
an accredited college or university taken while still in high school if reported on a valid transcript issued by the college which conducted the course.
UCI General Catalogue 2016-2017 43
44 Undergraduate Admissions
The requirements described below represent the minimum academic standards students must attain to be considered for admission to the University.
Meeting minimum admission requirements does not guarantee admission. Admission to UCI and the program of choice often requires students to meet
more demanding standards.
Subject Requirement
To satisfy the subject requirement, students must complete a minimum of 15 yearlong UC-approved college-preparatory courses with a grade of C
or better -- at least 11 of them finished prior to their senior year. These courses are also known as the “a–g” subjects/courses. (A one-year course is
equal to one unit; a one-semester course is equal to one-half unit.) A grade point average (GPA) of 3.0 or better must be earned (3.4 if the student is a
nonresident) in these courses with no grade lower than a C.
The 15 required “a–g” courses are:
a. History/Social Science: 2 years required. Two years of history/social science, including one year of world history, cultures, and geography (may
be a single yearlong course or two one-semester courses); and one year of U.S. history or one-half year of U.S. history and one-half year of civics or
American government.
b. English: 4 years required. Four years of college-preparatory English that include frequent writing, from brainstorming to final paper, as well as
reading of classic and modern literature. No more than one year of ESL-type courses can be used to meet this requirement.
c. Mathematics: 3 years required; 4 years recommended. Three years of college-preparatory mathematics that include the topics covered in
elementary and advanced algebra and two- and three-dimensional geometry. Approved integrated math courses may be used to fulfill part or all of this
requirement, as may math courses taken in the seventh and eighth grades if the high school accepts them as equivalent to its own courses.
d. Laboratory Science: 2 years required; 3 years recommended. Two years of laboratory science providing fundamental knowledge in at least two
of these three foundational subjects: biology, chemistry and physics. The final two years of an approved three-year integrated science program that
provides rigorous coverage of at least two of the three foundational subjects may be used to fulfill this requirement.
e. Language Other Than English: 2 years required; 3 recommended. Two years, or equivalent to the second level of high school instruction, of
the same language other than English are required. (Three years/third level of high school instruction recommended.) Courses should emphasize
speaking and understanding, and include instruction in grammar, vocabulary, reading, composition, and culture. American Sign Language and classical
languages, such as Latin and Greek, are acceptable. Courses taken in the seventh and eighth grades may be used to fulfill part or all of this requirement
if the high school accepts them as equivalent to its own courses. (Students are strongly encouraged to complete three or four years of one language in
preparation for the UCI Language Other Than English and/or the International/Global Issues general education requirements.)
f. Visual and Performing Arts (VPA): 1 year required. One yearlong course of visual and performing arts chosen from the following: dance, drama/
theatre, music or visual art.
g. College-Preparatory Elective: 1 year required. One year (two semesters), in addition to those required in “a–f” above, chosen from the following
areas: visual and performing arts (non-introductory-level courses), history, social science, English, advanced mathematics, laboratory science, and
language other than English (a third year in the language used for the “e” requirement or two years of another language).
Courses Satisfying the “g” Requirement
History: All history courses should require extensive reading and writing. Courses should enable students to establish a breadth of understanding of
history (for example, world history, political history or economic history) and should provide an understanding of the human past, including its relation to
the present. Courses should develop a student’s critical thinking, ability to evaluate historical data, and ability to analyze and synthesize evidence.
Social Science: Courses should be in one of the social sciences: anthropology, economics, geography, political science, psychology, or sociology, or,
alternatively, courses should be interdisciplinary, drawing knowledge from two or more of these fields. Course objectives should include as many of the
following as are applicable to the field: (1) to understand the development and basic features of major societies and cultures; (2) to examine the historic
and contemporary ideas that have shaped the world; (3) to understand the fundamentals of how differing political and economic systems function; (4) to
examine the nature and principles of individual and group behavior; and (5) to study social science methodologies.
In order to develop a student’s critical thinking, ability to evaluate ideas and information, and ability to analyze and synthesize qualitative and quantitative
evidence in the laboratory and in the field, a social science course must include a body of basic knowledge, extensive reading, and written and oral
exposition.
Courses which are designed to meet state-mandated social studies graduation requirements are acceptable provided that they meet the above criteria.
Courses of an applied, service, or vocational character are not acceptable social science electives.
English: All English courses should require substantial reading with frequent and extensive practice in writing which is carefully evaluated and criticized.
A course in creative writing, journalism, speech or debate is acceptable if it meets the general requirements in reading and writing stated above. An
advanced-level course in English as a Second Language (ESL) or English Language Development (ELD) may be acceptable provided it meets the
standards outlined under the “b” requirement.
44 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 45
Advanced Mathematics: Acceptable electives are courses in mathematics with second-year algebra as a prerequisite such as trigonometry, linear
algebra, precalculus (analytic geometry and mathematical analysis), calculus, and probability and statistics.
A computer science course is an acceptable mathematics elective if it fulfills the following objectives. The course should enable each student to express
algorithms in a standard computer language such as C++, Pascal, Java, BASIC, FORTRAN, or COBOL. By the end of the course, each student should
complete substantial programming projects in the language used. The course should also involve the study and mastery of various aspects of computer
science: how computers deal with data and instructions, the internal components of a computer, and the underlying computer logic.
Laboratory Science: Acceptable courses should cover topics from the biological or physical sciences in which students make their own observations
and measurements and analyze these data to obtain further information.
An introductory science course normally offered in the ninth grade, (such as earth science or physical science) is an acceptable science elective
provided it is designed to prepare students for laboratory science courses in the tenth grade and beyond. The course must provide an introduction to the
fundamental principles of physical and/or biological science. Laboratory activities as defined above shall be included. (A terminal course designed only
to meet graduation requirements is not an acceptable science elective.)
Language Other Than English: It is recommended that elective courses be in the same language used to satisfy the language other than English “e”
subject requirement. Elective courses in this language must have at least two years of the language as a prerequisite. In order for a second language to
qualify as an elective, at least two years of this language must be completed.
Visual and Performing Arts: Courses in this area consist of instruction in dance, drama/theater, music, and visual arts. Courses should enable
students to understand and appreciate artistic expression and, where appropriate, to talk and write with discrimination about the artistic material studied.
Courses devoted to artistic performance and developing creative artistic ability should have prerequisites (either one year of introductory coursework or
experience approved by the instructor) and should assume proficiency beyond the introductory level.
Courses must require on average the equivalent of a five-period class per week. Work outside of class must be required; for example, portfolio/
performance preparation, reading, writing, research projects and/or critical listening/viewing.
Dance courses offered for physical education credit or under any other departmental arrangement are acceptable provided they include content
satisfying the above criteria.
Courses which are primarily athletic or body conditioning are not acceptable visual and performing arts electives.
College-Preparatory Elective: The general objectives of the “g” requirement are to improve students’ analytical abilities, promote artistic development,
and strengthen oral and written skills. The requirement is intended to encourage prospective University students to fill out their high school programs
with courses that: (1) strengthen general study skills, particularly analytical reading, expository writing and oral communication; (2) provide an
opportunity to begin work that could lead directly into a major program of study at the University; (3) experience, at some depth, new areas of academic
disciplines that might form the basis for future major or minor studies at the University.
Courses that fulfill the “g” requirement should allow students to prepare for college-level work in the subject area, so that the level attained at the end of
such courses would be well beyond the introductory or survey level. Courses that have narrow objectives aimed at meeting specific societal or personal
lifestyle goals are not acceptable.
California High School Students. Courses taken to fulfill the subject requirement must be certified by the University as meeting the requirement and
must be included on the UC-certified course list of the school the student attended. The high school counselor or principal will have a copy of this list. In
addition, the lists are available at the A-G Course Management Portal (http://www.ucop.edu/agguide).
Out-of-State High School Students. The UCI Office of Admissions and Relations with Schools will review and accept courses that meet the
requirements for applicants graduating from out-of-state schools.
Examination Requirement
All freshman applicants must submit examination scores as described below. Students applying for admission for fall quarter should complete their
examination requirements during May or June of their junior year or during their senior year, but no later than the December test date. (Typically, this
means that students will take either the SAT or the ACT with Writing in October or November.) Scores earned prior to March 2005 will not be accepted.
All students applying for freshman admission must submit the following college admissions test scores:
• The SAT or the ACT with Writing.
• Report ACT and/or SAT scores on the admissions application, then request that an official copy of the scores be sent to UC Irvine from the testing
agency. Applicants can have their official score report sent to one UC campus, and all UC campuses they apply to will receive it.
• In the College Board’s Score Choice module, ensure that all scores are sent to UC. UC requires all scores and will use the highest scores from a
single administration.
• For the ACT with Writing test, UC will focus on the highest combined score from the same test administration.
• For the SAT, UC will focus on the highest total score from a single test date.
UCI General Catalogue 2016-2017 45
46 Undergraduate Admissions
• UC does not require results of tests taken for the purpose of talent programs in middle or junior high school (e.g., Johns Hopkins Center for Talented
Youth, the Duke University Talent Identification Program, etc.). Those test scores do not have to be sent to UC.
• UC does not accept test substitutions.
• SAT Subject Test scores are no longer required. However, submission of SAT Subject Test scores may add positively to the review of a student’s
application.
More information about these examinations is available online. For the SAT and Subject Tests, visit the College Board website (https://
www.collegeboard.org). For the ACT with Writing, visit the ACT website (http://www.actstudent.org).
Do not use the score choice option to withhold reporting of SAT Subject Test scores. IMPORTANT: Please note the SAT Subject Test
recommendations below.
• The Claire Trevor School of the Arts recommends that freshmen applicants take any SAT Subject Tests that will demonstrate the student’s
strengths.
• The Henry Samueli School of Engineering recommends that freshmen applicants in Engineering majors (including the joint Computer Science
and Engineering major) take the SAT Subject Test in Math Level 2 and a science test (Biology E/M, Chemistry or Physics) closely related to the
applicant's intended major.
• The Department of Pharmaceutical Sciences recommends that freshmen applicants take the following SAT Subject Tests: Biology M, Chemistry,
and/or Math Level 2.
• The School of Physical Sciences recommends that freshmen applicants in Chemistry, Earth System Science, Mathematics, and Physics majors take
the SAT Subject Test in Math Level 2.
• The Program in Public Health recommends that freshmen applicants take the following SAT Subject Tests: for the major in Public Health Sciences:
Biology E, Biology M, and/or Chemistry; for the major in Public Health Policy: Biology E, Biology M, and/or World History.
California Students
State residents who have met the minimum requirements and are not admitted to any UC campus to which they apply will be offered a spot at another
campus if space is available, provided:
• The applicant ranks in the top 9 percent of California high school students, according to the UC Admissions Index (http://
admission.universityofcalifornia.edu/freshman/california-residents); or
• The applicant ranks in the top 9 percent of his or her graduating class at a participating California high school. UC refers to this as “Eligibility in the
Local Context” (ELC).
Eligibility in the Local Context (ELC)
An applicant who ranks in the top 9 percent of students in his or her California high school class—and whose high school participates in the ELC
program—can qualify for admission to UC.
The top 9 percent of students will be identified on the basis of GPA in UC-approved coursework completed in the tenth and eleventh grades. To be
considered for ELC, an applicant must have a minimum GPA of 3.0 and complete the following a–g courses prior to their senior year:
• History/Social Science: 1 year
• English: 2 years
• Mathematics: 2 years
• Laboratory Science: 1 year
• Language Other Than English: 1 year
• College-Preparatory Elective: 4 yearlong courses (chosen from the subjects listed above or another course approved by the University)
Eligibility By Examination Alone
Students are no longer guaranteed admission based solely on their examination scores. Nevertheless, students who excel in their examinations yet
do not fulfill the admission requirements described in the Minimum Admission Requirements for Freshmen section will still receive a full review of their
application. For more information, visit UC Admission by Exam website (http://admission.universityofcalifornia.edu/freshman/requirements/examination).
Nonresident Freshman Admission Requirements
Nonresident freshman applicants must meet the same admission requirements as those for residents, except, nonresident applicants must have a 3.4
GPA and do not qualify for ELC. Refer to the Expenses, Tuition, and Fees section of this Catalogue for information regarding residence classification for
tuition purposes and the Nonresident Supplemental Tuition.
46 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 47
Admission as a Transfer Applicant
The University defines a transfer applicant as a student who has completed high school and who enrolled in a regular session at a college or university
after high school. (Summer sessions do not count.) UCI considers a California Community College transfer applicant as a student who has completed
at least 30 semester units/45 quarter UC transferable units at one or more California Community Colleges. A competitive UCI transfer applicant should
have a UC transferable GPA of 3.0 or above. A transfer applicant may not disregard the college record and apply for admission as a freshman. (Transfer
applicants who are not residents of California should also refer to the section on Nonresident Transfer Admission Requirements.)
Transfer Admission Guarantee: UCI’s Transfer Admission Guarantee (TAG) program offers provisional admission to well-qualified junior-level
students from participating California Community Colleges. Although admission to UCI is selective in most majors, through TAG, admission can be
guaranteed for transfer students who meet the TAG Eligibility and major prerequisites requirements (see TAG Requirements later in this section).
Selection Criteria
UCI attempts to accommodate as many qualified transfer applicants as possible. Priority consideration for admission of transfer applicants is given to
junior-level applicants (with a minimum of 60 semester/90 quarter units of UC transferable credit) from California Community Colleges and is based
upon:
1. GPA in transferable courses;
2. depth of preparation toward general education and major requirements; and
3. participation in the TAG (Transfer Admission Guarantee) program, which requires early completion of one transferable English composition course,
and one transferable course in mathematical concepts and quantitative reasoning.
TAG Applicants for fall quarter 2017 admission must have completed the first English and one mathematics course by the end of summer 2016. The
second English course must be completed by spring 2017. Transfer applicants with the strongest academic performance will be the most competitive for
admission. Junior transfers from four-year colleges, including other UC campuses, and lower-division transfers will be considered as space permits.
In the case that UCI is unable to accommodate all qualified applicants in their first-choice major, those students who indicate a valid alternate major may
be offered admission in that major. Students who wish to change their major after enrolling at UCI must submit an Undergraduate Petition for Change of
Major to the academic counseling office in the school or program of their prospective major. This is of particular importance to those who apply in majors
which are subject to additional course prerequisites and/or have a limit placed on the number of applicants admitted into the major. (See the following
list.)
UCI’s transfer selection process is also based upon consideration of the academic criteria in conjunction with the following personal achievement criteria:
an exceptionally challenging curriculum; outstanding accomplishments relevant to academic aims; hardships or unusual circumstances the applicant
has faced, and the ways in which the student has responded to these challenges; a strong, thoughtful match between UCI’s programs and the student’s
academic and career objectives, preparation, talents, and skills; and potential contributions to the campus. The level of performance needed to gain
admission varies from year to year depending on the size and the academic quality of the applicant pool and the number of enrollment spaces.
Transfer applicants to the majors listed below must complete prerequisite courses for the major as specified.
Biological Sciences: Junior-level applicants with the highest grades overall and who satisfactorily complete course prerequisites will be given
preference for admission to the Biological Sciences major. All applicants must complete one year of general chemistry with laboratory with grades of C
or better; one year of organic chemistry with laboratory with grades of C or better; one year of biology courses equivalent to BIO SCI 93, BIO SCI 94 at
UCI with a grade of C or better in each course; and have a cumulative GPA of 3.0 or higher.
Biology/Education: Junior-level applicants with the highest grades overall and who satisfactorily complete course prerequisites will be given preference
for admission to the Biology/Education major. All applicants must complete one year of general chemistry with laboratory with grades of C or better; one
year of organic chemistry with laboratory with grades of C or better; one year of biology courses equivalent to BIO SCI 93, BIO SCI 94 at UCI with a
grade of C or better in each course; and have a cumulative GPA of 3.0 or higher.
Business Administration: Junior-level applicants with the highest grades overall (minimum cumulative GPA of 3.0) and who satisfactorily complete
lower-division courses equivalent to UCI’s MATH 2A - MATH 2B, ECON 20A - ECON 20B or (MGMT 4A - MGMT 4B), MGMT 7, and MGMT 30A -
MGMT 30B will be given preference for admission. MGMT 1 may be completed at UCI. Admission to the major will be competitive due to limited space
availability.
Business Information Management: Junior-level applicants who satisfactorily complete the following requirements will be given preference for
admission:
1. one year of approved college-level math, preferably courses in calculus equivalent to UCI’s MATH 2A - MATH 2B; if not available, two semester
courses equivalent to other major-related math courses are acceptable;
2. Completion of one year of transferable computer science courses involving concepts such as those found in Java, Python, C++, data structures, or
other object-oriented or high-level programming language.
3. one year of introductory accounting theory and practice equivalent to UCI’s MGMT 30A - MGMT 30B and
UCI General Catalogue 2016-2017 47
48 Undergraduate Admissions
4. one year of micro- and macro-economics theory equivalent to UCI’s ECON 20A - ECON 20B.
NOTE: The introductory sequence in Information and Computer Science (ICS) has moved to Python. The Bren School of ICS strongly encourages all
participants to become familiar with this programming language prior to matriculation. Additional computer science courses beyond the two required are
strongly recommended, particularly those that align with the major(s) of interest. Java is used extensively in the curriculum; therefore, transfer students
should plan to learn it by studying on their own or by completing a Java-related programming course prior to their first quarter at UCI.
Additional courses beyond those required for admission must be taken to fulfill the lower-division degree requirements, as many are prerequisites for
upper-division courses. For some transfer students, this may mean that it will take longer than two years to complete their degree.
The Business Information Management major is offered jointly by the Donald Bren School of Information and Computer Sciences and The Paul Merage
School of Business. More information is available at the Bren School of ICS Student Affairs Office website (http://www.ics.uci.edu/ugrad); telephone
949-824-5156; email: [email protected].
Chemistry: Preference will be given to junior-level applicants with the highest grades overall and who have satisfactorily completed the following
required courses: one-year of general chemistry with laboratory and one year of approved calculus. Completion of one year of organic chemistry is
strongly recommended.
Computer Game Science: Junior-level applicants who satisfactorily complete the following course requirements will be given preference for admission:
1. one year of approved college-level math, preferably courses in calculus equivalent to UCI’s MATH 2A - MATH 2B; if not available, two semester
courses equivalent to other major-related math courses are acceptable; and
2. one year of transferable computer science courses such as those found in Java, Python, C++, data structures, or other object-oriented or high-level
programming language.
NOTE: The introductory sequence in Information and Computer Science (ICS) has moved to Python. The Bren School of ICS strongly encourages all
participants to become familiar with this programming language prior to matriculation. Additional computer science courses beyond the two required are
strongly recommended, particularly those that align with the major(s) of interest. C++ and Java are used extensively in the curriculum; therefore, transfer
students should plan to learn it by studying on their own or by completing C++ and Java-related programming courses prior to their first quarter at UCI.
Applicants to the Computer Game Science major should be aware that several lower-division courses must be taken at UCI; therefore, the minimum
time to degree completion will exceed two years.
Computer Science and Engineering (offered jointly by the Donald Bren School of Information and Computer Sciences and The Henry Samueli School
of Engineering): Students are encouraged to complete as many of the lower-division degree requirements as possible prior to transfer, including
one year of approved calculus; one year of calculus-based physics with laboratories (mechanics, electricity and magnetism); one year of transferable
1
computer science courses involving concepts such as those found in Java, Python, C++, or other object-oriented or high-level programming language;
and one additional approved transferable course for the major (an approved math, science, or CSE course).
1
Additional computer science courses beyond the two required are strongly recommended, particularly those that align with the major of interest.
Java and C++ are used in the curriculum; therefore, transfer students should plan to learn these languages by studying on their own or by
completing related programming courses prior to their first quarter at UCI.
Students who enroll at UCI in need of completing lower-division course work may find that it will take longer than two years to complete their degrees.
For further information, contact the Donald Bren School of Information and Computer Sciences at (949) 824-5156 or The Henry Samueli School of
Engineering at (949) 824-4334.
Computer Science and Engineering (offered jointly by the Donald Bren School of Information and Computer Sciences and The Henry Samueli
School of Engineering): Students are encouraged to complete as many of the lower-division degree requirements as possible prior to transfer, including
one year of approved calculus; one year of calculus-based physics with laboratories (mechanics, electricity and magnetism); one year of transferable
1
computer science courses involving concepts such as those found in Java, Python, C++, or other object-oriented or high-level programming language;
and one additional approved transferable course for the major (an approved math, science, or CSE course).
1
Additional computer science courses beyond the two required are strongly recommended, particularly those that align with the major of interest.
Java and C++ are used in the curriculum; therefore, transfer students should plan to learn these languages by studying on their own or by
completing related programming courses prior to their first quarter at UCI.
Students who enroll at UCI in need of completing lower-division course work may find that it will take longer than two years to complete their degrees.
For further information, contact the Donald Bren School of Information and Computer Sciences at 949-824-5156 or The Henry Samueli School of
Engineering at 949-824-4334.
Dance: Applicants must audition in late January/early February in ballet, modern, and jazz, prior to the fall quarter when entrance is anticipated, and be
selected by faculty.
48 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 49
Education Sciences: Preference will be given to Junior-level applicants with the highest grades overall (minimum cumulative GPA of 3.0). It is
suggested that prospective transfer students work toward completing coursework to fulfill the UCI general education requirements or IGETC.
Earth System Science: Preference will be given to junior-level applicants with the highest grades overall and who have satisfactorily completed the
following required courses: one year of approved calculus and either one year of general chemistry with laboratory (preferred) or one year of calculus-
based physics with laboratory.
Ecology and Evolutionary Biology: Junior-level applicants with the highest grades overall and who satisfactorily complete course prerequisites will
be given preference for admission to the Ecology and Evolutionary Biology major. All applicants must complete one year of general chemistry with
laboratory with grades of C or better; one year of organic chemistry with laboratory with grades of C or better; one year of biology courses equivalent
to BIO SCI 93, BIO SCI 94 at UCI with a grade of C or better in each course; and have a cumulative GPA of 3.0 or higher.
Economics: Transfer applicants with the highest grades overall and who satisfactorily complete course prerequisites will be given preference for
admission to the majors in Economics, Business Economics, and Quantitative Economics. All applicants must complete one course in microeconomics,
one course in macroeconomics, and two quarters/two semesters of approved first-year calculus.
Engineering: Applicants must select either Aerospace Engineering, Biomedical Engineering, Biomedical Engineering: Premedical, Chemical
Engineering, Civil Engineering, Computer Engineering, Computer Science and Engineering, Electrical Engineering, Environmental Engineering,
Materials Science Engineering, Mechanical Engineering, or Engineering Undeclared (option for freshmen only) as their major on the application.
Junior-level applicants with the highest grades overall and who satisfactorily complete course prerequisites will be given preference for admission.
All applicants must complete the following required courses: one year of approved calculus, one year of calculus-based physics with laboratories
(mechanics, electricity and magnetism), additional courses as specified by the major, and completion of lower-division writing. Students are encouraged
to complete as many of the lower-division degree requirements as possible prior to transfer. See The Henry Samueli School of Engineering section of
this Catalogue for information on courses required for each major.
See also the listing for Computer Science and Engineering, a major jointly administered by the Donald Bren School of Information and Computer
Sciences and The Henry Samueli School of Engineering.
Environmental Science: Preference will be given to junior-level applicants with the highest grades overall and who have satisfactorily completed
the following required courses: either one year of general chemistry with laboratory (preferred), or one year of biology with laboratory. One year of
economics or sociology is recommended.
Humanities: Junior-level transfers for all majors within the School of Humanities must have completed the UC Entry Level Writing Requirement, and two
semester or two quarter courses of approved lower-division English composition with grades of C or better.
Information and Computer Sciences (ICS): Students are strongly encouraged to follow the transfer preparation guidelines for any of the other Bren
1
ICS majors. Applicants must select either Business Information Management , Computer Game Science, Computer Science, Computer Science and
2
Engineering , Data Science, Informatics, or Software Engineering as their major on the application. Junior-level applicants who satisfactorily complete
course prerequisites will be given preference for admission. Transfers to all majors (except for Informatics) must complete one year of approved college-
level math, preferably courses in calculus equivalent to UCI’s MATH 2A - MATH 2B; if not available, two semester courses equivalent to other major-
related math courses are acceptable. Informatics majors must complete one college-level mathematics course. All applicants must complete one year of
3
transferable computer science courses involving concepts such as those found in Java, Python, C++, data structures, or other object-oriented or high-
level programming language. See the Donald Bren School of Information and Computer Sciences section of this Catalogue for information on preferred
courses and specific requirements for transfer applicants to each major.
Additional courses beyond those required for admission must be taken to fulfill the lower-division degree requirements, as many are prerequisites for
upper-division courses. For some transfer students, this may mean that it will take longer than two years to complete their degree.
1
See also the listing for Business Information Management, a collaborative major between the Donald Bren School of ICS and The Paul Merage
School of Business in the Interdisciplinary section of the Catalogue.
2
Apply at the Interdisciplinary section of the UC application. See also the listing for Computer Science and Engineering, a major jointly
administered by the Donald Bren School of ICS and The Henry Samueli School of Engineering in the Interdisciplinary section of the Catalogue.
3
Additional computer science courses beyond the requirement for transfer eligibility are strongly recommended, particularly those that align with
the major(s) of interest. Java and C++ are used in the curriculum; therefore, transfer students should plan to learn these languages by studying
on their own or by completing related programming courses prior to their first quarter at UCI.
Mathematics: Preference will be given to junior-level applicants with the highest grades overall and who have satisfactorily completed the required
coursework of one year of approved calculus. Additional coursework in multivariable calculus, linear algebra, and differential equations is strongly
recommended.
Music: All Music applicants must apply to the B.A. degree program and audition in late January/early February with an instrument or voice, prior to the
fall quarter when entrance is anticipated; admission to the B.Mus. degree program is by a second audition after matriculation.
Nursing Science: Admission to the major is limited and selective. Junior-level applicants with the highest grades overall and who satisfactorily complete
course prerequisites will be given preference for admission to the Nursing Science major. The following list of prerequisites is required for transfer
UCI General Catalogue 2016-2017 49
50 Undergraduate Admissions
students applying for fall 2017 entry. All applicants must complete the following with grades of B or better: one year of general chemistry equivalent
to UCI’s CHEM 1A - CHEM 1B - CHEM 1C; one quarter/semester of organic chemistry equivalent to UCI’s CHEM 51A; one quarter/semester of
genetics equivalent to UCI’s BIO SCI 97; one quarter/semester of biochemistry equivalent to UCI’s BIO SCI 98; one quarter/semester of human
physiology with laboratory equivalent to UCI’s BIO SCI E109 and BIO SCI E112L; one quarter/semester of microbiology with laboratory equivalent
to UCI’s BIO SCI M122 and either BIO SCI M118L or BIO SCI M122L; one quarter/semester of human anatomy with laboratory equivalent to UCI’s
BIO SCI D170; one quarter/semester of philosophy equivalent to UCI’s PHILOS 4 or PHILOS 5; one quarter/semester of psychology equivalent to
UCI’s PSYCH 7A/PSY BEH 9; one quarter/semester of public health equivalent to UCI’s PUBHLTH 1; one quarter/semester of sociology equivalent to
UCI’s SOCIOL 1; and one quarter/semester of statistics equivalent to UCI’s STATS 7 or STATS 8. Applicants must have a cumulative GPA of 3.0 or
higher to be considered.
Pharmaceutical Sciences: All applicants must have completed the following required courses with a grade of B- or better in all courses: one year of
general chemistry courses with laboratory courses equivalent to UCI’s CHEM 1A - CHEM 1B - CHEM 1C and CHEM 1LC - CHEM 1LD and one year
of biology courses equivalent to UCI’s BIO SCI 93 and BIO SCI 94. In addition, all applicants must have a cumulative GPA of 3.0 or better. Additional
courses that are recommended, but not required: one year of organic chemistry with laboratory; one year of calculus; one year of calculus-based physics
with laboratory; and additional articulated lower-division biology requirements.
Physics: Preference will be given to junior-level applicants with the highest grades overall and who have satisfactorily completed the following required
courses: one year of approved calculus and one year of calculus-based physics with laboratory for engineering and physics majors.
Psychology and Social Behavior: Transfer applicants with the highest grades overall and who satisfactorily complete course prerequisites will be
given preference for admission to the major.
Public Health: Junior-level applicants with the highest grades overall and who satisfactorily complete lower-division requirements will be given
preference for admission to the Public Health majors. All applicants to the B.S. degree in Public Health Sciences must have a minimum overall
GPA of 3.0 and a minimum GPA of 3.0 in required courses, one year of general chemistry with laboratory, and one year of courses equivalent to
UCI’s BIO SCI 93 and BIO SCI 94. All applicants to the B.A. degree in Public Health Policy must have a minimum overall GPA of 3.0 and a minimum
GPA of 3.0 in required courses, and complete one year of social science courses in any combination of the following topics: anthropology, economics,
sociology, and/or psychology.
Transfer Student Admission Requirements
The University of California requirements for admission as a transfer applicant vary according to the high school record. Transfer applicants who have
completed a California Certificate of Proficiency or the equivalent must also meet regular University entrance requirements.
Transfer applicants should also refer to the section on Information for Transfer Students: Fulfilling Requirements for a Bachelor’s Degree.
The transcript submitted from the last college attended must show, as a minimum, that the student was in good standing and had earned a GPA of 2.4
(2.8 for nonresidents) or better in all transferable coursework.
A transfer applicant must also meet one of the following conditions:
1. If a student was eligible for admission to the University when the student graduated from high school — meaning that the student satisfied the
Subject, Scholarship, and Examination Requirements or was identified by the University as eligible under the Eligibility in the Local Context (ELC)
program and completed the Subject and Examination Requirements in the senior year — the student is eligible to transfer if he or she has a C (2.0)
average in transferable college coursework and has met the prerequisites for his or her major.
2. If a student met the Scholarship Requirement in high school but did not satisfy the Subject Requirement, the student must take transferable college
courses in the missing subjects, earn a grade of C or better in each of these required courses, and earn an overall C (2.0) average in all transferable
college coursework to be eligible to transfer.
3. Students who were not eligible for admission to the University when they graduated from high school because they did not meet the Scholarship
Requirement must:
a. Complete 60 semester (90 quarter) units of UC transferable college credit with a grade point average of at least 2.4 (2.8 for nonresidents). No
more than 14 semester (21 quarter) units may be taken Pass/Not Pass); and
b. Complete the following course pattern requirement, earning a grade of C or better in each course:
i Two UC transferable college courses (3 semester or 4–5 quarter units each) in English composition; and
ii One UC transferable college course (3 semester or 4–5 quarter units) in mathematical concepts and quantitative reasoning; and
iii Four UC transferable college courses (3 semester or 4–5 quarter units each) chosen from at least two of the following subject areas: the arts
and humanities, the social and behavioral sciences, and the physical and biological sciences.
Each course must be worth at least 3 semester units.
NOTE: For UCI, in fulfilling items i and ii, applicants for fall should complete the courses in English and mathematics no later than the spring
term.
50 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 51
Transfer Admission Guarantee (TAG) Requirements
UC Irvine's Transfer Admission Guarantee (TAG) program guarantees admission to highly-qualified students from all California Community Colleges.
Admission to most majors at UC Irvine can be guaranteed through TAG for transfer students who meet the eligibility requirements and complete the
online TAG application. A TAG Community College applicant is defined as a student:
1. for whom the last college attended before admission to a UC campus was a California Community College, excluding summer sessions; and
2. who has completed at least 30 semester (45 quarter) UC transferable units at one or more California Community Colleges, including Advanced
Placement (AP), International Baccalaureate (IB), and A-level credit.
Students may be eligible for admission to UCI through TAG if they will have met all five of the following requirements:
1. completion of 60 UC transferable semester (90 quarter) units by the end of the quarter prior to enrolling at UCI (units must be completed by spring
2017 for fall 2017) and attainment of at least the minimum GPA specified by the major. TAG details are available at the Admissions website (http://
www.admissions.uci.edu);
2. completion of the minimum UC transfer eligibility requirements in English (two courses) and transferable mathematics (one course). The first
mathematics and English courses must be completed at the time of the TAG submission. The second English course must be completed by spring
2017 for fall 2017;
3. completion of additional requirements for the student’s chosen major at UCI, prior to enrolling at UCI (major requirements to be completed by spring
2017 for fall 2017);
4. completion of the last 30 semester or 45 quarter units at a California Community College by the end of the spring 2017 term; and
5. maintained UC eligibility.
NOTE: The majors in Business Administration, Cognitive Sciences, Dance, Music, and Nursing Science will not participate in the TAG
program for fall 2017. For the most current information, visit the Admissions website (http://www.admissions.uci.edu).
Nonresident Transfer Admission Requirements
Nonresident transfer applicants must meet the same minimum admission requirements as those for residents, except, nonresidents must have a grade
point average of 2.8 or higher in all transferable college coursework. Refer to the Expenses, Tuition, and Fees section of this Catalogue for information
regarding residence classification for tuition purposes and the Nonresident Supplemental Tuition.
Admission for a Second Bachelor’s Degree
A student whose educational objective has changed substantially after receiving the bachelor’s degree may be considered for admission to a program
for a second degree. Admission as a candidate for a second bachelor’s degree requires that the applicant be fully eligible for admission to the University
and have strong promise of academic success in the new major. All such admissions are subject to the approval of the dean or director of the UCI
school or program in which the second degree will be earned.
Students who have not attended UCI as undergraduates during a regular academic quarter should complete the undergraduate application for
admission and scholarships, available at the University of California Admissions website (http://admission.universityofcalifornia.edu/how-to-apply/apply-
online). Students who have attended UCI as undergraduates during a regular academic quarter should contact the Academic Advising Office of the
major of interest to initiate the electronic Second Baccalaureate/Readmission Process. For more information, visit the Registrar's Readmission website
(http://www.reg.uci.edu/enrollment/readmission.html).
Admission of International Students
The credentials of an international undergraduate applicant — a student who holds or expects to hold a student, exchange, visitor, or diplomatic visa
and who wishes to attend school in the United States — are evaluated in accordance with the general regulations governing admission. The application
should be submitted at University of California Admissions website (http://admission.universityofcalifornia.edu/how-to-apply/apply-online) early in
the appropriate application filing period. This will allow time for exchange of necessary correspondence and, if the applicant is admitted, will help the
student in obtaining the necessary passport visa. Official certificates and detailed transcripts of records should be submitted directly to the UCI Office of
Admissions and Relations with Schools only when requested.
International applicants whose native language is not English will be required to demonstrate their English proficiency. This is most often accomplished
by achieving a minimum score of 550 (paper-based) or 80 (Internet-based) on the Test of English as a Foreign Language (TOEFL), or with a 6.5 or
better band score (academic modules) on the International English Language Testing System (IELTS) examination. Information about these exams is
available at most U.S. consulates and overseas U.S. educational advising offices, as well as by mail and online:
TOEFL Services
P.O. Box 6151
Princeton, NJ 08541-6151, USA
IELTS International
UCI General Catalogue 2016-2017 51
52 Undergraduate Admissions
Students must ask the TOEFL Services or IELTS to forward results of their tests to the UCI Office of Admissions and Relations with Schools. These
scores must be received no later than January for students applying for the fall term. Completion of two acceptable English composition courses (as
determined by the Office of Admissions and Relations with Schools) with a grade of C or better will also clear the English proficiency requirement for
international applicants.
Students who wish to improve their English proficiency to meet the TOEFL or IELTS requirement may enroll in the intensive Program in English as a
Second Language sponsored by UC Irvine Extension. Information is available from:
International Programs
UC Irvine Extension
P.O. Box 6050
Irvine, CA 92616-6050
949-824-5991
Email: [email protected]
In addition to achieving a minimum TOEFL or IELTS score, all international students whose native language is other than English must take an
Academic English/English as a Second Language Placement Test upon arrival and prior to registration. Based upon the results of this test, students may
be required to improve certain language skills by enrolling in Academic English/English as a Second Language courses during their first year, with other
major coursework being adjusted accordingly.
Generally, financial assistance and scholarships from the University are not available to the non-immigrant-visa student. International students
must provide proof that sufficient funds will be available to meet their educational commitments while studying in the United States. International
undergraduate students are considered as nonresidents of California and are required to pay Nonresident Supplemental Tuition in addition to fees paid
by legal residents of California.
Please direct all inquiries regarding the undergraduate admission of international students to the Office of Admissions and Relations with Schools.
English Language Proficiency of Permanent Resident, Refugee, and International (F-1 Visa) Students:
Academic English/English as a Second Language
Any student (1) whose first or native language is not English, (2) whose verbal scores on the Writing section of the SAT fall below a set level, (3) who
has not satisfied the UC Entry Level Writing requirement, and (4) who has received a letter from the AE/ESL Program requiring them to take the AE
placement test, or any such student without a verbal SAT score, must take the AE placement test prior to the first quarter of enrollment, regardless of
the student’s TOEFL (Test of English as a Foreign Language) score, IELTS (International English Language Testing System) score, or TSWE (Test
of Standard Written English) score. Also, any student who is identified as an ESL student through the UC Analytical Writing Placement Examination
must take the AE placement test. The test is given prior to the beginning of each quarter, during Welcome Week prior to the beginning of fall quarter
instruction, and on dates to be announced. Information is available from the Academic Testing Center, telephone 949-824-6207, and the Academic
English/English as a Second Language Program, telephone 949-824-6781.
Based upon the results of the test, students may be required to enroll in AE/ESL courses prior to enrolling in any other required writing courses.
Students required to enroll in AE/ESL courses must begin satisfying their AE/ESL requirements within their first or second quarter at UCI. They must
take these courses in consecutive quarters. The AE/ESL requirements are to be completed within the first six quarters at UCI. Students who have not
satisfied the AE/ESL requirements by the end of their sixth quarter will be ineligible to enroll for a seventh quarter at UCI. The UC Entry Level Writing
requirement must be satisfied during the quarter following the completion of AE/ESL requirements. If the AE/ESL requirements are completed during the
first quarter of enrollment, the UC Entry Level Writing requirement must be satisfied before the beginning of the fourth quarter of enrollment.
AE/ESL courses, offered by the School of Humanities and listed in the School’s section of this Catalogue, include classes in writing, speaking and
listening, and reading and vocabulary development.
Credit for AE/ESL Coursework
Students whose first language is not English may receive up to 12 baccalaureate credits for AE/ESL coursework. 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.
Credit for Native Language
Students whose first language is not English may receive credit for coursework in their native language and literature, provided such courses were
completed at the college level in the country of the vernacular, or at the upper-division or graduate level at UCI or another accredited English-speaking
institution. Some restrictions apply; see the School of Humanities section for information.
Advanced Placement and International Baccalaureate Credit
Duplicate Credit. Students should be aware that AP examinations, IB examinations, and college courses taken prior to or after enrolling at the
university may be duplicative. In these cases, the university will award credit for only one of these. Students cannot earn units or grade points at UCI
in courses from which they have been exempted on the basis of AP or IB credit. Students who elect to enroll in courses for which they have already
received AP or IB credit will have those courses specially coded on their transcript without unit or grade credit. However, some examinations exempt the
52 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 53
student from a greater number of UCI units than the number of AP or IB units earned. In such cases, the student may elect to take the final course in the
series for credit.
Advanced Placement (AP). Students who earn scores of 3, 4, or 5 on the College Board AP examinations will receive credit toward graduation at UCI.
The unit and subject credit allowed toward degree requirements assigned to each test are shown in the accompanying chart.
College Board Advanced Placement
Advanced Placement Examination AP Score Unit Credit Credit Allowed Toward Degree
Art
- Art History 3 8 One course toward Art History major,
minor, category IV of the UCI GE
requirement from the Art History
40 or 42 series, and satisfaction of
category VIII, plus 4 units of elective
credit; may not replace School of
Humanities requirements.
4 or 5 8 Two courses toward Art History
major, minor, category IV of the UCI
GE requirement from the Art History
40 or 42 series, and satisfaction of
category VIII; may not replace School
of Humanities requirements.
1
- Studio Art
- - Drawing 3, 4, or 5 8 Elective credit only.
- - 2-D Design Portfolio 3, 4, or 5 8 Elective credit only.
- - 3-D Design Portfolio 3, 4, or 5 8 Elective credit only.
Biology 3, 4, or 5 8 Non-Bio. Sci. majors earn one
Biological Sciences course
toward Category II of the UCI GE
requirement. Bio. Sci. majors earn
elective credit only.
Capstone Research Pilot Approved as area g college-prep
elective only. No university credit
awarded.
Capstone Seminar Pilot Approved as area g college-prep
elective only. No university credit
awarded.
Chemistry 3 8 Elective credit only.
4 or 5 8 CHEM 1A plus 4 units of elective
credit. Students pursuing a
Chemistry major or related academic
fields are encouraged to take the
entire Chemistry Honors sequence:
CHEM H2A-CHEM H2B-CHEM H2C.
All students with an AP score of 5 are
encouraged to take the Chemistry
Honors sequence: CHEM H2A-
CHEM H2B-CHEM H2C.
2
Chinese Language and Culture 3 8 Elective credit only.
4 or 5 8 CHINESE 1A-CHINESE 1B-
CHINESE 1C, CHINESE 2A.
Satisfies categories VI and VIII of
the UCI GE requirement. Additional
course credit may be awarded
following placement examination.
3
Computer Science
- A Exam 3, 4, or 5 2 I&C SCI 21/CSE 21 or
ENGRMAE 10.
Economics
UCI General Catalogue 2016-2017 53
54 Undergraduate Admissions
- Macroeconomics 3 4 Elective credit only.
4 or 5 4 ECON 20B. May not replace School
of Social Sciences requirements for
the bachelor’s degree.
- Microeconomics 3 4 Elective credit only.
4 or 5 4 ECON 20A. May not replace School
of Social Sciences requirements for
the bachelor’s degree.
1
English 3 (on either or both exams) 8 Elective credit only. Fulfills UC Entry
Level Writing requirement.
- Composition and Literature 4 or 5 (on either exam) 8 One course toward category IV
of the UCI GE requirement from
the English 28 series plus 4 units
of elective credit; may not replace
Literary Journalism major or minor,
English major or minor, or School of
Humanities requirements.
- Language and Composition 4 or 5 (on either exam) 8 One course toward category IV
of the UCI GE requirement from
the English 28 series plus 4 units
of elective credit; may not replace
Literary Journalism major or minor,
English major or minor, or School of
Humanities requirements.
4 or 5 (on both exams) 8 Two courses toward category IV of
the UCI GE requirement from the
English 28 series; may not replace
Literary Journalism major or minor,
English major or minor, or School of
Humanities requirements.
Environmental Science 3 4 Elective credit only.
4 or 5 4 EARTHSS 1 or SOCECOL E8.
French
- French Language and Culture 3 8 FRENCH 1A-FRENCH 1B-
(French Language before 5/12) FRENCH 1C. Satisfies category VI of
the UCI GE requirement.
4 or 5 8 FRENCH 2A-FRENCH 2B-
FRENCH 2C. Satisfies categories VI
and VIII of the UCI GE requirement.
Geography
- Human Geography 3, 4, or 5 4 Elective credit only.
German Language and Culture 3 8 GERMAN 1A-GERMAN 1B-
(German Language before 5/12) GERMAN 1C. Satisfies category VI
of the UCI GE requirement.
4 or 5 8 GERMAN 2A-GERMAN 2B-
GERMAN 2C. Satisfies categories VI
and VIII of the UCI GE requirement.
Government and Politics
- American Government 3, 4, or 5 4 Elective credit only.
- Comparative Government 3, 4, or 5 4 Elective credit only.
History
- European 3 or 4 8 Elective credit only.
54 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 55
5 8 One lower-division course toward
the History major or minor (excluding
HISTORY 70B), GE category IV,
and satisfaction of category VIII;
plus 4 units of elective credit; may
not replace School of Humanities
requirements.
- United States 3 or 4 8 Elective credit only.
5 8 One course toward the HISTORY 40
series, GE category IV; plus 4 units
of elective credit; may not replace
School of Humanities requirements.
- World 3 or 4 8 Elective credit only.
5 8 One course toward the HISTORY
21 series, GE category IV, and
satisfaction of category VIII; plus
4 units of elective credit; may not
replace School of Humanities
requirements.
Italian Language and Culture (Italian 3 8 ITALIAN 1A-ITALIAN 1B-
Language before 5/12) ITALIAN 1C. Satisfies category VI of
the UCI GE requirement.
4 or 5 8 ITALIAN 2A-ITALIAN 2B-
ITALIAN 2C. Satisfies categories VI
and VIII of the UCI GE requirement.
2
Japanese Language and Culture 3 8 JAPANSE 1A-JAPANSE 1B-
(Japanese before 5/12) JAPANSE 1C. Satisfies category VI
of the UCI GE requirement.
4 or 5 8 JAPANSE 2A-JAPANSE 2B-
JAPANSE 2C. Satisfies categories VI
and VIII of the UCI GE requirement.
Latin 3 4 Elective credit only.
4 or 5 4 Satisfies categories VI and VIII of the
UCI GE requirement. Course credit
toward the Classics major or School
of Humanities language requirement
awarded upon petition.
1
Mathematics
- AB Exam 3 4 Elective credit only.
4 or 5 4 MATH 2A.
4
- BC Exam 3 8 MATH 2A.
4 or 5 8 MATH 2A-MATH 2B.
Music Theory 3 8 Elective credit only.
4 or 5 8 Elective credit only.
1
Physics
- Physics 1 3, 4, or 5 8 Elective credit only.
- Physics 2 3, 4, or 5 8 Elective credit only.
- Exam B (Not offered after 5/13) 3, 4, or 5 8 Elective credit only.
- Exam C, Part I or II 3 4 Elective credit only.
4 or 5 4 PHYSICS 2.
- Exam C, Part I (Mechanics) 5 4 PHYSICS 3A.
- Exam C, Part II (Electricity and 5 4 PHYSICS 3B.
Magnetism)
Psychology 3 4 Elective credit only.
4 or 5 4 PSY BEH 9 or PSYCH 7A.
UCI General Catalogue 2016-2017 55
56 Undergraduate Admissions
Research Approved as area g college-prep
elective only. No university credit
awarded.
Seminar Approved as area g college-prep
elective only. No university credit
awarded.
2
Spanish
- Spanish Language 3 8 SPANISH 1A-SPANISH 1B-
SPANISH 1C. Satisfies category VI
of the UCI GE requirement.
4 or 5 8 SPANISH 2A-SPANISH 2B-
SPANISH 2C or SPANISH 2.
Satisfies categories VI and VIII of the
UCI GE requirement.
- Spanish Literature (Spanish 3 8 SPANISH 1A-SPANISH 1B-
Literature and Culture before 5/12) SPANISH 1C. Satisfies category VI
of the UCI GE requirement.
4 or 5 8 SPANISH 2A-SPANISH 2B-
SPANISH 2C or SPANISH 2.
Satisfies categories VI and VIII of the
UCI GE requirement.
Statistics 3, 4, or 5 4 STATS 7 or MGMT 7 or
SOCECOL 13.
1
Maximum credit 8 units.
2
Students who wish to enroll in any Chinese, Japanese, or Spanish course at UCI are still required to take the placement examination (and oral
interview, if necessary). Students, however, cannot earn units or grade points in courses from which they have been exempted on the basis of
Advanced Placement credit, even if placement results require enrollment in such a level.
3
Maximum credit 4 units.
4
Students who take the Calculus BC examination and earn a subscore of 3 or higher on the Calculus AB portion will receive credit for the
Calculus AB examination, even if they do not receive a score of 3 or higher on the BC examination.
* NOTE: All students should refer to the Duplicate Credit section that appears before the AP chart.
International Baccalaureate (IB). Students completing the IB diploma with a score of 30 or above will receive 30 quarter units (20 semester units) total
toward their UC undergraduate degree. The University grants 8 quarter units (51/3 semester units) credit for certified IB Higher Level examinations on
which a student scores 5, 6, or 7. The University does not grant credit for Standard Level examinations. Some higher-level examinations may be used to
fulfill course requirements in lower-division major or general education requirements.
IB Exam IB Score Unit Credit Credit Allowed Toward Degree
Biology 5, 6, or 7 8 Satisfies one Biological Science
course toward category II of the UCI
GE requirement.
Business & Management 5, 6, or 7 8 Elective credit only.
Chemistry 5, 6, or 7 8 Elective credit only.
1
Classical Languages
- Classical Greek 5 8 GREEK 100A, GREEK 103, or
GREEK 100B, GREEK 104.
- Classical Greek 6 or 7 8 GREEK 100A, two courses of
GREEK 103 or GREEK 100B, and
two courses of GREEK 104.
- Latin 5 8 LATIN 100A, LATIN 103, or LATIN
100B, LATIN 104.
- Latin 6 or 7 8 LATIN 100A, two courses of
LATIN 103 or LATIN 100B, and two
courses of LATIN 104.
Computer Science 5, 6, or 7 8 Satisfies categories V and IX of the
UCI GE requirement.
Dance 5, 6, or 7 8 Elective credit only.
56 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 57
Economics 5, 6, or 7 8 ECON 20A-ECON 20B satisfies the
major requirement for Economics
and International Studies; satisfies
category III of the UCI GE
requirement.
Film 5, 6, or 7 8 Elective credit only.
Geography 5, 6, or 7 8 Satisfies two Geography courses
toward category III of the UCI GE
requirement.
2
History
History of the Americas 5, 6, or 7 8 Satisfies two courses toward
HISTORY 40A-HISTORY 40B-
HISTORY 40C for category IV of the
UCI GE requirement.
Non-U.S. exams 5, 6, or 7 8 Satisfies two courses toward
HISTORY 21A-HISTORY 21C-
HISTORY 21C for category IV;
satisfies category VIII of the UCI GE
requirement.
3
Language A: Literature
- (Native Language)
- (Replaced Language A1 in May
2013)
- Arabic 5, 6, or 7 8 ARABIC 2C
- Chinese* 5, 6, or 7 8 CHINESE 2C
- English 5, 6, or 7 8 Satisfies the UC Entry Level Writing
Requirement.
- French* 5, 6, or 7 8 FRENCH 2C
- German 5, 6, or 7 8 GERMAN 2C
- Hebrew 5, 6, or 7 8 HEBREW 2C
- Italian 5, 6, or 7 8 ITALIAN 2C
- Japanese* 5, 6, or 7 8 JAPANSE 2C
- Korean* 5, 6, or 7 KOREAN 2C
- Persian 5, 6, or 7 8 PERSIAN 2C
- Portuguese 5, 6, 7 8 PORTUG 2C
- Russian 5, 6, or 7 8 RUSSIAN 2C
- Spanish* 5 or 6 8 SPANISH 3A
- Spanish* 7 8 SPANISH 3B
- Afrikaans, Albanian, Amharic, 5, 6, or 7 8 Course credit for requirements may
Bosnian, Bulgarian, Catalan, be awarded upon petition.
Croatian, Czech, Danish, Dutch,
Estonian, Filipino, Finnish, Greek
(Modern), Hindi, Hungarian,
Icelandic, Indonesian, Lithuanian,
Macedonian, Malay, Nepali,
Norwegian, Persian, Pilipino, Polish,
Romanian, Serbian, Sesotho,
Sinhalese, Siswati, Slovak, Slovene,
Swahili, Swedish, Tamil, Thai,
Turkish, Ukrainian, Urdu, Welsh
English Language A: Language & 6 or 7 No unit credit Satisfies ELWR (http://
Literature (Standard Level) www.ucop.edu/elwr/index.html), v.
5/5/14
English Language A: Literature & 5, 6, or 7 8 Does NOT satisfy ELWR (http://
Performance (Higher Level) www.ucop.edu/elwr/index.html), v.
5/5/14)
UCI General Catalogue 2016-2017 57
58 Undergraduate Admissions
34
Language B (Non-native
Language)
- Arabic 5, 6, or 7 8 ARABIC 2C
- Mandarin or Cantonese* 5, 6, or 7 8 CHINESE 2C
- English 5, 6, or 7 8 Elective credit (does not clear ELWR)
4
- French* 5, 6, or 7 8 FRENCH 2C
4
- German 5, 6, or 7 8 GERMAN 2C
4
- Italian 5, 6, or 7 8 ITALIAN 2C
4
- Japanese* 5, 6, or 7 8 JAPANSE 2C
4
- Portuguese 5, 6, or 7 8 PORTUG 2C
4
- Russian 5, 6, or 7 8 RUSSIAN 2C
4
- Spanish* 5 or 6 8 SPANISH 2C
- Spanish 7 8 SPANISH 3A or SPANISH 3B
- Danish, Dutch, Finnish, Hindi, 5, 6, or 7 8 Elective credit only.
Indonesian, Swahili, Swedish
Mathematics 5, 6, or 7 8 MATH 2A
Mathematics, Further Pending review (offered beginning
Spring 2014)
Music 5, 6, or 7 8 Elective credit only.
Philosophy 5, 6, or 7 8 Elective credit only.
Physics 5, 6, or 7 8 Satisfies two Physics courses toward
category II of the UCI breadth
requirement.
Psychology 5 8 Satisfies category III of the UCI GE
requirement.
Psychology 6 or 7 8 PSYCH 9A-PSYCH 9B-PSYCH 9C
satisfies major requirements for
Psychology; satisfies category III of
the UCI GE requirement.
Social & Cultural Anthropology 5, 6, or 7 8 ANTHRO 2A satisfies the School
requirement for School of Social
Sciences major; satifies one
Anthropology course toward category
III, and one course toward category
VIII of the UCI GE requirement.
Theater Arts 5, 6, or 7 8 Elective credit only.
Visual Arts 5, 6, or 7 8 Elective credit only.
Diploma Programme Up to 30 The Diploma Programme included
six IB exams, with varying GE and/or
course credit. Students are granted
30 quarter units if they earn 30 total
Diploma Programme points.
1
Course credit satisfies the School of Humanities language other than English requirement for School of Humanities majors; satisfies categories
VI and VIII of the UCI GE requirement.
2
History exam credit is only applicable toward GE, not School of Humanities major requirements.
3
Course credit applies toward the School of Humanities language other than English requirement for School of Humanities majors and
International Studies; satisfies both categories VI and VIII of the UCI GE requirement.
4
Additional course credit may be awarded toward the major, upon petition. Course credit applies toward the School of Humanities language
other than English requirement for School of Humanities majors and International Studies; satisfies both categories VI and VIII of the UCI GE
requirement.
* Students who wish to enroll in any Chinese, French, Japanese, Korean or Spanish course at UCI are still required to take the placement exam
(and oral interview if necessary). Students, however, cannot earn units or grade points in courses from which they have been exempted on the
basis of IB credit, even if placement results require enrollment in such a level.
58 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 59
The units granted for IB examinations are not counted toward the maximum number of credits required for formal declaration of an undergraduate major
or the maximum number of units a student may accumulate prior to graduation from the University. Students who enter the University with IB credit do
not have to declare a major earlier than other students nor are they required to graduate earlier.
Application Procedures
Students may apply to the University of California using the online application at the University of California Admissions website (http://
admission.universityofcalifornia.edu/how-to-apply/apply-online).
Applications must be submitted by the last day of the filing period. The nonrefundable application fee is $70 ($80 for international students) for each
campus to which the student applies.
When to Apply for Admission
To ensure that applications will be considered for admission by both UCI (or other UC campuses) and the student’s choice of major or program of study,
the completed application and the application fee should be submitted during the priority filing period, November 1–30, 2016, for fall quarter 2017. Each
campus accepts for consideration all applications it receives during this period. Additionally, students required to fulfill the examination requirements for
freshman admission should make arrangements to take the standardized tests early. Completing the examination requirement (SAT or ACT with Writing)
no later than the December testing date of the senior year of high school is required for students applying for the fall quarter.
After the priority filing period has ended, campuses will accept applications only if they still have openings for new students. Most campuses are unable
to accept applications after the formal filing period closes.
Academic Record. On the application, students must report all high schools and colleges attended, regardless of credit earned or courses completed.
All courses taken must also be reported, regardless of grades earned. This includes reporting courses repeated with both the original and repeated
grade.
Failure to submit an accurate academic record will result in any admissions offer being rescinded.
Transcripts
The UCI Office of Admissions and Relations with Schools (OARS) requires complete, accurate, and up-to-date information about a student’s academic
program and work in progress in order to process and respond to the application in a timely manner. The transcript and other documents submitted as
part of the application become the property of the University; they cannot be returned or forwarded in any form to another college or university.
Freshman Applicants. Freshman applicants should not send transcripts unless requested to do so. Applicants will be notified if a preliminary high
school transcript is required. Applicants are also responsible for asking testing agencies to report examination scores for either the SAT or ACT Plus
Writing to UC. Once students are admitted and decide to enroll at UCI, an official final high school transcript showing an official graduation date must
be forwarded to OARS even if a student attends summer session. Official final transcripts are due in OARS by July 1 for those students admitted for
fall quarter. [A California Certificate of Proficiency, the results from a proficiency test from any state, or a General Educational Development (GED)
Certificate can be accepted in place of a high school diploma.] Delays in receiving official transcripts will disadvantage students in the academic advising
process and can affect enrollment in appropriate courses.
Transfer Applicants. Transfer applicants should not send transcripts unless requested to do so. It is essential that applicants accurately complete the
self-reported college credit information in the application because it will be used for initial admission screening. Once students are admitted and decide
to enroll at UCI, an official transcript from each college attended and the high school from which they graduated must be sent to OARS even if a student
attends summer session. Final official transcripts are due in OARS by July 1 for those students admitted for the fall quarter. Summer-session transcripts
must be submitted by September 15. Delays in receiving official transcripts will disadvantage students in the academic advising process and can affect
enrollment in appropriate courses.
Examination Arrangements
Freshman applicants should make arrangements to take the SAT with the College Board (http://www.collegeboard.org). For the ACT Plus Writing,
students should contact ACT (http://www.actstudent.org). (Test fees should be paid to the testing services, not to the University.)
Freshmen applicants must also report ACT Plus Writing or SAT scores on their original UC Application, then request that the testing agency send an
official score report to UC. Applicants can have their official score report sent to one UC campus, and all UC campuses they apply to will receive it.
Ensure that all scores are sent to UC. UC will use the highest scores from a single administration.
To prevent confusion or unnecessary delay, it is important to use precisely the same form of the student’s name on both the application for admission
and the test materials.
The 2016-17 SAT and SAT Subject Tests schedule is available at College Board website (http://www.collegeboard.org).
The 2016-17 ACT Plus Writing test schedule is available at ACT website (http://www.actstudent.org/regist/dates.html).
Detailed information, including confirmation of test dates, is available from the College Board, ACT, and from most high school counseling offices.
UCI General Catalogue 2016-2017 59
60 Undergraduate Admissions
Notification of Admission
Most fall quarter freshmen applicants are notified of their status on a rolling basis between February 1 and March 31. Transfer applicants are usually
notified by May 1. In some cases for transfer applicants, complete transcripts of coursework and/or a mid-term progress report are required before a
final decision can be made; such records will be requested by OARS. Note that these target dates apply only to those applicants who submitted their
applications during the fall priority filing period (November 1–30). Those students who apply after the priority period will be notified as soon as possible
after the other applicants.
Statement of Intent to Register
Students who wish to attend UCI must return a Statement of Intent to Register (SIR). The SIR serves to notify UCI of the student’s decision to accept
or not accept its offer of admission. Before completing and returning their SIR, students who have applied to more than one campus are advised to
take as much time as is appropriate in considering their response to each campus. However, it is essential that students allow enough time to meet the
stipulated deadline. Once they have decided which UC campus to attend, students should submit their positive SIR and nonrefundable $100 deposit (if
applicable) either electronically or by mail. (This deposit, known as the Undergraduate Acceptance of Admission Fee, is applied to the Student Services
Fee when the student enrolls.)
Students must submit their SIR by the following deadline:
Freshmen entering fall 2017: May 1, 2017
Transfers entering fall 2017: June 1, 2017
Electronic Filing: Students are encouraged to return their SIR electronically. Log in to MyAdmission, the UCI admissions portal (http://
www.admissions.uci.edu). Students submitting an SIR electronically are required to pay their $100 Acceptance of Admission Fee by credit card.
Filing by Mail: Students who are unable to submit their SIR online may download and print an SIR from the OARS website. Students must return the
printed SIR along with the $100 Acceptance of Admission Fee (if requested), made payable to:
UC Regents
Office of Admissions and Relations with Schools
260 Aldrich Hall
University of California
Irvine, CA 92697-1075
Students who are not able to either submit their SIR electronically or download an SIR from the OARS website should contact OARS at the address
listed above and/or call 949-824-6703.
Admission to UCI is not an assurance of receiving financial aid nor does it guarantee assignment to University housing. Separate applications are
required of applicants desiring financial aid and/or University housing, and receipt of communications from the Office of Financial Aid and Scholarships,
the Housing Office, or any office other than the OARS does not imply that eligibility for admission has been established.
Student Records Access and Disclosure
At UCI, an “applicant” becomes a “student” at the time of submission of the SIR. Information regarding access to student records and disclosure of
student record information (both public and confidential) may be found in the Appendix.
60 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 61
Undergraduate and Graduate Degrees
1
Degree Title Degree
Accountancy M.P.Ac.
Aerospace Engineering B.S.
African American Studies B.A.
2
Anthropology B.A., M.A. , Ph.D.
Applied Physics B.S.
Art B.A., M.F.A.
Art History B.A., M.A.
Asian American Studies B.A.
Biochemistry and Molecular Biology B.S.
4
Biological Sciences B.S., M.S. , Ph.D.
Biological Sciences and Educational Media Design M.S.
Biology/Education B.S.
Biomedical and Translational Science M.S.
Biomedical Engineering B.S., M.S., Ph.D.
Biomedical Engineering: Premedical B.S.
2
Biomedical Sciences M.S. , Ph.D.
Biotechnology Management M.S.
Business Administration B.A., M.B.A.
Business Economics B.A.
Business Information Management B.S.
Chemical and Biochemical Engineering M.S., Ph.D.
Chemical Engineering B.S.
2,5
Chemistry B.S., M.S. , Ph.D.
Chicano/Latino Studies B.A.
Chinese Studies B.A.
Civil Engineering B.S., M.S., Ph.D.
2 3,6
Classics B.A., M.A. , Ph.D.
Cognitive Sciences B.S.
2
Comparative Literature B.A., M.A. , Ph.D.
Computer Engineering B.S.
Computer Game Science B.S.
Computer Science B.S., M.S., Ph.D.
Computer Science and Engineering B.S.
Criminology, Law and Society B.A., M.A.S., Ph.D.
2 3
Culture and Theory M.A. , Ph.D.
Dance B.A., B.F.A., M.F.A.
Data Science B.S.
Developmental and Cell Biology B.S.
Drama B.A., M.F.A.
7
Drama and Theatre Ph.D.
2
Earth System Science B.S., M.S. , Ph.D.
East Asian Cultures B.A.
2
East Asian Languages and Literatures M.A. , Ph.D.
Ecology and Evolutionary Biology B.S.
2
Economics B.A., M.A. , Ph.D.
3
Education Credential Programs
2
Education M.A. , Ph.D.
Education Sciences B.A.
UCI General Catalogue 2016-2017 61
62 Undergraduate and Graduate Degrees
Electrical and Computer Engineering M.S., Ph.D.
Electrical Engineering B.S.
Elementary and Secondary Education M.A.T.
Engineering B.S., M.S., Ph.D.
Engineering Management M.S.
2
English B.A., M.A. , M.F.A., Ph.D.
Environmental Engineering B.S.
Environmental Health Sciences M.S., Ph.D.
Environmental Science B.A.
2
Epidemiology M.S. , Ph.D.
European Studies B.A.
Exercise Sciences B.S.
Film and Media Studies B.A.
French B.A.
Gender and Sexuality Studies B.A.
Genetic Counseling M.S.
Genetics B.S.
2
German M.A. , Ph.D.
German Studies B.A.
Global Cultures B.A.
Global Middle East Studies B.A.
History B.A., M.A., Ph.D.
Human Biology B.S.
Human Computer Interaction and Design M.H.C.I.D.
Informatics B.S., Ph.D.
Information and Computer Science B.S., M.S.
Integrated Composition, Improvisation, and Technology M.A., Ph.D.
International Studies B.A.
Japanese Language and Literature B.A.
Korean Literature and Culture B.A.
Law J.D.
Legal and Forensic Psychology M.L.F.P
Literary Journalism B.A.
2
Management M.S. , Ph.D.
Materials Science and Engineering M.S., Ph.D.
Materials Science Engineering B.S.
Mathematical, Computational, and Systems Biology M.S., Ph.D.
5
Mathematics B.S., M.S. , Ph.D.
Mechanical and Aerospace Engineering M.S., Ph.D.
Mechanical Engineering B.S.
Medicine M.D.
Microbiology and Immunology B.S.
Music B.A., B.Mus., M.F.A.
Music Theatre B.F.A.
Networked Systems M.S., Ph.D.
Neurobiology B.S.
Nursing Science B.S., M.S., Ph.D.
2
Pharmaceutical Sciences B.S., M.S. , Ph.D.
2
Pharmacological Sciences M.S. , Ph.D.
2
Philosophy B.A., M.A. , Ph.D.
Philosophy, Political Science, and Economics M.A.
2
Physics B.S., M.S. , Ph.D.
62 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 63
Planning, Policy, and Design Ph.D.
2
Political Science B.A., M.A. , Ph.D.
2
Psychology B.A., M.A. , Ph.D.
Psychology and Social Behavior B.A., Ph.D.
Public Health M.P.H., Ph.D.
Public Health Policy B.A.
Public Health Sciences B.S.
Public Policy M.P.P.
Quantitative Economics B.A.
Religious Studies B.A.
Social Ecology B.A., M.A., Ph.D.
Social Policy and Public Service B.A.
8
Social Science M.A. , Ph.D.
2
Sociology B.A., M.A. , Ph.D.
Software Engineering B.S., M.S., Ph.D.
2
Spanish B.A., M.A. , Ph.D.
Statistics M.S., Ph.D.
Transportation Science M.S., Ph.D.
Urban and Regional Planning M.U.R.P.
Urban Studies B.A.
2
Visual Studies M.A. , Ph.D.
1
Degrees: B.A. = Bachelor of Arts; B.F.A. = Bachelor of Fine Arts; B.S. = Bachelor of Science; B.Mus.= Bachelor of Music; J.D. = Juris Doctor;
M.A. = Master of Arts; M.A.S. = Master of Advanced Study; M.A.T. = Master of Arts in Teaching; M.B.A. = Master of Business Administration;
M.F.A. = Master of Fine Arts; M.H.C.I.D. = Master of Human Computer Interaction and Design; M.L.F.P. = Master of Legal and Forensic
Psychology; M.P.Ac.= Master of Professional Accountancy; M.P.H. = Master of Public Health; M.P.P. = Master of Public Policy; M.S. = Master
of Science; M.D. = Doctor of Medicine; M.U.R.P. = Master of Urban and Regional Planning; Ph.D. = Doctor of Philosophy. Titles of degrees may
not correspond exactly with specific fields of study offered; see the Index and the academic unit sections for information.
2
Emphasis at the graduate level is on the Ph.D. degree; the master’s degree may be awarded to Ph.D. students after fulfillment of the
requirements.
3
Admission to this program is no longer available.
4
Emphasis at the graduate level is on the Ph.D. degree; the M.S. degree may be awarded to Ph.D. students after fulfillment of the requirements.
However, students may apply directly to the M.S. concentration in Biotechnology and to the M.S. concentration in Ecology and Evolutionary
Biology.
5
In addition to the regular M.S. degree program, a program coordinated with the School of Education leads to an M.S. degree and a Teaching
Credential.
6
UCI, UCR, and UCSD joint program.
7
UCI and UCSD joint program.
8
Emphasis at the graduate level is on the Ph.D. degree; the M.A. degree may be awarded to Ph.D. students after fulfillment of the requirements.
However, an M.A. in Social Science (concentration in Demographic and Social Analysis; Mathematical Behavioral Sciences; or Medicine,
Science, and Technology Studies) is available.
On This Page:
• Claire Trevor School of the Arts
• Francisco J. Ayala School of Biological Sciences
• The Paul Merage School of Business
• School of Education
• The Henry Samueli School of Engineering
• School of Humanities
• Donald Bren School of Information and Computer Sciences
• Interdisciplinary Studies
• Program in Nursing Science
• Department of Pharmaceutical Sciences
• School of Physical Sciences
UCI General Catalogue 2016-2017 63
64 Undergraduate and Graduate Degrees
• Program in Public Health
• School of Social Ecology
• School of Social Sciences
Undergraduate Majors, Minors, and Associated Areas of Study
Students are urged to become informed of and understand all requirements concerning their intended majors, minors, and associated areas of study.
Special restrictions apply to some majors and minors; for example, some minors require formal application or declaration by students, others may be
completed without such formalities. Information about the programs listed below may be found in the academic unit sections of the Catalogue.
Undergraduate majors are offered in all of the bachelor’s degree programs on the list of degree titles; the degree programs are referred to as majors in
the following list. In association with these majors, UCI offers a number of minors, concentrations, specializations, and emphases.
A minor consists of a coordinated set of seven or more courses (28–40 units) which together take a student well beyond the introductory level in an
academic field, subject matter, and/or discipline but which are not sufficient to constitute a major. An interdisciplinary minor consists of courses offered
by two or more departments, schools, or programs. Generally, all minors are available to all students, with the following exceptions: (1) students may not
minor in their major, and (2) students may not complete certain other major/minor combinations that are expressly prohibited, as noted in the Catalogue.
Minors are listed on a student’s transcript but not on the baccalaureate diploma.
A concentration is a program of interdisciplinary study consisting of courses offered by two or more schools or programs. Concentrations are similar
to minors in that they require fewer units of work than majors do, and the area of concentration appears on the student’s transcript but not on the
baccalaureate diploma. Concentrations are taken in combination with a major in one of the schools or programs offering the concentration.
A specialization is a program of study which enables students to focus on courses in a particular field within a major. The area of specialization pursued
appears on the student’s transcript but not on the baccalaureate diploma.
An emphasis is a program of study within a major which emphasizes a specific area of the discipline. Emphases usually have a defined course of study
and are not listed on the transcript nor on the baccalaureate diploma.
In addition, the Campuswide Honors Program, various major-specific honors programs, and Excellence in Research programs are available. See the
Division of Undergraduate Education section for information.
Claire Trevor School of the Arts
Majors
• Art, B.A.
• Dance, B.A.
• Dance, B.F.A.
• Specializations (B.F.A. only):
• Choreography
• Performance
• Drama, B.A.
• Music, B.A.
• Emphases (B.A. only):
• Composition
• Music History
• Music Theory
• Music - Performance, B.Mus.
• Specializations (B.Mus. only):
• Guitar and Lute
• Woodwinds, Brass, Percussion & Strings
• Bassoon
• Clarinet
• Double Bass
• Flute
• Horn
• Oboe
• Percussion
64 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 65
• Trombone
• Trumpet
• Tuba
• Viola
• Violin
• Violoncello
• Jazz Studies
• Bass
• Percussion
• Piano
• Saxophone
• Trombone
• Trumpet
• Piano
• Voice
• Music Theatre, B.F.A.
Minor
• Digital Arts
• Digital Filmmaking
Francisco J. Ayala School of Biological Sciences
Majors
• Biochemistry and Molecular Biology, B.S.
• Biological Sciences, B.S.
• Concentration: Biological Sciences Education
• Biology/Education, B.S.
• Developmental and Cell Biology, B.S.
• Ecology and Evolutionary Biology, B.S.
• Exercise Sciences, B.S.
• Genetics, B.S.
• Human Biology, B.S.
• Microbiology and Immunology, B.S.
• Specializations:
• Immunology
• Microbiology
• Virology
• Neurobiology, B.S.
Minor
• Biological Sciences
The Paul Merage School of Business
Majors
• Business Administration, B.A.
• Emphases:
• Accounting
• Finance
• Health Care Management
• Information Systems
• Marketing
• Operations and Decision Technologies
UCI General Catalogue 2016-2017 65
66 Undergraduate and Graduate Degrees
• Organization and Management
• Business Information Management, B.S. (offered jointly with the Donald Bren School of Information and Computer Sciences)
Minors
• Accounting
• Innovation and Entrepreneurship
• Management
School of Education
Cal Teach Science and Mathematics Program (Secondary Teaching Credential certification combined with a major in the Schools of Biological Sciences
or Physical Sciences)
Major
• Education Sciences, B.A.
Minor
• Educational Studies
The Henry Samueli School of Engineering
Majors
• Aerospace Engineering, B.S.
• Biomedical Engineering, B.S.
• Specializations:
• Biophotonics
• Micro and Nano Biomedical Engineering
• Biomedical Engineering: Premedical, B.S.
• Chemical Engineering, B.S.
• Specializations:
• Biomolecular Engineering
• Energy and the Environment
• Materials Science
• Civil Engineering, B.S.
• Specializations:
• General Civil Engineering
• Environmental Hydrology and Water Resources
• Structural Engineering
• Transportation Systems Engineering
• Computer Engineering, B.S.
• Computer Science and Engineering, B.S. (offered jointly with the Donald Bren School of Information and Computer Sciences)
• Electrical Engineering, B.S.
• Specializations:
• Electronic Circuit Design
• Semiconductors and Optoelectronics
• RF, Antennas and Microwaves
• Digital Signal Processing
• Communications
• Engineering, B.S.
• Environmental Engineering, B.S.
• Materials Science Engineering, B.S.
• Specializations:
• Biomaterials
• Electronics Processing and Materials
• Materials and Mechanical Design
66 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 67
• Mechanical Engineering, B.S.
• Specializations:
• Aerospace Engineering
• Energy Systems and Environmental Engineering
• Flow Physics and Propulsion Systems
• Design of Mechanical Systems
• Concentration: Engineering and Computer Science in the Global Context (by approval of the Associate Dean, in combination with any major in The
Henry Samueli School of Engineering)
Minors
• Biomedical Engineering
• Materials Science Engineering
School of Humanities
Majors
• African American Studies, B.A.
• Art History, B.A.
• Asian American Studies, B.A.
• Chinese Studies, B.A.
• Emphases:
• Chinese Culture and Society
• Chinese Language and Literature
• Classics, B.A.
• Emphases:
• Classical Civilization
• Greek and Latin Language and Literature
• Latin Language and Literature
• Comparative Literature, B.A.
• Emphases:
• Comparative Literature and Critical Theory
• Cultural Studies
• World Literature
• East Asian Cultures, B.A.
• English, B.A.
• Emphasis:
• Creative Writing
• Specialization:
• English for Future Teachers
• European Studies, B.A.
• Emphases:
• British Studies
• Early Modern Europe
• Encounters with the Non-European World
• French Studies
• German Studies
• Italian Studies
• Medieval Studies
• The Mediterranean World: Past and Present
• Modern Europe (1789–Present)
• Russian Studies
• Spanish-Portuguese Studies
• Film and Media Studies, B.A.
UCI General Catalogue 2016-2017 67
68 Undergraduate and Graduate Degrees
• French, B.A.
• Gender and Sexuality Studies B.A.
• German Studies, B.A.
• Global Cultures, B.A.
• Emphases:
• Hispanic, U.S. Latino/Latina, and Luso-Brazilian Culture
• Africa (Nation, Culture) and Its Diaspora
• Asia (Nation, Culture) and Its Diaspora
• Europe and Its Former Colonies
• Atlantic Rim
• Pacific Rim
• Inter-Area Studies
• Global Middle East Studies, B.A.
• History, B.A.
• Specialization:
• History for Future Teachers
• Japanese Language and Literature, B.A.
• Korean Literature and Culture, B.A.
• Literary Journalism, B.A.
• Philosophy, B.A.
• Religious Studies, B.A.
• Emphases:
• Judaism/Christianity/Islam
• World Religious Traditions
• Spanish, B.A.
• Emphases:
• Cinema: Spain, Latin America, and U.S. Latino
• Literature and Culture
• Spanish for Future Teachers
Minors
• African American Studies
• Archaeology
• Art History
• Asian American Studies
• Asian Studies
• Chinese Language and Literature
• Chinese Studies
• Classical Civilization
• Comparative Literature
• English
• European Studies
• Film and Media Studies
• French
• Gender and Sexuality Studies
• German Studies
• Global Cultures
• Global Middle East Studies
• Greek
• History
• Humanities and Law
• Italian Studies
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University of California, Irvine 2016-2017 69
• Japanese Language and Literature
• Japanese Studies
• Jewish Studies
• Korean Literature and Culture
• Latin
• Latin American Studies
• Literary Journalism
• Medical Humanities
• Persian Studies
• Philosophy
• Queer Studies
• Religious Studies
• Russian Studies
• Spanish
Donald Bren School of Information and Computer Sciences
Majors
• Business Information Management, B.S. (offered jointly with The Paul Merage School of Business)
• Computer Game Science, B.S.
• Computer Science, B.S.
• Specializations:
• Algorithms
• Architecture and Embedded Systems
• Bioinformatics
• General Computer Science
• Information
• Intelligent Systems
• Networked Systems
• Systems and Software
• Visual Computing
• Computer Science and Engineering, B.S. (offered jointly with The Henry Samueli School of Engineering)
• Data Science, B.S.
• Informatics, B.S.
• Specializations:
• Human-Computer Interaction
• Organizations and Information Technology
• Information and Computer Science, B.S.
• Software Engineering, B.S.
• Concentration: Engineering and Computer Science in the Global Context (by approval of the Associate Dean, in combination with any major in the
Bren School of ICS)
Minors
• Bioinformatics
• Digital Information Systems
• Health Informatics
• Informatics
• Information and Computer Science
• Statistics
UCI General Catalogue 2016-2017 69
70 Undergraduate and Graduate Degrees
Interdisciplinary Studies
Majors
• Business Information Management, B.S. (offered jointly by The Paul Merage School of Business and the Donald Bren School of Information and
Computer Sciences)
• Computer Science and Engineering, B.S. (offered jointly by the Donald Bren School of Information and Computer Sciences and The Henry Samueli
School of Engineering)
• Global Middle East Studies, B.A.
Minors
• Civic and Community Engagement
• Global Middle East Studies
• Global Sustainability
• History and Philosophy of Science
• Medical Humanities
• Native American Studies
Program in Nursing Science
Major
• Nursing Science, B.S.
Department of Pharmaceutical Sciences
Major
• Pharmaceutical Sciences, B.S.
School of Physical Sciences
Majors
• Applied Physics, B.S.
• Concentrations:
• Biomedical Physics
• Engineering Physics
• Chemistry, B.S.
• Concentrations:
• Biochemistry
• Chemistry Education (with Secondary Teaching Certification option)
• Earth System Science, B.S.
• Concentration:
• Geosciences Education with Secondary Teaching Certification
• Specializations:
• Atmospheric Science
• Hydrology and Terrestrial Ecosystems
• Oceanography
• Environmental Science, B.A.
• Concentration:
• Geosciences Education with Secondary Teaching Certification
• Mathematics, B.S.
• Concentrations:
• Mathematical Finance
• Mathematics for Education/Secondary Teaching Certification
• Specializations:
• Applied and Computational Mathematics
• Mathematical Biology
70 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 71
• Mathematics for Education
• Physics, B.S.
• Concentrations:
• Applied Physics
• Biomedical Physics
• Computational Physics
• Philosophy of Physics
• Physics Education (with Secondary Teaching Certification option)
• Specialization:
• Astrophysics
Minors
• Earth and Atmospheric Sciences
• Mathematics
• Mathematics for Biology
Program in Public Health
Majors
• Public Health Policy, B.A.
• Public Health Sciences, B.S.
Minor
• Public Health
School of Social Ecology
Majors
• Criminology, Law and Society, B.A.
• Psychology and Social Behavior, B.A.
• Social Ecology, B.A.
• Urban Studies, B.A.
Minors
• Criminology, Law and Society
• Psychology and Social Behavior
• Social Ecology
• Urban and Regional Planning
• Urban Studies
School of Social Sciences
Majors
• Anthropology, B.A.
• Business Economics, B.A.
• Specialization:
• International Issues and Economics
• Chicano/Latino Studies, B.A.
• Cognitive Sciences, B.S.
• Economics, B.A.
• Specialization:
• International Issues and Economics
• International Studies, B.A.
• Political Science, B.A.
• Psychology, B.A.
UCI General Catalogue 2016-2017 71
72 Undergraduate and Graduate Degrees
• Quantitative Economics, B.A.
• Specialization:
• International Issues and Economics
• Social Policy and Public Service, B.A.
• Sociology, B.A.
Minors
• Anthropology
• Chicano/Latino Studies
• Conflict Resolution
• Economics
• Hearing and Speech Sciences
• International Studies
• Linguistics
• Medical Anthropology
• Political Science
• Psychology
• Sociology
Areas of Graduate Study
For information about any area of graduate or professional study, including the precise title of the degree conferred, consult the Catalogue’s
academic unit sections.
Claire Trevor School of the Arts (http://www.arts.uci.edu)
• Acting
• Art
• Choral Conducting
• Collaborative Piano
• Critical and Curatorial Studies
• Dance
• Design
• Directing
• Drama
• Drama and Theatre
• Guitar/Lute Performance
• Instrumental Performance
• Integrated Composition, Improvisation, and Technology (ICIT)
• Piano Performance
• Stage Management
• Vocal Arts
Francisco J. Ayala School of Biological Sciences (http://www.bio.uci.edu)
• Biological Sciences
• Biological Sciences and Educational Media Design
1
• Biotechnology Management
• Biotechnology; Stem Cell Biology
2
• Cellular and Molecular Biosciences (CMB)
• Developmental and Cell Biology
• Ecology and Evolutionary Biology
2
• Interdepartmental Neuroscience Program (INP)
3
• Mathematical and Computational Biology
3
• Medicinal Chemistry and Pharmacology (MCP)
• Molecular Biology and Biochemistry
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University of California, Irvine 2016-2017 73
• Neurobiology and Behavior
The Paul Merage School of Business (http://merage.uci.edu)
• Accountancy
1
• Biotechnology Management
• Business Administration
4
• Engineering Management
• Executive M.B.A. (EMBA)
• Fully Employed M.B.A. (FEMBA)
• Health Care Executive M.B.A. (HCEMBA)
• Management
School of Education (http://education.uci.edu)
• Education
• Elementary and Secondary Education
5
• Multiple Subject Credential (elementary)
5
• Single Subject Credential (secondary)
5
• Single Subject Credential in Mathematics, English, or Science with an Internship
5
• Bilingual Crosscultural, Language, and Academic Development (BCLAD) Emphasis in Spanish
5
• Preliminary Administrative Services
5
• Professional Clear Administrative Services
The Henry Samueli School of Engineering (http://www.eng.uci.edu)
• Biomedical Engineering
1
• Biotechnology Management
• Chemical and Biochemical Engineering
• Civil Engineering
6
• Civil Engineering/Urban and Regional Planning
• Computer Engineering
• Electrical Engineering
• Electrical and Computer Engineering
4
• Engineering Management
• Environmental Engineering
• Materials and Manufacturing Technology
• Materials Science and Engineering
• Mechanical and Aerospace Engineering
7
• Networked Systems
School of Humanities (http://www.humanities.uci.edu/SOH)
8
• Asian American Studies
• Art History
• Chicano/Latino Literature
• Chinese Language and Literature
• Classics
• Comparative Literature
• Creative Nonfiction
• Creative Writing: Poetry or Fiction
• Critical Theory
• Culture and Theory
• East Asian Cultural Studies
• East Asian Languages and Literatures
• English and American Literature
10
• Feminist Studies
UCI General Catalogue 2016-2017 73
74 Undergraduate and Graduate Degrees
9
• Film and Media Studies
• German
• Greek
• History
• History of Gender and Sexuality
• Japanese Language and Literature
• Latin
• Philosophy
• Spanish
• Spanish Literature
• Spanish-American Literature
• Translation Studies
• Visual Studies
Donald Bren School of Information and Computer Sciences (http://www.ics.uci.edu)
• Computer Science
• Embedded Systems
• Human Computer Interaction and Design
• Informatics
• Information and Computer Science
7
• Networked Systems
• Software Engineering
• Statistics
Interdisciplinary Graduate Programs
1
• Biotechnology Management
2
• Cellular and Molecular Biosciences (CMB)
• Chemical and Materials Physics
2
• Interdepartmental Neuroscience Program (INP)
3
• Mathematical and Computational Biology (MCB)
• Mathematical, Computational and Systems Biology (MCSB)
• Mathematical Behavioral Sciences
3
• Medicinal Chemistry and Pharmacology (MCP)
7
• Networked Systems
11
• Pharmacological Sciences
3
• Program in Law and Graduate Studies (J.D./Ph.D; J.D./Master’s)
• Transportation Science
• Visual Studies
School of Law (http://www.law.uci.edu)
• Law (J.D.)
3
• Program in Law and Graduate Studies (J.D./Ph.D; J.D./Master’s)
School of Medicine (http://www.som.uci.edu)
• Anatomy and Neurobiology
• Biological Chemistry
• Biomedical and Translational Science
2
• Cellular and Molecular Biosciences (CMB)
• Environmental Health Sciences
• Epidemiology
• Experimental Pathology
• Genetic Counseling
2
• Interdepartmental Neuroscience Program (INP)
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University of California, Irvine 2016-2017 75
• Medical Residency Programs
• Medical Scientist Training Program (M.D./Ph.D.)
3
• Medicinal Chemistry and Pharmacology (MCP)
• Medicine
12
• Medicine/Business Administration
• Microbiology and Molecular Genetics
11
• Pharmacological Sciences
• Physiology and Biophysics
• Program in Medical Education for the Latino Community (PRIME-LC)
Program in Nursing Science (http://www.nursing.uci.edu)
• Nursing Science
Department of Pharmaceutical Sciences (http://www.pharmsci.uci.edu)
3
• Pharmaceutical Sciences, Medicinal Chemistry and Pharmacology (MCP)
11
• Pharmacological Sciences
School of Physical Sciences (http://ps.uci.edu)
• Chemical and Materials Physics
• Chemistry
• Chemistry and Teaching Credential
• Earth System Science
• Mathematics
• Mathematics and Teaching Credential
3
• Medicinal Chemistry and Pharmacology (MCP)
• Physics
Program in Public Health (http://publichealth.uci.edu)
• Public Health
School of Social Ecology (http://socialecology.uci.edu)
• Criminology, Law and Society
• Demographic and Social Analysis
• Legal and Forensic Psychology
• Planning, Policy, and Design
• Psychology and Social Behavior
• Public Policy
• Social Ecology
• Social Ecology - Concentration in Environmental Analysis and Design
• Social Ecology - Concentration in Epidemiology and Public Health
• Urban and Regional Planning
6
• Urban and Regional Planning/Civil Engineering
School of Social Sciences (http://www.socsci.uci.edu)
• Anthropology
• Chicano/Latino Studies
• Cognitive Neuroscience
• Cognitive Sciences
• Demographic and Social Analysis
• Economics
• Games, Decisions, and Dynamical Systems
• Logic and Philosophy of Science
• Mathematical Behavioral Sciences
• Medicine, Science, and Technology Studies
UCI General Catalogue 2016-2017 75
76 Undergraduate and Graduate Degrees
• Philosophy, Political Science, and Economics
• Political Psychology
• Political Science
• Psychology
• Public Choice
• Public Policy
• Social Networks
• Social Science
• Sociology
• Transportation Economics
1
Francisco J. Ayala School of Biological Sciences, The Paul Merage School of Business, and The Henry Samueli School of Engineering joint
program.
2
Francisco J. Ayala School of Biological Sciences and School of Medicine joint program.
3
Available in conjunction with selected programs.
4
The Paul Merage School of Business and The Henry Samueli School of Engineering joint program.
5
Credential program.
6
The Henry Samueli School of Engineering and School of Social Ecology concurrent master’s program.
7
Donald Bren School of Information and Computer Sciences and The Henry Samueli School of Engineering joint program.
8
Available in conjunction with selected graduate programs. Contact the Department of Asian American Studies for information.
9
Graduate program in Visual Studies.
10
Available in conjunction with selected graduate programs. Contact the Department of Gender and Sexuality Studies for information.
11
Department of Pharmacology and Department of Pharmaceutical Sciences program.
12
School of Medicine and The Paul Merage School of Business program.
76 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 77
Information for Admitted Students
On This Page:
• Orientation and Welcome Week
• New Graduate Student Orientation
Orientation
Undergraduate Students
Each May, information about UCI’s Orientation Programs (http://www.orientation.uci.edu), sponsored by Student Life & Leadership (http://
www.studentlife.uci.edu), is made available to admitted students who plan to enroll in the fall.
Summer Programs
Student Parent Orientation Program (SPOP). All freshmen are required to attend an orientation program. SPOP provides the opportunity for freshmen
and their parents or guardians to attend a comprehensive orientation program. Each two-day, one-night program includes academic advising and
registration for fall classes. In addition, information on housing, financial aid, campus resources, student life, and more is included. SPOP is designed for
all domestic and international freshmen.
International Student Orientation (ISO) is a mandatory orientation program for all incoming international freshmen who are not able to attend SPOP.
ISO is a three-day, two-night program specifically designed to help orient new international freshmen to life at UCI and in the United States. A wealth of
important resources for international students is shared, including language support service, getting around Irvine, academic and classroom culture, and
student health and wellness.
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 making the transition to academic life at a research university. It also provides a jump-start on getting to know faculty
and how to get involved with research as an undergraduate.
Transfer Student Parent Orientation Program (TSPOP) is an optional orientation for transfer students looking for a more comprehensive introduction
to life at UCI. This two-day, one-night program coincides with SPOP and offers transfer students a thorough overview of what to expect during their
transition to a research university as well as information on housing, financial aid, campus resources, student life, and more.
For more information about all of the orientation programs, visit the Orientation Programs website (http://www.orientation.uci.edu); telephone
949-824-5182; or email [email protected].
Welcome Week
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 the Welcome Week website (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
emailed to incoming graduate students the summer prior to the event. Inquiries may be directed to [email protected], and details are available at
the Campuswide New Graduate Student Orientation website (http://www.grad.uci.edu/services/campuswide-orientation/grad-orientation.html).
Academic Advising and Honors Opportunities
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.
UCI General Catalogue 2016-2017 77
78 Information for Admitted Students
While each academic unit is responsible for maintaining a system that 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 normally done 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 required 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, students are encouraged to go to the appropriate academic dean’s office prior to registration for advice concerning class enrollment.
On This Page:
• Honors Recognition
• Honors Opportunities
• Major-Specific and School Honors Programs
• Excellence in Research Programs
• Phi Beta Kappa
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.
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 (http://www.honors.uci.edu), 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, 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 38-million-volume University of California Library system.
Honors students are also encouraged to participate in the UC Education Abroad Program (http://uc.eap.ucop.edu), the International Opportunities
Program (http://www.studyabroad.uci.edu/prospective/index.shtml), or the UCDC Academic Internship Program (http://capitalinternships.uci.edu).
Qualified students are also encouraged to take advantage of resources available in the Scholarship Opportunities Program (SOP) (http://
scholars.uci.edu) and the Undergraduate Research Opportunities Program (UROP) (http://www.urop.uci.edu). These programs are also described in
other sections of this Catalogue.
Major-Specific and School Honors Programs
Honors programs for qualified junior- and senior-level students also are available to Drama, Music, and Art majors in the Claire Trevor School of the
Arts, and to all qualified junior- and senior-level majors in the following Schools: Francisco J. Ayala School of Biological Sciences, Humanities, Donald
Bren School of Information and Computer Sciences, Physical Sciences, Social Ecology, and Social Sciences; and to qualified junior- and senior-level
majors in the Program in Public Health. 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 thesis or creative project that is developed through these
78 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 79
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 Francisco J. Ayala 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.
Phi Beta Kappa
Founded in 1776, Phi Beta Kappa is the oldest and most respected undergraduate honor society 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 honor 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 the Phi Beta Kappa website (http://phibetakappa.uci.edu).
Requirements for a Bachelor’s Degree
On This Page:
• Catalogue Rights
• University Requirements
• UCI Requirements
• General Education (GE) Requirement
• First-Year Integrated Program (FIP)
• School, Departmental, and Major Requirements
• Minor Programs
• Application for Graduation
There are four groups of requirements that must be met to earn a baccalaureate degree from UCI: general UC requirements; UCI requirements,
including the General Education (GE) requirement; school or program requirements; and degree-specific requirements.
UC and UCI requirements are described below. School or program and major-specific requirements are described in full in the academic unit sections.
Students with identified learning and/or physical disabilities, including language-acquisition problems, are eligible to receive support through the
Disability Services Center; telephone 949-824-7494 (voice), 824-6272 (TTY), email: [email protected]. Staff can assist students from the time they are
admitted to UCI until they graduate.
Catalogue Rights
Students enrolled at UCI from their freshman year may elect to meet as graduation requirements (UC, UCI, school, and major): (1) those in effect at the
time of entrance, or (2) those subsequently established after entrance.
A readmitted student who has not been enrolled at UCI for three or more consecutive quarters (excluding summer sessions) must adhere to the
graduation requirements: (1) in effect for the quarter in which the student is readmitted; or (2) those subsequently established.
Students transferring from other collegiate institutions may elect to meet as graduation requirements either: (1) those in effect at the time of enrollment at
UCI; (2) those subsequently established; or (3) those in effect at UCI when the student first entered a previous, accredited collegiate institution, provided
that the student has been continuously enrolled in a collegiate institution and that entry was not more than four years prior to the time of enrollment at
UCI.
A transfer student who has had a break of enrollment of two consecutive semesters or three consecutive quarters (excluding summer sessions) may
follow the requirements in effect at UCI: (1) at the time of enrollment at UCI; (2) those subsequently established; or (3) those in effect at the time of
reentry into a previous, accredited collegiate institution, provided that reentry was not more than four years prior to enrollment at UCI.
A transfer student who has been continuously enrolled in college for more than four years prior to transfer may use: (1) the requirements in effect at the
time of enrollment at UCI; (2) those subsequently established; or (3) those in effect at UCI four years prior to enrollment at UCI.
All students, whether enrolled at UCI from their freshman year, readmitted, or transfer, may elect to fulfill general education requirements as specified
above, independent of how they choose to meet all other graduation requirements (UC, UCI [with the exception of general education], school, and
major).
UCI General Catalogue 2016-2017 79
80 Information for Admitted Students
Students choosing to complete a minor, whether enrolled at UCI from their freshman year, readmitted, or transfer, may elect to fulfill minor requirements
as specified above, independent of how they choose to meet all other graduation requirements (UC, UCI, school, and major).
Transfer students who complete one of the following options will be considered to have met the total UCI general education requirement except the
upper-division writing requirement: (1) students who transfer from a four-year institution and who have completed the general education requirements
of that college, upon approval of petition; (2) students who transfer from another UC campus and provide official documentation that they have met the
general education requirements of that campus; (3) students who transfer from another UC campus and are in the process of completing the general
education requirements of that campus, upon approval of petition, and who subsequently complete the remaining requirements of that campus at UCI; or
(4) California Community College transfer students who have completed the Intersegmental General Education Transfer Curriculum. Transfer students
may also elect to complete the UCI general education requirement.
University Requirements
English (UC Entry Level Writing)
Every undergraduate must demonstrate proficiency in writing. The Entry Level Writing Requirement may be satisfied before admission in any of the
following ways:
1. Score 3 or higher on the College Board Advanced Placement (AP) Examination in English (Language or Literature); or
2. Score 5 or higher on the International Baccalaureate (IB) Higher Level Examination in English (Language A only), or score 6 or higher on the IB
Standard Level Examination in English (Language A only); or
3. Score 680 or higher on the Writing section of the SAT, or score 30 or higher on the ACT Plus Writing test.
The UC Entry Level Writing requirement may be met after admission by one of the following options:
1. Passing the UC Analytical Writing Placement Examination given in mid-May (and on subsequent dates) to all entering freshmen admitted for fall
quarter (see Placement Testing). Freshmen admitted to UC will receive detailed information in April about the exam. Freshman students who are not
California residents may take the exam in the fall after they enroll. Transfer students who have not satisfied the UC Entry Level Writing requirement
should contact the UCI Composition Program Office, 420 Humanities Instructional Building; telephone 949-824-6717.
2. Prior to enrolling in the University, complete with a grade of C or better a transferable college course in English composition worth four quarter or
three semester units. (Once a student enrolls at a UC campus, courses from institutions other than UC may not be used to satisfy the Entry Level
Writing Requirement.) Students who meet the University’s basic requirements for minimal transfer eligibility, which include two transferable college
courses in English composition, satisfy the Entry Level Writing Requirement.
NOTE: Those students who have not met the requirement before entrance must satisfy the requirement before the beginning of their fourth quarter at
UCI. Students who have not satisfied the requirement by that time will be ineligible to enroll for a fourth quarter.
The UC Entry Level Writing requirement may be met after enrollment by one of the following options:
1. Enrolling in Humanities Core writing courses designated “ES.” (NOTE: Students held for UC Entry Level Writing and enrolled in the Humanities Core
must enroll in an ES section of the Humanities Core during their first quarter. Successful completion of these writing courses with a letter grade of C
or better will satisfy the requirement. Students who do not receive a letter grade of C or better in HUMAN 1AES in the fall quarter and who continue
to be held for UC Entry Level Writing must enroll in HUMAN 1BES during the winter quarter and satisfy the requirement by earning a letter grade of
C or better.)
2. Taking either WRITING 37 or WRITING 39A and receiving a letter grade of C or better in the course.
Students enrolled in Essentials of Academic Writing (AC ENG 20A, AC ENG 20B, AC ENG 20C, AC ENG 20D) must enroll in WRITING 39A
immediately after they are authorized to do so by the Academic English/English as a Second Language Program. Students with a score of 2, 3, or 4 from
the UC Analytical Writing Placement Examination are also required to enroll in WRITING 39A; some students with these scores may be required to take
the Academic English Placement Test before enrolling in WRITING 39A.
The Pass/Not Pass grade option may not be used to satisfy the UC Entry Level Writing requirement.
Students enrolled at UCI may take only UCI courses to satisfy the UC Entry Level Writing requirement. Continuing UCI students may not take summer
courses at another institution to satisfy this requirement.
American History and Institutions
This requirement may be met by one of the following options:
1. Completion in an accredited high school of a one-year course in United States history with a grade of C or better, or a half-year course in United
States history and a half-year course in American government with grades of C or better; or
2. Achieving a score of 3, 4, or 5 on the College Board Advanced Placement Examination in United States History; or
3. Achieving a score of 550 or better on the SAT Subject Test in United States history; or
80 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 81
4. Presentation of a certificate of completion of the requirement at another California institution; or
5. Completion at UCI or another U.S. institution of one year of college-level United States history with grades of C or better, or one course in United
States history and one in United States government with grades of C or better. Acceptable UCI courses: United States history—HISTORY 40A,
HISTORY 40B, HISTORY 40C; United States government—POL SCI 21A.
UCI Requirements
Unit Requirement
Credit for a minimum of 180 quarter units, earned by examination, by other evaluation, or course work is required. A course normally offers four quarter
units of credit.
Grade Requirement
A minimum grade average of at least C (2.0) is required (1) overall, (2) in all of the courses required for the major program, and (3) in the upper-division
courses required for the major program. Higher averages than this may be required only in honors programs. Students who fail to attain a C (2.0)
average in courses required in the major program may, at the option of the major unit, be denied the privilege of pursuing a major program in that unit.
In this context, “the courses required in the major program” are defined as the courses required for the major and offered by the program of the student’s
major (or programs, in the case of an interdisciplinary or interdepartmental major). A major can include additional courses required for the major in this
set, with the approval of the Council on Education Policy. In this case, the list of additional courses is published in the Catalogue with the requirements
for the major.
Residence Requirement
At least 36 of the final 45 units completed by a student for the bachelor’s degree must be earned in residence at the UCI campus. Exceptions to this rule
may be allowed, with prior departmental approval, to students enrolled in the Education Abroad Program, the UCDC Academic Internship Program, the
UC Center Sacramento Scholar Intern Program, or the International Opportunities Program with International Study Advance Contract.
General Education (GE) Requirement
UCI is committed to the values of a liberal education. One component of that commitment is the requirement that all undergraduates complete a set
of general education (GE) requirements. General education courses introduce students to a range of ideas and intellectual activities that engage UCI
scholars, providing both scope and balance to a University degree beyond the study of a specific major.
The general education requirements are intended to help undergraduates place the specialized study undertaken in the major within a broader context.
They are designed to cultivate the skills, knowledge, and understanding that will make students effective contributors to society and the world. The
general education requirements should enable UCI undergraduates to apply the abilities developed in their studies to identify significant issues, gather
and evaluate available evidence, analyze alternatives, reach conclusions, communicate the results effectively, and take considered actions.
The general education requirement is a graduation requirement and, with the exception of the lower-division writing requirement, need not be satisfied
during only the lower-division years. To satisfy the general education requirement, courses are required in each of the following categories:
I. Writing (two lower-division plus one upper-division course)
II. Science and Technology (three courses)
III. Social and Behavioral Sciences (three courses)
IV. Arts and Humanities (three courses)
V. Quantitative, Symbolic, and Computational Reasoning, with subcategories Va and Vb (three courses that may also satisfy another GE
category)
VI. Language Other Than English (one course)
VII. Multicultural Studies (one course that may also satisfy another GE category)
VIII. International/Global Issues (one course that may also satisfy another GE category)
The specific courses in each area that students may use to satisfy the requirements are listed below. When a general education course is cross-listed
with another course, that course also is available for fulfillment of the requirement. Students should refer to the Catalogue descriptions of the courses to
determine which are cross-listed.
A course qualifies for a particular GE category based on its content rather than on the academic unit that offers it. However, to increase students’
exposure to a variety of disciplinary approaches, students are encouraged to choose GE courses from a wide range of schools and departments outside
of the student’s major.
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82 Information for Admitted Students
NOTE: The following list of courses approved for GE is effective for the 2016-17 academic year only. Because changes occur each year, students
should consult the GE list annually to ensure that the courses they enroll in are on the list. GE credit is awarded for a course only if it appears on the list
during the academic year when it is taken. To check the GE course offerings in a particular quarter, consult the Schedule of Classes on the University
Registrar’s website (http://www.reg.uci.edu.).
General Education Categories
I. Writing
Because of the importance of visual, oral, electronic, and written communication in every academic discipline, in the professions, and in public life, the
University is committed to developing a variety of communication abilities in students at all levels and in all areas. The Writing Requirement expresses
this broad commitment, but the concern for and attention to rhetorically effective, accurate writing is expected in all courses.
The Writing Requirement consists of two courses at the lower-division level beyond the UC Entry Level Writing requirement and one upper-division
course in a discipline.
Except where otherwise noted below, students must satisfy the UC Entry Level Writing requirement prior to fulfilling the UCI writing requirement.
Students who have not completed the lower-division writing requirement before the beginning of their seventh quarter at UCI will be subject to probation.
Students transferring to UCI normally should have satisfied the lower-division writing requirement before entering UCI; if, however, they have not, they
must complete it within their first three quarters of enrollment or they will be subject to probation. Academic English/English as a Second Language
students must complete the lower-division writing requirement before the beginning of the seventh quarter following the completion of their AE/ESL
courses or they will be subject to probation.
The third course must be an upper-division writing course, and it must be taken only after the successful completion of the lower-division requirement.
Students enrolled at UCI may take only UCI courses in satisfaction of the lower-division and upper-division writing requirements. Continuing UCI
students may not take summer courses at another institution to satisfy lower-division or upper-division writing requirements.
After completing this GE requirement, successful students should be able to do the following:
Lower-division writing
• demonstrate rhetorically effective, accurate academic writing and communication across a variety of contexts, purposes, audiences, and media
using appropriate stance, genre, style, and organization;
• develop flexible strategies for generating, revising, editing, and proofreading texts;
• develop abilities in critical reading across a variety of genres and media;
• and demonstrate information literacy skills by locating, evaluating, and integrating information gathered from multiple sources into a research project.
Upper-division writing
• demonstrate rhetorically effective, discipline-specific writing for appropriate academic, professional, and public audiences;
• demonstrate, at an advanced level of competence, use of discipline-specific research methods, genres, modes of development, and formal
conventions;
• and demonstrate advanced information literacy skills by locating, evaluating, and integrating information gathered from multiple sources into
discipline-specific writing.
Ia. Lower-Division Requirement
The two courses taken to fulfill the lower-division requirement must be completed with a minimum grade of C (or a Pass or Credit grade equivalent to C).
Students may select from the courses specified below:
1. WRITING 39B Critical Reading and Rhetoric and WRITING 39C Argument and Research.
2. WRITING 37 Intensive Writing and WRITING 39C Argument and Research. Recommended students only.
3. Completion of the writing component of Humanities Core with a grade of C or better in (HUMAN 1AS or HUMAN H1AS or HUMAN 1BS or
HUMAN H1BS or HUMAN 1BES), and in HUMAN 1CS or HUMAN H1CS.
4. Students who complete WRITING 37 or WRITING 39B with a grade of B (3.0) or better may substitute as the second course of the lower-division
writing requirement one of the following courses in creative writing: WRITING 30 or WRITING 31.
5. WRITING 39B and completion of a First-Year Integrated Program (FIP) sequence, with a grade of C (or Pass) or better in the third quarter of the
sequence.
Ib. Upper-Division Requirement
The course taken to fulfill the upper-division requirement must be completed with a minimum grade of C (or a Pass or Credit grade equivalent to C). The
requirement may be satisfied by completing one of the following options:
1. An upper-division course designated on a list of approved courses in the quarterly Schedule of Classes on the University Registrar’s website (http://
www.reg.uci.edu.). NOTE: All courses approved to fulfill the upper-division writing requirement should have a “W” suffix. Students are encouraged
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to consult the Schedule of Classes or their advisor to determine the current upper-division writing requirement course offerings. If a course on the
approved list is offered without the “W” suffix, it does not satisfy the upper-division writing requirement.
2. Majors in the School of Biological Sciences, Physics majors, and Pharmaceutical Sciences majors satisfy the upper-division writing requirement in
the manner specified in those academic unit sections of the Catalogue.
Students who fail to attain the required grades in the courses taken in fulfillment of the writing requirement should refer to the Academic Regulations and
Procedures section for further information.
Courses with an asterisk (*) can meet one or more GE requirement. Click on the course for more information.
Ib. Upper-Division Requirement
Academic English and ESL (AC ENG)
AC ENG 139W Advanced Academic Writing Across the Curriculum
African American Studies (AFAM)
AFAM 162W The Black Protest Tradition
Anthropology (ANTHRO)
ANTHRO 121AW Kinship and Social Organization
*
ANTHRO 134GW HIV/AIDS in a Global Context
ANTHRO 161TW Field Research: Asian Immigrants and Refugees in Orange County
*
ANTHRO 162BW Indian North America
ANTHRO 180AW Anthropology Majors Seminar
ANTHRO H191W Honors Senior Thesis
Art (ART)
ART 101W Artists as Writers
Art History (ART HIS)
ART HIS 190W Art History Methods
Arts and Humanities (ARTSHUM)
ARTSHUM 100 The Arts in Theory and Practice
Asian American Studies (ASIANAM)
ASIANAM 100W Research Methodologies for Asian American Studies
Biological Sciences (BIO SCI)
BIO SCI E106L Habitats and Organisms
BIO SCI D111L Developmental and Cell Biology Laboratory
BIO SCI E112L Physiology Laboratory
BIO SCI N113L Neurobiology Laboratory
BIO SCI M114L Biochemistry Laboratory
BIO SCI E115L Evolution Laboratory
BIO SCI M116L Molecular Biology Laboratory
BIO SCI M118L Experimental Microbiology Laboratory
BIO SCI M121L Advanced Immunology Laboratory
BIO SCI M122L Advanced Microbiology Laboratory
BIO SCI M124L Virus Engineering Laboratory
BIO SCI M127L Virology and Immunology Laboratory
BIO SCI M130L Advanced Molecular Lab Techniques
BIO SCI E131L Image Analysis in Biological Research
BIO SCI E140L Evolution and the Environment Laboratory
BIO SCI E142W Writing/Philosophy of Biology
BIO SCI E161L Biology of Birds Lab
BIO SCI E166L Field Biology
BIO SCI E179L Field Freshwater Ecology
BIO SCI 191CW Writing/Senior Seminar on Global Sustainability III
Chicano/Latino Studies (CHC/LAT)
CHC/LAT 102W Chicano/Latino Research Seminar
CHC/LAT 148W Racial and Ethnic Relations in the United States
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CHC/LAT 156W Chicano/Latinos and Labor
*
CHC/LAT 158W Feminisms of Color
*
CHC/LAT 177W Culture and Close Relationships
CHC/LAT H190CW Honors Thesis
Chemistry (CHEM)
CHEM H181W Honors Seminar in Chemistry
Classics (CLASSIC)
CLASSIC 160W Topics in Classical Literature in English Translation
Comparative Literature (COM LIT)
COM LIT 102W Comparative Studies in Literature and Theory
COM LIT 190W Advanced Seminar in Comparative Literature and Theory
Computer Science and Engineering (CSE)
CSE 181CW Senior Design Project III
Dance (DANCE)
DANCE 185W Critical Issues in Dance
Drama (DRAMA)
DRAMA 109W Special Topics in Theory and Criticism
DRAMA 110W Special Topics in Classical Dramas
DRAMA 112W Special Topics in Early Modern and Neoclassical Theatre
DRAMA 116W Special Topics in Nineteenth-Century Dramas
DRAMA 118W Special Topics in Modern and Contemporary Drama
DRAMA 126W African American Film and Drama
DRAMA 129W Advanced Topics in Performance
DRAMA 132AW Writing for Performance
DRAMA 180W Contemporary Dramatic Criticism and Theory
Earth System Science (EARTHSS)
EARTHSS 190CW Writing/Senior Seminar on Global Sustainability III
EARTHSS 198W Senior Thesis in Earth System Science
EARTHSS H198 Honors Thesis in Earth System Science
Economics (ECON)
ECON 122CW Data Analysis Writing
ECON 123CW Econometrics III
ECON 142CW Industrial Organization III
ECON 145FW Economics of the Environment II
ECON 149W Special Topics in Economics of Public and Private Organizations
ECON 153W Political Institutions, Legal Systems, and Economic Development
ECON 164AW The Industrial Revolution in Western Europe
ECON 190BW Economics Honors Colloquium II
Education (EDUC)
EDUC 143AW Classroom Interactions I
*
EDUC 143BW Classroom Interactions II
EDUC 179W Advanced Composition for Teachers
Electrical Engineering Computer Science (EECS)
EECS 159CW Senior Design Project III
English (ENGLISH)
ENGLISH 101W Undergraduate Seminar in Critical Writing: Topics in Literary History
Engineering (ENGR)
ENGR 190W Communications in the Professional World
ENGR 196W Engineering Thesis
ENGR H196W Honors Thesis
European Studies (EURO ST)
EURO ST 190W Senior Seminar in European Studies
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Film and Media Studies (FLM&MDA)
FLM&MDA 139W Writing on Film and Media
French (FRENCH)
FRENCH 139W Literature and Society
Gender and Sexuality Studies (GEN&SEX)
GEN&SEX 139W Topics in Gender Studies
German (GERMAN)
GERMAN 140W Topics in Literary Theory and Criticism
GERMAN 150W German Literature and Culture in Translation
GERMAN 160W German Cinema
GERMAN 170W Topics in German Linguistics
Global Middle East Studies (GLBL ME)
GLBL ME 100W Research and Writing for Global Middle East Studies
History (HISTORY)
HISTORY 100W Writing About History
Humanities (HUMAN)
HUMAN H142W Senior Honors Colloquium
Information and Computer Science (I&C SCI)
I&C SCI 139W Critical Writing on Information Technology
Informatics (IN4MATX)
IN4MATX 162W Organizational Information Systems
International Studies (INTL ST)
INTL ST 154W Ethics and Justice in International Affairs
INTL ST 155BW Media Writing
INTL ST 183CW Seminar Conflict Resolution
Literary Journalism (LIT JRN)
LIT JRN 101BW Literary Journalism Core Writing Seminar
Logic and Philosophy of Science (LPS)
LPS 100W Writing Philosophy
LPS 142W Writing/Philosophy of Biology
Management (MGMT)
MGMT 191W Business Communication
Music (MUSIC)
MUSIC 142W Studies in Baroque Music
MUSIC 143W Studies in Classical Music
MUSIC 144W Studies in Romantic Music
MUSIC 145W Studies in Twentieth-Century Music
MUSIC 180AW Music and Material Culture
MUSIC 180W Music Criticism
Nursing Science (NUR SCI)
NUR SCI 110W Frameworks for Professional Nursing Practice
Philosophy (PHILOS)
PHILOS 100W Writing Philosophy
PHILOS 102W Introduction to the Theory of Knowledge
PHILOS 142W Writing/Philosophy of Biology
Pharmaceutical Sciences (PHRMSCI)
PHRMSCI 174L Biopharmaceutics and Nanomedicine Lab
PHRMSCI 177L Medicinal Chemistry Laboratory
Physical Science (PHY SCI)
PHY SCI 139W Technical Writing and Communication Skills
Physics (PHYSICS)
PHYSICS 121W Advanced Laboratory
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86 Information for Admitted Students
Political Science (POL SCI)
POL SCI 120W Public Opinion
POL SCI 122BW California Politics
POL SCI 125AW The United States Congress
POL SCI 125CW Constitutional Convention
POL SCI 137BW Types of Political Representation
POL SCI 138CW Ethics of Difference
POL SCI 151EW Are Chinese Politics Changing?
POL SCI 171AW Law and Society
POL SCI 171CW Comparative Constitutional Politics
POL SCI 174CW U.S. Supreme Court
POL SCI 190W Senior Thesis
Psychology and Social Behavior (PSY BEH)
*
PSY BEH 192RW Culture and Close Relationships
Psychology (PSYCH)
PSYCH 111BW Honors Advanced Experimental Psychology
PSYCH 112BW Advanced Experimental Psychology
PSYCH 146MW Writing about Memory
Public Health (PUBHLTH)
PUBHLTH 195W Public Health Practicum and Culminating Experience
Social Science (SOC SCI)
SOC SCI 172AW American Culture
SOC SCI 183CW Seminar Conflict Resolution
SOC SCI 184GW Media Writing
SOC SCI 185W People in Society
SOC SCI H190C Honors Thesis
Social Ecology (SOCECOL)
SOCECOL 183CW Seminar Conflict Resolution
SOCECOL 186CW Writing/Senior Seminar on Global Sustainability III
SOCECOL H190W Honors Research
SOCECOL 194W Naturalistic Field Research
SOCECOL 195CW Advanced Field Study
Sociology (SOCIOL)
SOCIOL 120W Sociological Theory
SOCIOL 145W Occupations and Professions
SOCIOL 147AW Cities and Social Change
SOCIOL 152W Sociology of Art and Popular Culture
SOCIOL 154W Medical Sociology
SOCIOL 155BW Baseball and Society
SOCIOL 158CW Money, Work, and Social Life
SOCIOL 161W Sociology of Sex and Gender
SOCIOL 164W Sociology of Aging
SOCIOL 167AW Racial and Ethnic Relations in the United States
SOCIOL 177W Immigration and Social Policy
SOCIOL 180AW Sociology Majors Seminar
SOCIOL 188BW Honors Research and Thesis
Writing (WRITING)
WRITING 101W Undergraduate Seminar: Applications in Literary Theory and Criticism for
Creative Writing
WRITING 139W Advanced Expository Writing
WRITING 179W Advanced Composition for Teachers
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II. Science and Technology
Understanding the nature of scientific inquiry and the operation of the biological, physical, and technological world is essential for making personal and
public policy decisions in a technological society.
After completing this GE requirement, successful students should be able to do the following:
• demonstrate a broad understanding of the fundamental laws of science, the principles underlying the design and operation of technology, and the
interrelations among science and technology disciplines;
• demonstrate a broad understanding of various natural phenomena that surround and influence our lives;
• describe how scientists approach and solve problems;
• solve problems and draw conclusions based on scientific information and models, using critical thinking and qualitative and quantitative analysis of
data and concepts;
• and explain the scope and limitations of scientific inquiry and the scientific method.
Courses with an asterisk (*) can meet one or more GE requirement. Click on the course for more information.
Students must complete three courses from the following list:
II. Science and Technology
Biological Sciences (BIO SCI)
BIO SCI 1A Life Sciences
BIO SCI 9A Nutrition Science
BIO SCI 9B Biology and Chemistry of Food and Cooking
BIO SCI 9D Diseases of the Twenty-First Century
BIO SCI 9E Horticulture Science
BIO SCI 9G Way Your Body Works
BIO SCI 9J Biology of Oriental Medicine
BIO SCI 9K Global-Change Biology
BIO SCI 10 The Biology of Human Diseases
BIO SCI 11 Topics in Biological Sciences
BIO SCI 23 Sustainable Landscaping: Design and Practices
BIO SCI 25 Biology of Cancer
BIO SCI 35 The Brain and Behavior
BIO SCI 36 Drugs and the Brain
BIO SCI 37 Brain Dysfunction and Repair
BIO SCI 38 Mind, Memory, Amnesia, and the Brain
BIO SCI 41 Aspects of Mood Disorder
BIO SCI 42 Origin of Life
BIO SCI 43 Media on the Mind
BIO SCI 44 Stem Cells and Brain Repair
BIO SCI 45 AIDS Fundamentals
BIO SCI 47 Stress
BIO SCI 55 Introduction to Ecology
BIO SCI 56 Life Sciencing from Aristotle to Venter
BIO SCI 75 Human Development: Conception to Birth
BIO SCI H90 The Idiom and Practice of Science
BIO SCI 93 From DNA to Organisms
BIO SCI H93 Honors From DNA to Organisms
BIO SCI 94 From Organisms to Ecosystems
Chemistry (CHEM)
*
CHEM 1A General Chemistry
*
CHEM 1B General Chemistry
*
CHEM 1C General Chemistry
*
CHEM H2A Honors General Chemistry
*
CHEM H2B Honors General Chemistry
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88 Information for Admitted Students
*
CHEM H2C Honors General Chemistry
*
CHEM M3C Majors Quantitative Analytical Chemistry
*
CHEM 12 Chemistry Around Us
*
CHEM H90 The Idiom and Practice of Science
Computer Science and Engineering (CSE)
*
CSE 21 Introduction to Computer Science I
*
CSE 22 Introduction to Computer Science II
*
CSE 41 Introduction to Programming
*
CSE 42 Programming with Software Libraries
*
CSE 43 Intermediate Programming
Dance (DANCE)
DANCE 3 Scientific Concepts of Health
DANCE 4 Introduction to Quantitative Research in Exercise Science
Earth System Science (EARTHSS)
*
EARTHSS 1 Introduction to Earth System Science
*
EARTHSS 3 Oceanography
*
EARTHSS 5 The Atmosphere
*
EARTHSS 7 Physical Geology
EARTHSS 13 Global-Change Biology
*
EARTHSS 15 Introduction to Global Climate Change
*
EARTHSS 17 Hurricanes, Tsunamis, and Other Catastrophes
*
EARTHSS 19 Introduction to Modeling the Earth System
*
EARTHSS 21 On Thin Ice: Climate Change and the Cryosphere
*
EARTHSS 23 Air Pollution: From Urban Smog to Global Change
*
EARTHSS 27 The Sustainable Ocean
*
EARTHSS H90 The Idiom and Practice of Science
Economics (ECON)
*
ECON 11 The Internet and Public Policy
Engineering (ENGR)
ENGR 1A General Chemistry for Engineers
History (HISTORY)
HISTORY 60 The Making of Modern Science
Information and Computer Science (I&C SCI)
I&C SCI 4 Human Factors for the Web
I&C SCI 5 Global Disruption and Information Technology
*
I&C SCI 6N Computational Linear Algebra
I&C SCI 8 Practical Computer Security
I&C SCI 10 How Computers Work
*
I&C SCI 11 The Internet and Public Policy
*
I&C SCI 21 Introduction to Computer Science I
*
I&C SCI H21 Honors Introduction to Computer Science I
*
I&C SCI 22 Introduction to Computer Science II
*
I&C SCI H22 Honors Introduction to Computer Science II
*
I&C SCI 31 Introduction to Programming
*
I&C SCI 32 Programming with Software Libraries
*
I&C SCI 33 Intermediate Programming
I&C SCI 51 Introductory Computer Organization
I&C SCI 61 Game Systems and Design
Informatics (IN4MATX)
*
IN4MATX 12 Barter to Bitcoin: Society, Technology and the Future of Money
*
IN4MATX 41 Informatics Core Course I
*
IN4MATX 42 Informatics Core Course II
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Logic and Philosophy of Science (LPS)
*
LPS 29 Critical Reasoning
*
LPS 31 Introduction to Inductive Logic
LPS 40 The Nature of Scientific Inquiry
LPS H80 Scientific Realism and Instrumentalism
LPS H81 What is Space?
*
LPS H91 The Philosophy and Biology of Sex
Mathematics (MATH)
*
MATH 9 Introduction to Programming for Numerical Analysis
Medical Humanities (MED HUM)
*
MED HUM 3 Art and Medicine
Philosophy (PHILOS)
*
PHILOS 29 Critical Reasoning
*
PHILOS 31 Introduction to Inductive Logic
Physics (PHYSICS)
*
PHYSICS 3A Basic Physics I
*
PHYSICS 3B Basic Physics II
*
PHYSICS 3C Basic Physics III
*
PHYSICS 7C Classical Physics
*
PHYSICS 7D Classical Physics
*
PHYSICS 7E Classical Physics
*
PHYSICS 12 Science Fiction and Science Fact
*
PHYSICS 14 Energy and the Environment
PHYSICS 15 Physics of Music
PHYSICS 17 Physics of Athletics
PHYSICS 18 How Things Work
*
PHYSICS 20A Introduction to Astronomy
*
PHYSICS 20B Cosmology: Humanity's Place in the Universe
*
PHYSICS 20C Observational Astronomy
*
PHYSICS 20D Space Science
*
PHYSICS 20E Life in the Universe
PHYSICS 21 Special Topics in Physics
PHYSICS H80 Impact of World War I on Science
*
PHYSICS H90 The Idiom and Practice of Science
Public Health (PUBHLTH)
PUBHLTH 30 Human Environments
PUBHLTH 60 Environmental Quality and Health
PUBHLTH 80 AIDS Fundamentals
PUBHLTH 90 Natural Disasters
Social Science (SOC SCI)
*
SOC SCI 11A Barter to Bitcoin: Society, Technology and the Future of Money
University Studies (UNI STU)
UNI STU 13A Introduction to Global Sustainability I
UNI STU 13B Introduction to Global Sustainability II
*
UNI STU 17C Water III
III. Social and Behavioral Sciences
Courses will focus on principles, sources, and interpretations of human behavior and on how people organize, govern, understand, and explain social
life. This category includes the analysis of human behavior at all levels, from the individual to collective social, economic, and political life, and on the
scientific methods used in the acquisition of knowledge and the testing of competing theories.
After completing this GE requirement, successful students should be able to do the following:
UCI General Catalogue 2016-2017 89
90 Information for Admitted Students
• demonstrate knowledge and understanding of principles, sources, and interpretations of human behavior and how people organize, govern,
understand, and explain social life;
• demonstrate an understanding of contemporary and historical perspectives on human behavior;
• understand and explain the scientific methods used in the acquisition of knowledge and the testing of competing theories in the social and behavioral
sciences;
• and critically evaluate methods, findings, and conclusions in the research literature on human behavior.
Courses with an asterisk (*) can meet one or more GE requirement. Click on the course for more information.
Students must complete three courses from the following list:
III. Social and Behavioral Sciences
African American Studies (AFAM)
*
AFAM 40A African American Studies I
*
AFAM 40B African American Studies II
*
AFAM 40C African American Studies III
Anthropology (ANTHRO)
*
ANTHRO 2A Introduction to Sociocultural Anthropology
ANTHRO 2B Introduction to Biological Anthropology
ANTHRO 2C Introduction to Archaeology
ANTHRO 2D Introduction to Language and Culture
*
ANTHRO 41A Global Cultures and Society
ANTHRO 125C Environmental Anthropology
Art (ART)
ART 12C Intelligences of Arts
Asian American Studies (ASIANAM)
*
ASIANAM 50 Asian American Histories
*
ASIANAM 51 The U.S. and Asia
*
ASIANAM 52 Asian American Communities
*
ASIANAM 53 Asian Americans and Comparative Race Relations
Chicano/Latino Studies (CHC/LAT)
*
CHC/LAT 61 Introduction to Chicano/Latino Studies I
*
CHC/LAT 62 Introduction to Chicano/Latino Studies II
*
CHC/LAT 63 Introduction to Chicano/Latino Studies III
*
CHC/LAT 64 Introduction to Race and Ethnicity in Political Science
*
CHC/LAT 66 Anthropology of Food
CHC/LAT H80 Latina/o Childhoods: Comparative Approaches to the Study of Children and
Youth
Criminology, Law and Society (CRM/LAW)
CRM/LAW C7 Introduction to Criminology, Law and Society
CRM/LAW C10 Fundamentals of Criminology, Law and Society
CRM/LAW C40 Forms of Criminal Behavior
Economics (ECON)
ECON 1 Introduction to Economics
*
ECON 11 The Internet and Public Policy
*
ECON 13 Global Economy
ECON 17 An Economic Approach to Religion
ECON 20A Basic Economics I
ECON 20B Basic Economics II
ECON 23 Basic Economics for Engineers
Education (EDUC)
EDUC 10 Educational Research Design
EDUC 30 21st Century Literacies
EDUC 40 Theories of Development and Learning Applied to Education
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EDUC 55 Knowing and Learning in Mathematics and Science
English (ENGLISH)
*
ENGLISH 11 Society, Law, and Literature
Civil and Environmental Engineering (ENGRCEE)
ENGRCEE 60 Contemporary and Emerging Environmental Challenges
European Studies (EURO ST)
*
EURO ST 10 Historical Foundations
*
EURO ST 11 Contemporary Issues and Institutions
Gender and Sexuality Studies (GEN&SEX)
GEN&SEX 60A Gender and Science
GEN&SEX 60B Gender and Law
*
GEN&SEX 60C Gender and Religion
Global Middle East Studies (GLBL ME)
*
GLBL ME 60B Social Sciences: Problems and Methods for Global Middle East Studies
GLBL ME 60C Social Ecology and Sciences: Problems and Methods for Global Middle
*
East Studies
History (HISTORY)
*
HISTORY 11 Genocide and Crimes Against Humanity Since WWII
*
HISTORY 15C Asian American Histories
*
HISTORY 15F What to Eat? Immigrants and the Development of American Cuisines
Humanities (HUMAN)
*
HUMAN 55 What is the Origin of Language?
*
HUMAN H81 The Vietnam War
*
HUMAN H82 Sanctuary: Medieval and Modern
Information and Computer Science (I&C SCI)
I&C SCI 3 Internet Technologies and their Social Impact
*
I&C SCI 11 The Internet and Public Policy
I&C SCI 60 Computer Games and Society
Informatics (IN4MATX)
*
IN4MATX 12 Barter to Bitcoin: Society, Technology and the Future of Money
International Studies (INTL ST)
*
INTL ST 11 Global Cultures and Society
*
INTL ST 13 Global Economy
*
INTL ST 14 Introduction to International Relations
Linguistics (LINGUIS)
*
LINGUIS 3 Introduction to Linguistics
*
LINGUIS 10 Introduction to Phonology
*
LINGUIS 20 Introduction to Syntax
LINGUIS 51 Acquisition of Language
LINGUIS 68 Introduction to Language and Culture
Logic and Philosophy of Science (LPS)
*
LPS H91 The Philosophy and Biology of Sex
LPS H95 Jurisprudence and Constitutional Law
LPS H125 What Is Time?
Medical Humanities (MED HUM)
*
MED HUM 1 Health, Wellness, and Conception of the Body
Management (MGMT)
MGMT 4A Basic Economics for Managers I
MGMT 4B Basic Economics for Managers II
Philosophy (PHILOS)
PHILOS 22 Introduction to Law and Society
Political Science (POL SCI)
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92 Information for Admitted Students
*
POL SCI 6A Introduction to Political Science: Political Analysis
POL SCI 6B Introduction to Political Science: Macropolitics
POL SCI 6C Introduction to Political Science: Micropolitics
POL SCI 21A Introduction to American Government
POL SCI 31A Introduction to Political Theory
*
POL SCI 41A Introduction to International Relations
*
POL SCI 51A Introduction to Politics Around the World
*
POL SCI 61A Introduction to Race and Ethnicity in Political Science
POL SCI 71A Introduction to Law
*
POL SCI H80 Globalization and Human Security
Planning, Policy, and Design (PP&D)
PP&D 4 Introduction to Urban Studies
PP&D 142 Environmental Hazards in an Urbanizing World
PP&D 166 Urban Public Policy
Psychology and Social Behavior (PSY BEH)
PSY BEH 9 Introduction to Psychology
PSY BEH 11A Psychology Fundamentals
PSY BEH 11B Psychology Fundamentals
PSY BEH 11C Psychology Fundamentals
Psychology (PSYCH)
PSYCH 7A Introduction to Psychology
PSYCH 9A Psychology Fundamentals
PSYCH 9B Psychology Fundamentals
PSYCH 9C Psychology Fundamentals
PSYCH 21A Adolescent Psychology
PSYCH 46A Introduction to Human Memory
PSYCH 56L Acquisition of Language
PSYCH 78A Self-Identity and Society
Public Health (PUBHLTH)
PUBHLTH 1 Principles of Public Health
Religious Studies (REL STD)
REL STD 17 An Economic Approach to Religion
*
REL STD 60 Gender and Religion
Social Science (SOC SCI)
SOC SCI 1A Principles in the Social Sciences
SOC SCI H1E Honors: Critical Issues on the Social Sciences
SOC SCI H1F Honors: Critical Issues on the Social Sciences
SOC SCI H1G Honors: Critical Issues on the Social Sciences
SOC SCI 2A Introduction to Social Science Analysis
SOC SCI 5A Introduction to Human Geography
*
SOC SCI 5D US & World Geography
*
SOC SCI 11A Barter to Bitcoin: Society, Technology and the Future of Money
SOC SCI 40 Social Policy and Public Service
*
SOC SCI 70C Comparing Cultures
*
SOC SCI 78A Asian American Histories
*
SOC SCI 78B Asian American Communities
*
SOC SCI 78C Asian Americans and Comparative Race Relations
Social Ecology (SOCECOL)
SOCECOL E8 Introduction to Environmental Analysis and Design
SOCECOL H20A Honors: Critical Issues on the Social Sciences
SOCECOL H20B Honors: Critical Issues on the Social Sciences
SOCECOL H20C Honors: Critical Issues on the Social Sciences
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Sociology (SOCIOL)
*
SOCIOL 1 Introduction to Sociology
*
SOCIOL 2 Globalization and Transnational Sociology
*
SOCIOL 3 Social Problems
SOCIOL 31 Self-Identity and Society
SOCIOL 62 Families and Intimate Relations
Social Policy and Public Service (SPPS)
SPPS 40 Social Policy and Public Service
University Studies (UNI STU)
UNI STU 13C Introduction to Global Sustainability III
*
UNI STU 15C Consciousness III
*
UNI STU 16C How Race Is Made III
*
UNI STU 17C Water III
IV. Arts and Humanities
Study of the Arts and Humanities expands the student’s sense of diverse forms of cultural expression, past and present. Students develop their critical
capacity as they discover how meaning is created and experience variously interpreted.
After completing this GE requirement, successful students should be able to do the following:
• demonstrate knowledge and understanding of how visual and verbal communication is used in literature and film, art and music, and philosophy and
history;
• communicate an understanding and appreciation of diverse forms of cultural expression, past and present;
• understand and explain the research methods used in the acquisition of knowledge and the testing of competing theories in the arts and humanities;
• and think critically about how meaning is created and how experience is variously interpreted.
Courses with an asterisk (*) can meet one or more GE requirement. Click on the course for more information.
Students must complete three courses from the following list:
IV. Arts and Humanities
African American Studies (AFAM)
*
AFAM 40A African American Studies I
*
AFAM 40B African American Studies II
*
AFAM 40C African American Studies III
Arabic (ARABIC)
*
ARABIC 51 Introduction to the Koran
Art (ART)
ART 1A Art in Context: History, Theory, and Practice
ART 1B Art in Context: History, Theory, and Practice
ART 1C Art in Context: History, Theory, and Practice
ART 9A Visual Culture: Media, Art, and Technology
ART 9B Visual Culture: A Culture Divided
ART 9C Visual Culture: Thematic Investigations
ART 12A Art, Design, and Electronic Culture
ART 12B Art, Science and Society: Steam to Steampunk
Art History (ART HIS)
*
ART HIS 40A Ancient Egyptian, Greek, and Roman Art and Architecture
*
ART HIS 40B Arts of Europe: Medieval and Renaissance
*
ART HIS 40C Early Modern and Modern Art in Europe and America
*
ART HIS 42A History of Asian Art: Arts of India
*
ART HIS 42B History of Asian Art: Arts of China
*
ART HIS 42C History of Asian Art: Arts of Japan
*
ART HIS 42D History of Asian Art: Arts of Islam
*
ART HIS 44 Image Collision: A Multicultural Approach to Images and Their Users
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Arts (ARTS)
ARTS 1 ArtsCore
Asian American Studies (ASIANAM)
*
ASIANAM 50 Asian American Histories
*
ASIANAM 51 The U.S. and Asia
*
ASIANAM 54 Asian American Stories
*
ASIANAM 55 Asian Americans and the Media
Classics (CLASSIC)
CLASSIC 36A The Formation of Ancient Greek Society: Early Greece
CLASSIC 36B The Formation of Ancient Greek Society: Late Archaic and Classical
Greece
CLASSIC 36C The Formation of Ancient Greek Society: Fourth-Century and Hellenistic
Greece
CLASSIC 37A The Formation of Ancient Roman Society: Origins to Roman Republic
CLASSIC 37B The Formation of Ancient Roman Society: Roman Empire
CLASSIC 37C The Formation of Ancient Roman Society: The Fall of Rome
CLASSIC 45A Classical Mythology: The Gods
CLASSIC 45B Classical Mythology: The Heroes
CLASSIC 45C Classical Mythology: Ancient and Modern Perspectives of Classical
Mythology
Comparative Literature (COM LIT)
COM LIT 8 Travels in Comparative Literature
*
COM LIT 9 Introduction to Multiculturalism
*
COM LIT 10 Topics in World Literature
*
COM LIT 60A World Literature
*
COM LIT 60B Reading with Theory
*
COM LIT 60C Cultural Studies
Dance (DANCE)
*
DANCE 80 Introduction to Ballet and Modern Dance
DANCE 81 American Ballet and Modern Dance since 1900
DANCE 83 Dance in Feature Film
DANCE 85 Gender, Meaning, and Culture in Ballet
*
DANCE 90A Dance History 1A
*
DANCE 90B Dance History 1B
*
DANCE 90C Dance History 1C
Drama (DRAMA)
DRAMA 10 Introduction to Theatre
DRAMA 11 The Rock and Roll Spectacle Show
DRAMA 15 Performance Now
DRAMA 16 Performing Culture
DRAMA 20A Culture in Performance
DRAMA 20B Culture in Performance
DRAMA 20C Culture in Performance
*
DRAMA 40A Development of Drama
*
DRAMA 40B Development of Drama
*
DRAMA 40C Development of Drama
East Asian Languages and Literatures (E ASIAN)
*
E ASIAN 1A Introduction to Classical Chinese Literature
*
E ASIAN 40 Topics in East Asian Popular Culture
*
E ASIAN 55 Introduction to East Asian Cultures
English (ENGLISH)
*
ENGLISH 8 Multicultural American Literature
ENGLISH 10 Topics in English and American Literature
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*
ENGLISH 11 Society, Law, and Literature
ENGLISH 12 Young Adult Fiction
ENGLISH 28A The Poetic Imagination
ENGLISH 28B Comic and Tragic Vision
ENGLISH 28C Realism and Romance
ENGLISH 28D The Craft of Poetry
ENGLISH 28E The Craft of Fiction
European Studies (EURO ST)
*
EURO ST 10 Historical Foundations
*
EURO ST 11 Contemporary Issues and Institutions
Film and Media Studies (FLM&MDA)
FLM&MDA 85A Introduction to Film and Visual Analysis
FLM&MDA 85B Broadcast Media History and Analysis
FLM&MDA 85C New Media and Digital Technologies
French (FRENCH)
*
FRENCH 50 French Culture and the Modern World
Gender and Sexuality Studies (GEN&SEX)
*
GEN&SEX 20 Queer Studies
*
GEN&SEX 50A Gender and Feminism in Everyday Life
*
GEN&SEX 50B Gender and Power
*
GEN&SEX 50C Gender and Popular Culture
German (GERMAN)
*
GERMAN 50 Science, Society, and Mind
Global Middle East Studies (GLBL ME)
GLBL ME 60A Humanities and Arts: Problems and Methods for Global Middle East
*
Studies
Hebrew (HEBREW)
*
HEBREW 50 Jewish and Israeli Culture
History (HISTORY)
*
HISTORY 10 The Holocaust
HISTORY 12 Introductory Topics in History
*
HISTORY 15A Native American History
*
HISTORY 15C Asian American Histories
*
HISTORY 15D History of Sexuality in the US
*
HISTORY 15E Memory and Migration: American Families on the Move
*
HISTORY 15F What to Eat? Immigrants and the Development of American Cuisines
*
HISTORY 16A World Religions I
*
HISTORY 16B World Religions II
*
HISTORY 16C Religious Dialogue
*
HISTORY 18A Introduction to Jewish Cultures
*
HISTORY 21A World: Innovations
*
HISTORY 21B World: Empires and Revolutions
*
HISTORY 21C World: Wars and Rights
HISTORY 36A The Formation of Ancient Greek Society: Early Greece
HISTORY 36B The Formation of Ancient Greek Society: Late Archaic and Classical
Greece
HISTORY 36C The Formation of Ancient Greek Society: Fourth-Century and Hellenistic
Greece
HISTORY 37A The Formation of Ancient Roman Society: Origins to Roman Republic
HISTORY 37B The Formation of Ancient Roman Society: Roman Empire
HISTORY 37C The Formation of Ancient Roman Society: The Fall of Rome
HISTORY 40A Colonial America: New Worlds
HISTORY 40B Nineteenth-Century U.S.: Crisis and Expansion
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HISTORY 40C Modern America: Culture and Power
*
HISTORY 50 Crises and Revolutions
HISTORY 60 The Making of Modern Science
*
HISTORY 70A Problems in History: Asia
*
HISTORY 70B Problems in History: Europe
HISTORY 70C Problems in History: United States
*
HISTORY 70D Problems in History: Latin America
*
HISTORY 70E Problems in History: Middle East and Africa
*
HISTORY 70F Problems in History: Transregional History
Humanities (HUMAN)
HUMAN 1A Humanities Core Lecture
HUMAN 1B Humanities Core Lecture
*
HUMAN 1C Humanities Core Lecture
*
HUMAN 10 Masterpieces of Literature
*
HUMAN 55 What is the Origin of Language?
HUMAN H80 Exploring Memory
*
HUMAN H81 The Vietnam War
*
HUMAN H82 Sanctuary: Medieval and Modern
Literary Journalism (LIT JRN)
LIT JRN 20 Introduction to Literary Journalism
Logic and Philosophy of Science (LPS)
LPS 60 The Making of Modern Science
Medical Humanities (MED HUM)
*
MED HUM 1 Health, Wellness, and Conception of the Body
*
MED HUM 3 Art and Medicine
Music (MUSIC)
MUSIC 3 Introduction to Music
MUSIC 4 Introduction to Opera
MUSIC 8 The Beatles and the Sixties
MUSIC 9 Rock: The Early Years
MUSIC 14A European and American Music 1700 - Twentieth Century
MUSIC 14B European and American Music 1700 - Twentieth Century
MUSIC 14C European and American Music 1700 - Twentieth Century
*
MUSIC 40B History of European Music: From the Renaissance through the Baroque
*
MUSIC 40C History of European Music: Hasse to Mahler
*
MUSIC 40D 20th Century Music
*
MUSIC 42 Music and Gender
*
MUSIC 44 Classical Music in Society
MUSIC 45 History of Film Music
MUSIC 51 Music Technology and Computers
*
MUSIC 78 History of Jazz
Persian (PERSIAN)
*
PERSIAN 50 Persian Culture
Philosophy (PHILOS)
PHILOS 1 Introduction to Philosophy
*
PHILOS 2 Puzzles and Paradoxes
PHILOS 4 Introduction to Ethics
PHILOS 5 Contemporary Moral Problems
PHILOS 6 Philosophy and Psychoanalysis
PHILOS 7 Introduction to Existentialism
PHILOS 10 History of Ancient Philosophy
PHILOS 11 History of Medieval Philosophy
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PHILOS 12 History of Modern Philosophy
PHILOS 13 History of Contemporary Philosophy
Religious Studies (REL STD)
*
REL STD 5A World Religions I
*
REL STD 5B World Religions II
*
REL STD 5C Religious Dialogue
REL STD 90 Aspects of Religion
Russian (RUSSIAN)
*
RUSSIAN 50 Russian Culture
Social Science (SOC SCI)
*
SOC SCI 78A Asian American Histories
Spanish (SPANISH)
*
SPANISH 50 Latin America, U.S. Latino, and Iberian Cultures
University Studies (UNI STU)
UNI STU 15B Consciousness II
*
UNI STU 15C Consciousness III
UNI STU 16B How Race Is Made II
*
UNI STU 16C How Race Is Made III
*
UNI STU 17C Water III
Vietnamese (VIETMSE)
VIETMSE 50 Vietnamese Culture
V. Quantitative, Symbolic, and Computational Reasoning
This category consists of two subcategories. Students are required to take one course in each of the subcategories and an additional course from
either subcategory, for a total of three courses. A course approved for the GE requirement in category V and also approved for the GE requirement in a
category other than V may be used to satisfy the requirements of both categories simultaneously. However, courses approved for both subcategories in
category V may only be used once to satisfy one of the subcategories. The two subcategories are indicated as Va and Vb.
Va. Quantitative Literacy
Courses in this category focus on the quantitative description, evaluation, and assessment of events occurring in nature or in human social and political
systems. This includes quantitative measurements made or data collected to study such events, analysis of the data, and implications of the analysis for
our understanding of the events.
After taking a course in category Va, successful students will be able to do all of the following:
• identify appropriate tools for quantitative analysis of processes or events;
• have a basic familiarity with fundamental principles underlying quantitative descriptions of natural or social processes;
• and be able to do one or more of the following:
• evaluate studies and reports that assess risk and probability in everyday life;
• use models of natural phenomena to make quantitative predictions of future behavior or events;
• use models of economic and social structures to make quantitative predictions of future behavior or events.
Courses with an asterisk (*) can meet one or more GE requirement. Click on the course for more information.
Va. Quantitative Literacy
Anthropology (ANTHRO)
ANTHRO 10A Probability and Statistics
ANTHRO 10B Probability and Statistics
Chemistry (CHEM)
*
CHEM 1A General Chemistry
*
CHEM 1B General Chemistry
*
CHEM 1C General Chemistry
*
CHEM H2A Honors General Chemistry
*
CHEM H2B Honors General Chemistry
*
CHEM H2C Honors General Chemistry
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*
CHEM M3C Majors Quantitative Analytical Chemistry
*
CHEM 12 Chemistry Around Us
*
CHEM H90 The Idiom and Practice of Science
Computer Science and Engineering (CSE)
*
CSE 42 Programming with Software Libraries
Earth System Science (EARTHSS)
*
EARTHSS 1 Introduction to Earth System Science
*
EARTHSS 3 Oceanography
*
EARTHSS 5 The Atmosphere
*
EARTHSS 7 Physical Geology
*
EARTHSS 15 Introduction to Global Climate Change
*
EARTHSS 17 Hurricanes, Tsunamis, and Other Catastrophes
*
EARTHSS 21 On Thin Ice: Climate Change and the Cryosphere
*
EARTHSS 23 Air Pollution: From Urban Smog to Global Change
*
EARTHSS H90 The Idiom and Practice of Science
Economics (ECON)
ECON 15A Probability and Statistics in Economics I
ECON 15B Probability and Statistics in Economics II
Education (EDUC)
EDUC 15 Statistics for Education Research
Information and Computer Science (I&C SCI)
I&C SCI 7 Introducing Modern Computational Tools
*
I&C SCI 32 Programming with Software Libraries
Logic and Philosophy of Science (LPS)
*
LPS 31 Introduction to Inductive Logic
Management (MGMT)
MGMT 7 Statistics for Business Decision Making
Philosophy (PHILOS)
*
PHILOS 31 Introduction to Inductive Logic
Physics (PHYSICS)
*
PHYSICS 3A Basic Physics I
*
PHYSICS 3B Basic Physics II
*
PHYSICS 3C Basic Physics III
*
PHYSICS 7C Classical Physics
*
PHYSICS 7D Classical Physics
*
PHYSICS 7E Classical Physics
*
PHYSICS 12 Science Fiction and Science Fact
*
PHYSICS 14 Energy and the Environment
*
PHYSICS 20A Introduction to Astronomy
*
PHYSICS 20B Cosmology: Humanity's Place in the Universe
*
PHYSICS 20C Observational Astronomy
*
PHYSICS 20D Space Science
*
PHYSICS 20E Life in the Universe
*
PHYSICS H90 The Idiom and Practice of Science
Political Science (POL SCI)
POL SCI 10A Probability and Statistics in Political Science I
POL SCI 10B Probability and Statistics in Political Science II
Psychology (PSYCH)
PSYCH 10A Probability and Statistics in Psychology I
PSYCH 10B Probability and Statistics in Psychology II
Public Health (PUBHLTH)
PUBHLTH 7 Introduction to Public Health Statistics
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Social Science (SOC SCI)
SOC SCI 9A General Statistics and Probability I
SOC SCI 9B General Statistics and Probability II
SOC SCI 10A Probability and Statistics in Social Sciences I
SOC SCI 10B Probability & Statistics in Social Sciences II
Social Ecology (SOCECOL)
SOCECOL 13 Statistical Analysis in Social Ecology
Sociology (SOCIOL)
SOCIOL 10A Probability and Statistics
SOCIOL 10B Probability and Statistics
Statistics (STATS)
STATS 7 Basic Statistics
STATS 8 Introduction to Biological Statistics
STATS 67 Introduction to Probability and Statistics for Computer Science
Vb. Formal Reasoning
Courses in this category focus on aspects of formal reasoning including symbolic logic, mathematical modeling, and algorithmic reasoning.
After taking a course in category Vb, successful students will be able to do all of the following:
• understand the concept and purpose of formal languages such as propositional and first-order logic, simple programming languages, mathematical
models or linguistic formalisms;
• possess an elementary grasp of the power and limits of formal methods; and be able to do one or both of the following:
• apply formal tools of logic or mathematics to the analysis and evaluation of everyday and/or scientific arguments, texts, and communicative
situations;
• apply basic algorithms for the generation of logical deductions, linguistic structures, or computational processes.
Courses with an asterisk (*) can meet one or more GE requirement. Click on the course for more information.
Vb. Formal Reasoning
Anthropology (ANTHRO)
ANTHRO 10C Probability and Statistics
Computer Science and Engineering (CSE)
*
CSE 21 Introduction to Computer Science I
*
CSE 22 Introduction to Computer Science II
*
CSE 41 Introduction to Programming
*
CSE 42 Programming with Software Libraries
*
CSE 43 Intermediate Programming
CSE 46 Data Structure Implementation and Analysis
Earth System Science (EARTHSS)
*
EARTHSS 19 Introduction to Modeling the Earth System
Humanities (HUMAN)
*
HUMAN 55 What is the Origin of Language?
Information and Computer Science (I&C SCI)
I&C SCI 6B Boolean Algebra and Logic
I&C SCI 6D Discrete Mathematics for Computer Science
*
I&C SCI 6N Computational Linear Algebra
*
I&C SCI 21 Introduction to Computer Science I
*
I&C SCI H21 Honors Introduction to Computer Science I
*
I&C SCI 22 Introduction to Computer Science II
*
I&C SCI H22 Honors Introduction to Computer Science II
I&C SCI H23 Honors Introduction to Computer Science III
*
I&C SCI 31 Introduction to Programming
*
I&C SCI 32 Programming with Software Libraries
*
I&C SCI 33 Intermediate Programming
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I&C SCI 46 Data Structure Implementation and Analysis
Informatics (IN4MATX)
*
IN4MATX 41 Informatics Core Course I
*
IN4MATX 42 Informatics Core Course II
IN4MATX 45 Patterns of Software Construction
Linguistics (LINGUIS)
*
LINGUIS 3 Introduction to Linguistics
*
LINGUIS 10 Introduction to Phonology
*
LINGUIS 20 Introduction to Syntax
LINGUIS 43 Introduction to Symbolic Logic
Logic and Philosophy of Science (LPS)
*
LPS 29 Critical Reasoning
LPS 30 Introduction to Symbolic Logic
Mathematics (MATH)
MATH 2A Single-Variable Calculus
MATH 2B Single-Variable Calculus
MATH 2D Multivariable Calculus
MATH 3A Introduction to Linear Algebra
MATH 4 Mathematics for Economists
MATH 5A Calculus for Life Sciences
MATH 5B Calculus for Life Sciences
*
MATH 9 Introduction to Programming for Numerical Analysis
Philosophy (PHILOS)
*
PHILOS 2 Puzzles and Paradoxes
*
PHILOS 29 Critical Reasoning
PHILOS 30 Introduction to Symbolic Logic
Political Science (POL SCI)
POL SCI 10C Probability and Statistics in Political Science III
Psychology (PSYCH)
PSYCH 10C Probability and Statistics in Psychology III
Social Science (SOC SCI)
SOC SCI 9C General Statistics and Probability III
SOC SCI 10C Probability & Statistics in Social Sciences III
Sociology (SOCIOL)
SOCIOL 10C Probability and Statistics
VI. Language Other Than English
Study of a language other than English expands students’ horizons by encouraging understanding of another culture through its language and heightens
awareness of one’s own language through the investigation of another linguistic system.
After completing this GE requirement, successful students should be able to do the following:
• demonstrate competency in reading, writing, speaking, and listening in a non-English language;
• demonstrate an understanding of another (non-English speaking) culture through its language;
• and demonstrate an understanding of one’s own language through the investigation of another, non-English linguistic system.
Students must demonstrate competency in a language other than English (includes American Sign Language) by completing one of the following six
options:
• College-level course work equivalent to UCI’s third quarter of study in a language other than English. UCI courses approved to satisfy this
requirement are:
Courses with an asterisk (*) can meet one or more GE requirement. Click on the course for more information.
VI. Language Other Than English
Arabic (ARABIC)
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ARABIC 1C Fundamentals of Arabic
ARABIC S1BC Introductory Arabic
Chinese (CHINESE)
CHINESE 1C Fundamental Mandarin Chinese
CHINESE 1DC Fundamentals of Mandarin Chinese - Dialect Background Track
CHINESE 1MC Fundamentals of Mandarin Chinese - Mandarin Background Track
CHINESE S1BC Fundamentals of Mandarin Chinese
French (FRENCH)
FRENCH 1BC Intensive Fundamentals of French
FRENCH 1C Fundamentals of French
FRENCH S1BC Fundamentals of French
German (GERMAN)
GERMAN 1BC Intensive German Fundamentals
GERMAN 1C Fundamentals of German
GERMAN S1BC Fundamentals of German
Greek (GREEK)
GREEK 1C Fundamentals of Greek
GREEK S1BC Fundamentals of Greek
Hebrew (HEBREW)
HEBREW 1C Fundamentals of Hebrew
Italian (ITALIAN)
ITALIAN 1BC Intensive Italian Fundamentals
ITALIAN 1C Fundamentals of Italian
ITALIAN S1BC Italian Fundamentals
Japanese (JAPANSE)
JAPANSE 1C Fundamental Japanese
JAPANSE S1BC Fundamentals of Japanese
Korean (KOREAN)
KOREAN 1C Fundamental Korean
KOREAN 1KC Fundamental Korean for Students with a Previous Background in Korean
KOREAN S1BC Fundamentals of Korean
Latin (LATIN)
LATIN 1C Fundamentals of Latin
LATIN S1BC Fundamentals of Latin
Persian (PERSIAN)
PERSIAN 1C Fundamentals in Persian
PERSIAN S1BC Fundamentals of Persian
Russian (RUSSIAN)
RUSSIAN 1BC Intensive Russian Fundamentals
RUSSIAN 1C Fundamentals of Russian
Spanish (SPANISH)
SPANISH 1C Fundamentals of Spanish
SPANISH S1BC Fundamentals of Spanish
Vietnamese (VIETMSE)
VIETMSE 1C Fundamentals of Vietnamese
VIETMSE S1BC Fundamentals
For information on UCI’s prerequisites, course placement policies, and the grade required to advance to the next level of instruction, consult the School
of Humanities (Language Other Than English Placement and Progression) section in this Catalogue.
• Credit for three years of high school study or its equivalent in a single language other than English with a C average or better in the third year.
• A score of 3, 4, or 5 on a College Board Advanced Placement Examination in a language other than English. NOTE: Students who earn a 3, 4, or 5
on the AP Chinese Examination must take the UCI Chinese placement examination to determine course credit.
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• A score of 570 or better on a College Board SAT Subject Test in a language other than English, with the exception of the test in Modern Hebrew for
which a score of 500 or better is required.
• Completion of an approved course of study through the UC Education Abroad Program (EAP). Careful planning is required to ensure that this
requirement is fulfilled. Check with an EAP counselor at the Study Abroad Center to determine the programs in countries that fulfill this requirement.
• The equivalent as determined by an appropriate and available means of evaluation. For information on availability of such examinations and testing
schedules, consult the Academic Testing Center, 949-824-6207. If an appropriate means of evaluating competence in a non-English language of
instruction does not exist, satisfactory completion, with a C average or better, of one year of formal schooling at the sixth grade level or higher in an
institution where the language of instruction is not English will meet the requirement. Appropriate documentation must be presented to substantiate
that the course work was completed.
VII. Multicultural Studies
This requirement develops students’ awareness and appreciation of the history, society, and/or culture of one or more underrepresented groups in
California and the United States.
After completing this GE requirement, successful students should be able to do one of the following:
• demonstrate knowledge of one or more historically underrepresented groups’ culture, history, and development in California and the United States;
• demonstrate an awareness and appreciation of cultural differences and inequities;
• and demonstrate an understanding that cooperation and mutual understanding among all cultural groups is needed to interact successfully in a
culturally diverse society.
Students must complete one course from the following list. In fulfilling category VII, students are encouraged to use courses that are also being used in
fulfillment of other GE categories. For example, HUMAN 1C simultaneously satisfies category VII and a portion of category IV.
Courses with an asterisk (*) can meet one or more GE requirement. Click on the course for more information.
VII. Multicultural Studies
African American Studies (AFAM)
*
AFAM 40A African American Studies I
*
AFAM 40B African American Studies II
*
AFAM 40C African American Studies III
Anthropology (ANTHRO)
ANTHRO 85A Cultures in Collision: Indian-White Relations Since Columbus
ANTHRO 128B Race, Gender, and Science
ANTHRO 136K The Woman and the Body
ANTHRO 137A Reading Images Culturally
ANTHRO 162B Indian North America
*
ANTHRO 162BW Indian North America
Art History (ART HIS)
*
ART HIS 44 Image Collision: A Multicultural Approach to Images and Their Users
Asian American Studies (ASIANAM)
*
ASIANAM 50 Asian American Histories
*
ASIANAM 52 Asian American Communities
*
ASIANAM 53 Asian Americans and Comparative Race Relations
*
ASIANAM 54 Asian American Stories
*
ASIANAM 55 Asian Americans and the Media
ASIANAM 144 The Politics of Protest
Chicano/Latino Studies (CHC/LAT)
*
CHC/LAT 61 Introduction to Chicano/Latino Studies I
*
CHC/LAT 62 Introduction to Chicano/Latino Studies II
*
CHC/LAT 63 Introduction to Chicano/Latino Studies III
*
CHC/LAT 64 Introduction to Race and Ethnicity in Political Science
CHC/LAT 65 Ethnic and Immigrant America
*
CHC/LAT 66 Anthropology of Food
CHC/LAT 114 Film Media and the Latino Community
CHC/LAT 116 Reading Images Culturally
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CHC/LAT 142 Latinos and the Law
CHC/LAT 151 Latinos in U.S. Politics
CHC/LAT 153 Cross-Cultural Research on Urban Gangs
CHC/LAT 154 Latino Metropolis
CHC/LAT 158 Feminisms of Color
*
CHC/LAT 158W Feminisms of Color
CHC/LAT 160 Perspectives on the U.S. - Mexican Border
CHC/LAT 163 U.S. Immigration Policy
CHC/LAT 168 Chicano/Latino Social Psychology
CHC/LAT 176 Race, Gender, and Science
CHC/LAT 177 Culture and Close Relationships
*
CHC/LAT 177W Culture and Close Relationships
CHC/LAT 178 Health and the Latino Paradox
CHC/LAT 183 Multicultural Education in K-12 Schools
Comparative Literature (COM LIT)
*
COM LIT 9 Introduction to Multiculturalism
Criminology, Law and Society (CRM/LAW)
CRM/LAW C156 Cross-Cultural Research on Urban Gangs
CRM/LAW C171 Latinos and the Law
Education (EDUC)
EDUC 124 Multicultural Education in K-12 Schools
*
EDUC 143BW Classroom Interactions II
English (ENGLISH)
*
ENGLISH 8 Multicultural American Literature
Gender and Sexuality Studies (GEN&SEX)
*
GEN&SEX 20 Queer Studies
*
GEN&SEX 50A Gender and Feminism in Everyday Life
*
GEN&SEX 50B Gender and Power
*
GEN&SEX 50C Gender and Popular Culture
GEN&SEX 188A Race, Gender, and Science
History (HISTORY)
*
HISTORY 15A Native American History
*
HISTORY 15C Asian American Histories
*
HISTORY 15D History of Sexuality in the US
*
HISTORY 15E Memory and Migration: American Families on the Move
*
HISTORY 15F What to Eat? Immigrants and the Development of American Cuisines
HISTORY 15G Racial Segregation in Modern U.S.
Humanities (HUMAN)
*
HUMAN 1C Humanities Core Lecture
International Studies (INTL ST)
INTL ST 32A Dilemmas of Diversity
INTL ST 177B Perspectives on the U.S. - Mexican Border
Linguistics (LINGUIS)
LINGUIS 2 Discovering Language
Music (MUSIC)
*
MUSIC 78 History of Jazz
Political Science (POL SCI)
POL SCI 32A Dilemmas of Diversity
*
POL SCI 61A Introduction to Race and Ethnicity in Political Science
POL SCI 124A The Politics of Protest
POL SCI 124B Latinos in U.S. Politics
POL SCI 126C U.S. Immigration Policy
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104 Information for Admitted Students
Planning, Policy, and Design (PP&D)
PP&D 172 Latino Metropolis
Psychology and Social Behavior (PSY BEH)
PSY BEH 192Q Chicano/Latino Social Psychology
PSY BEH 192R Culture and Close Relationships
*
PSY BEH 192RW Culture and Close Relationships
PSY BEH 192S Health and the Latino Paradox
Social Science (SOC SCI)
*
SOC SCI 70C Comparing Cultures
*
SOC SCI 78A Asian American Histories
*
SOC SCI 78B Asian American Communities
*
SOC SCI 78C Asian Americans and Comparative Race Relations
SOC SCI 173G Film Media and the Latino Community
SOC SCI 173I Perspectives on the U.S. - Mexican Border
Sociology (SOCIOL)
*
SOCIOL 1 Introduction to Sociology
*
SOCIOL 3 Social Problems
SOCIOL 51 Asian American Family & Community
SOCIOL 63 Race and Ethnicity
SOCIOL 64 Sociology of Sexuality
SOCIOL 65 Cultures in Collision: Indian-White Relations Since Columbus
SOCIOL 68A Ethnic and Immigrant America
Spanish (SPANISH)
SPANISH 3H Spanish for Heritage Speakers: Exploring U.S. Latino Issues
Social Policy and Public Service (SPPS)
SPPS 70A Race and Ethnicity
University Studies (UNI STU)
*
UNI STU 16C How Race Is Made III
VIII. International/Global Issues
Courses in this category focus on significant cultural, economic, geographical, historical, political, and/or sociological aspects of one or more countries
other than the United States.
After completing this GE requirement, successful students should be able to do the following:
• demonstrate specific knowledge of the cultural, historical, social, economic, scientific, and political aspects of one or more foreign countries, and the
connections among these aspects;
• develop a broader understanding of the formation of different cultures and countries through the world;
• and be prepared to engage in positive interaction with peoples of different cultures and nationalities.
Students must complete one course from the following list. In fulfilling category VIII, students are encouraged to use courses that are also being used in
fulfillment of other GE categories. In addition, category VIII may be satisfied by one quarter’s participation in the UC Education Abroad Program (EAP) or
one quarter’s participation in an International Opportunities Program (IOP) with an approved IOP Credit Contract. Summer study abroad on an EAP or
IOP (with approved IOP Credit Contract) satisfies this requirement when the program is at least five weeks long and the student completes at least one
course worth at least four quarter units.
Courses with an asterisk (*) can meet one or more GE requirement. Click on the course for more information.
VIII. International/Global Issues
Anthropology (ANTHRO)
*
ANTHRO 2A Introduction to Sociocultural Anthropology
ANTHRO 20A People, Cultures, and Environmental Sustainability
ANTHRO 30A Global Issues in Anthropological Perspective
*
ANTHRO 41A Global Cultures and Society
ANTHRO 125X Transnational Migration
ANTHRO 134A Medical Anthropology
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ANTHRO 134G HIV/AIDS in a Global Context
*
ANTHRO 134GW HIV/AIDS in a Global Context
ANTHRO 135I Modern South Asian Religions
ANTHRO 136A Nationalism and Ethnicity in the Contemporary World
ANTHRO 136D Conflict Resolution in Cross-Cultural Perspective
ANTHRO 138Q Latino Music: A View of Its Diversity and Strength
ANTHRO 162A Peoples and Cultures of Latin America
ANTHRO 163A Peoples of the Pacific
ANTHRO 164P Peoples and Cultures of Post-Soviet Eurasia
Arabic (ARABIC)
ARABIC 2A Intermediate Arabic Language and Culture
ARABIC 2B Intermediate Arabic Language and Culture
ARABIC 2C Intermediate Arabic Language and Culture
*
ARABIC 51 Introduction to the Koran
Art History (ART HIS)
*
ART HIS 40A Ancient Egyptian, Greek, and Roman Art and Architecture
*
ART HIS 40B Arts of Europe: Medieval and Renaissance
*
ART HIS 40C Early Modern and Modern Art in Europe and America
*
ART HIS 42A History of Asian Art: Arts of India
*
ART HIS 42B History of Asian Art: Arts of China
*
ART HIS 42C History of Asian Art: Arts of Japan
*
ART HIS 42D History of Asian Art: Arts of Islam
Asian American Studies (ASIANAM)
*
ASIANAM 51 The U.S. and Asia
Chicano/Latino Studies (CHC/LAT)
CHC/LAT 115A Latino Music: A View of Its Diversity and Strength
CHC/LAT 130 Introduction to Cuba: History, Culture, and Society
CHC/LAT 161 Transnational Migration
CHC/LAT 178A Medical Anthropology
Chinese (CHINESE)
CHINESE 2A Intermediate Mandarin Chinese
CHINESE 2B Intermediate Mandarin Chinese
CHINESE 2C Intermediate Mandarin Chinese
CHINESE 2DA Intermediate Mandarin Chinese - Dialect Background Track
CHINESE 2DB Intermediate Mandarin Chinese - Dialect Background Track
CHINESE 2DC Intermediate Mandarin Chinese - Dialect Background Track
CHINESE 2MA Intermediate Mandarin Chinese - Mandarin Background Track
CHINESE 2MB Intermediate Mandarin Chinese - Mandarin Background Track
CHINESE 2MC Intermediate Mandarin Chinese - Mandarin Background Track
CHINESE 3A Advanced Mandarin Chinese
CHINESE 3B Advanced Mandarin Chinese
CHINESE 3C Advanced Mandarin Chinese
Comparative Literature (COM LIT)
*
COM LIT 10 Topics in World Literature
*
COM LIT 60A World Literature
*
COM LIT 60B Reading with Theory
*
COM LIT 60C Cultural Studies
Dance (DANCE)
*
DANCE 80 Introduction to Ballet and Modern Dance
DANCE 82 Topics in World Dance
*
DANCE 90A Dance History 1A
*
DANCE 90B Dance History 1B
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106 Information for Admitted Students
*
DANCE 90C Dance History 1C
Drama (DRAMA)
*
DRAMA 40A Development of Drama
*
DRAMA 40B Development of Drama
*
DRAMA 40C Development of Drama
East Asian Languages and Literatures (E ASIAN)
*
E ASIAN 1A Introduction to Classical Chinese Literature
E ASIAN 20 Asian Religions
*
E ASIAN 40 Topics in East Asian Popular Culture
*
E ASIAN 55 Introduction to East Asian Cultures
Earth System Science (EARTHSS)
*
EARTHSS 15 Introduction to Global Climate Change
*
EARTHSS 17 Hurricanes, Tsunamis, and Other Catastrophes
*
EARTHSS 21 On Thin Ice: Climate Change and the Cryosphere
*
EARTHSS 23 Air Pollution: From Urban Smog to Global Change
*
EARTHSS 27 The Sustainable Ocean
Economics (ECON)
*
ECON 13 Global Economy
European Studies (EURO ST)
*
EURO ST 10 Historical Foundations
*
EURO ST 11 Contemporary Issues and Institutions
French (FRENCH)
FRENCH 2A Intermediate French
FRENCH 2B Intermediate French
FRENCH 2C Intermediate French
FRENCH S2AB Intermediate French
FRENCH S2BC Intermediate French
*
FRENCH 50 French Culture and the Modern World
Gender and Sexuality Studies (GEN&SEX)
*
GEN&SEX 60C Gender and Religion
German (GERMAN)
GERMAN 2A Intermediate German
GERMAN 2B Intermediate German
GERMAN 2C Intermediate German
GERMAN S2AB Intermediate German
GERMAN S2BC Intermediate German
*
GERMAN 50 Science, Society, and Mind
Global Middle East Studies (GLBL ME)
GLBL ME 60A Humanities and Arts: Problems and Methods for Global Middle East
*
Studies
*
GLBL ME 60B Social Sciences: Problems and Methods for Global Middle East Studies
GLBL ME 60C Social Ecology and Sciences: Problems and Methods for Global Middle
*
East Studies
Hebrew (HEBREW)
HEBREW 2A Intermediate Hebrew
HEBREW 2B Intermediate Hebrew
HEBREW 2C Intermediate Hebrew
*
HEBREW 50 Jewish and Israeli Culture
History (HISTORY)
*
HISTORY 10 The Holocaust
*
HISTORY 11 Genocide and Crimes Against Humanity Since WWII
*
HISTORY 16A World Religions I
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University of California, Irvine 2016-2017 107
*
HISTORY 16B World Religions II
*
HISTORY 16C Religious Dialogue
*
HISTORY 18A Introduction to Jewish Cultures
*
HISTORY 21A World: Innovations
*
HISTORY 21B World: Empires and Revolutions
*
HISTORY 21C World: Wars and Rights
*
HISTORY 50 Crises and Revolutions
*
HISTORY 70A Problems in History: Asia
*
HISTORY 70B Problems in History: Europe
*
HISTORY 70D Problems in History: Latin America
*
HISTORY 70E Problems in History: Middle East and Africa
*
HISTORY 70F Problems in History: Transregional History
Humanities (HUMAN)
*
HUMAN 1C Humanities Core Lecture
*
HUMAN 10 Masterpieces of Literature
International Studies (INTL ST)
*
INTL ST 11 Global Cultures and Society
*
INTL ST 13 Global Economy
*
INTL ST 14 Introduction to International Relations
INTL ST 114A International Political Economy
INTL ST 117A Transnational Migration
INTL ST 145A International Law
INTL ST 153E Nationalism and Ethnicity in the Contemporary World
INTL ST 158A Modern South Asian Religions
INTL ST 158B Peoples of the Pacific
INTL ST 162B Peoples and Cultures of Post-Soviet Eurasia
INTL ST 177F Introduction to Cuba: History, Culture, and Society
INTL ST 177J Peoples and Cultures of Latin America
INTL ST 183E Conflict Resolution in Cross-Cultural Perspective
Italian (ITALIAN)
ITALIAN 2A Intermediate Italian
ITALIAN 2B Intermediate Italian
ITALIAN 2C Intermediate Italian
Japanese (JAPANSE)
JAPANSE 2A Intermediate Japanese
JAPANSE 2B Intermediate Japanese
JAPANSE 2C Intermediate Japanese
JAPANSE S2AB Intermediate Japanese
JAPANSE S2BC Intermediate Japanese
JAPANSE 3A Advanced Japanese
JAPANSE 3B Advanced Japanese
JAPANSE 3C Advanced Japanese
Korean (KOREAN)
KOREAN 2A Intermediate Korean
KOREAN 2B Intermediate Korean
KOREAN 2C Intermediate Korean
KOREAN 2KA Intermediate Korean for Students with a Previous Background in Korean
KOREAN 2KB Intermediate Korean for Students with a Previous Background in Korean
KOREAN 2KC Intermediate Korean for Students with a Previous Background in Korean
KOREAN S2AB Intensive Intermediate Korean
KOREAN S2BC Intensive Intermediate Korean
KOREAN 3A Advanced Korean
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108 Information for Admitted Students
KOREAN 3B Advanced Korean
KOREAN 3C Advanced Korean
Linguistics (LINGUIS)
LINGUIS 1 Languages of the World
Management (MGMT)
MGMT 111 China and the Global Order
Music (MUSIC)
*
MUSIC 40B History of European Music: From the Renaissance through the Baroque
*
MUSIC 40C History of European Music: Hasse to Mahler
*
MUSIC 40D 20th Century Music
*
MUSIC 42 Music and Gender
*
MUSIC 44 Classical Music in Society
MUSIC 49A Asian in Western Music
Persian (PERSIAN)
PERSIAN 2A Intermediate Persian
PERSIAN 2B Intermediate Persian
PERSIAN 2C Intermediate Persian
PERSIAN 3A Advanced Persian
PERSIAN 3B Advanced Persian
*
PERSIAN 50 Persian Culture
Political Science (POL SCI)
*
POL SCI 6A Introduction to Political Science: Political Analysis
*
POL SCI 41A Introduction to International Relations
*
POL SCI 51A Introduction to Politics Around the World
*
POL SCI H80 Globalization and Human Security
POL SCI 141B International Political Economy
POL SCI 141C International Political Economy of East Asia
POL SCI 154F Peoples and Cultures of Post-Soviet Eurasia
POL SCI 154G Conflict Resolution in Cross-Cultural Perspective
POL SCI 172A International Law
Religious Studies (REL STD)
*
REL STD 5A World Religions I
*
REL STD 5B World Religions II
*
REL STD 5C Religious Dialogue
*
REL STD 60 Gender and Religion
Russian (RUSSIAN)
RUSSIAN 2A Intermediate Russian
RUSSIAN 2B Intermediate Russian
RUSSIAN 2C Intermediate Russian
*
RUSSIAN 50 Russian Culture
Social Science (SOC SCI)
*
SOC SCI 5D US & World Geography
SOC SCI 173Q Introduction to Cuba: History, Culture, and Society
SOC SCI 183E Conflict Resolution in Cross-Cultural Perspective
Sociology (SOCIOL)
*
SOCIOL 2 Globalization and Transnational Sociology
SOCIOL 44 Births, Deaths, and Migration
Spanish (SPANISH)
SPANISH 2 Accelerated Intermediate Spanish
SPANISH 2A Intermediate Spanish
SPANISH 2AB Intermediate Intensive Spanish
SPANISH 2B Intermediate Spanish
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SPANISH 2C Intermediate Spanish
SPANISH S2AB Intermediate Spanish
SPANISH S2BC Intermediate Spanish
SPANISH 3A Grammar and Composition
SPANISH 3B Composition and Grammar
SPANISH 44 Hispanic Literatures for Nonmajors
*
SPANISH 50 Latin America, U.S. Latino, and Iberian Cultures
Vietnamese (VIETMSE)
VIETMSE 2A Intermediate Vietnamese
VIETMSE 2B Intermediate Vietnamese
VIETMSE 2C Intermediate Vietnamese
Or, students may complete one of the following fourth-quarter language options:
1. Credit for four years of high school study or its equivalent in a single language other than English with a C average or better in the fourth year.
2. A score of 4 or 5 on a College Board Advanced Placement Examination in a language other than English. NOTE: Students who earn a 3, 4, or 5 on
the AP Chinese Examination must take the UCI Chinese placement examination to determine course credit.
3. A score of 620 or better on a College Board SAT Subject Test in a language other than English, with the exception of the test in Modern Hebrew for
which a score of 540 or better is required.
4. The equivalent as determined by an appropriate and available means of evaluation. For information on availability of such examinations and testing
schedules, consult the Academic Testing Center, 949-824-6207. If an appropriate means of evaluating competence in a non-English language of
instruction does not exist, satisfactory completion, with a C average or better, of two years of formal schooling at the sixth grade level or higher in an
institution where the language of instruction is not English will meet the requirement. Appropriate documentation must be presented to substantiate
that the course work was completed.
First-Year Integrated Program (FIP)
University Studies 13–17 are three-quarter multidisciplinary sequences for freshmen or lower-division students 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. Additional information is available in the First-Year Integrated Program section of this Catalogue.
School, Departmental, and Major Requirements
In addition to the University and UCI requirements listed above, each undergraduate student must satisfy the degree requirements for the major and, if
applicable, the minor or concentration selected. UCI, school, and departmental or major and minor requirements may overlap; courses taken to fulfill a
school or departmental requirement may also help fulfill the UCI general education requirement. Students are urged to make sure that they understand
how many courses are permitted to satisfy more than one requirement. Information on specific degree requirements and courses is available in the
academic unit sections of this Catalogue.
Students must declare a major by the time they reach junior status (90 units excluding college work completed prior to high school graduation), and
should make certain that the background and the preparation prerequisite to junior and senior work in the major have been accomplished. Transfer
students should read the section on Information for Transfer Students: Fulfilling Requirements for a Bachelor’s Degree.
Students should note that with the exception of courses designated Pass/Not Pass Only, courses taken Pass/Not Pass may not be used to satisfy
specific course requirements of the student’s school and major, unless authorized by the appropriate dean. Additional information on grading is located
in the Academic Regulations and Procedures section.
Minor Programs
For certification in a minor, a student must obtain a minimum overall grade point average of at least C (2.0) in all courses required for the minor program.
No more than two courses applied to a minor may be taken Pass/Not Pass. Completion of the minor is noted on a student’s transcript. (Students are not
required to minor in a program in order to graduate from UCI.)
Application for Graduation
In order to receive a degree, an undergraduate student must submit an online Application for Graduation via the Student Access link at the University
Registrar's Office website (http://www.reg.uci.edu) no later than the published deadline. Specific deadline dates for filing are established quarterly so
that candidates’ academic records can be reviewed to verify that all graduation requirements have been met. These dates vary among academic units.
Students should contact their academic counseling office for deadline and degree audit information.
UCI General Catalogue 2016-2017 109
110 Information for Admitted Students
Information for Transfer Students: Fulfilling Requirements for a
Bachelor’s Degree
On This Page:
• Transfer Students: Completion of the UCI General Education Requirement
• Intersegmental General Education Transfer Curriculum
• Transferability of Credit
• Unit Credit for Work Taken Elsewhere
• Limitations on Transfer Credit
• Community Colleges
• Four-Year Institutions
• University of California Extension
• Course Credit for Work Taken Elsewhere
This section provides a guide for transfer students in understanding how their coursework from another collegiate institution applies to fulfilling UCI
degree requirements. Transfer students should use this information in conjunction with the Requirements for a Bachelor’s Degree. Transfer students are
required to meet University, general education, school, department, and major requirements described in the Catalogue. The courses and descriptions
in this Catalogue may be used by prospective transfer students as a guide for selecting courses of similar content and purpose in their own institutions.
No student who has taken a course which is accepted for credit by the Office of Admissions and Relations with Schools (OARS) and which has been
mutually determined with a community college as being acceptable toward completion of the UCI general education requirement shall incur any loss of
credit in satisfaction of the requirement.
Transfer students are strongly advised to check with the academic counselor in their prospective major or the UCI Office of Admissions and
Relations with Schools about courses that may be used to satisfy UCI requirements.
Transfer Students: Completion of the UCI General Education Requirement
Students transferring to UCI must satisfy the UCI general education (GE) requirement by completing either:
1. The current UCI GE requirement;
2. one of the options listed in the Catalogue Rights section; or
3. the Intersegmental General Education Transfer Curriculum.
Transfer students should not feel that the UCI GE requirement must be completed prior to matriculating to UCI. The GE requirement, which must
be completed prior to graduation, may be satisfied by college-level courses appropriate to UCI offerings and may be met at any time during the
undergraduate years, except in the case of the lower-division writing requirement, which must be completed within the first three quarters of residency at
UCI.
NOTE: Transfer students should be aware that UCI is on the quarter system. For the purpose of counting courses for the UCI GE requirement, one
semester course is equivalent to one quarter course, and two semester courses are equivalent to three quarter courses.
Intersegmental General Education Transfer Curriculum
California Community College transfer students may receive credit for the UCI GE requirement by completing the Intersegmental General Education
Transfer Curriculum (IGETC). The IGETC consists of a series of subject areas and types of courses which will satisfy the general education
requirements at any campus of the University of California. Fulfillment of the IGETC does not satisfy the UCI upper-division writing requirement.
Students who do not complete IGETC prior to transfer may be eligible for partial certification from their community college. Partial certification is defined
as completing all but two (2) courses on the IGETC pattern. Warning: Students need to meet minimum UC transfer admission requirements. Therefore,
partial certification that acknowledges a deficiency in Area 1 and/or Area 2 may also indicate a student does not meet minimum transfer requirements.
Please note:
1. IGETC must be completed in total or partial IGETC certification must be completed prior to enrolling at UCI;
2. students are responsible for requesting IGETC certification from their community college; and
3. the IGETC certification should be submitted to the UCI Office of Admissions and Relations with Schools no later than the end of the first quarter of
UCI enrollment.
Courses used to fulfill the IGETC must be completed with a grade of C or better. (Courses may also be taken on a Pass/No Pass basis provided Pass is
equal to a letter grade of C or better.)
110 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 111
Lists of specific approved courses which may be taken in fulfillment of the IGETC are available from California Community Colleges and at the ASSIST
website (http://www.assist.org/web-assist/welcome.html).
Intersegmental General Education Transfer Curriculum
Area 1. English Communication: One course in English composition and one course in critical thinking/English composition.
Area 2. Mathematical Concepts and Quantitative Reasoning: One course in mathematics or mathematical statistics which has a prerequisite of
intermediate algebra.
Area 3. Arts and Humanities: At least three courses with at least one from the arts and one from the humanities.
Area 4. Social and Behavioral Sciences: At least three courses from at least two different disciplines.
Area 5. Physical and Biological Sciences: At least two courses, with one from the physical sciences and one from the biological sciences; one course
must include a laboratory.
Area 6. Language Other Than English: Proficiency equivalent to two years of high school courses in the same language.
Transferability of Credit
The University is committed to serve as fully as possible the educational needs of students who transfer from other California collegiate institutions.
The principles covering transferability of unit credit and course credit are explained below and, unless otherwise indicated, are much the same whether
transfer is from a two-year or a four-year institution.
Duplicate Credit is Prohibited. Students may not receive unit credit or earn grade points for college courses in which the content duplicates material
of a previously completed course or examination for which the student has been granted college credit. Exceptions related to Advanced Placement and
International Baccalaureate credit and repeat of deficient grades can be found in their respective sections.
Unit Credit for Work Taken Elsewhere
The University of California grants unit credit for courses completed at other accredited colleges and universities when such courses are consistent with
the functions of the University as set forth in the Master Plan for Higher Education in California. Equivalent advanced standing credit from institutions on
the semester calendar may be determined at a ratio of one semester unit to one and one-half quarter units. (To graduate from UCI a minimum of 180
quarter units, equivalent to approximately 45 UCI quarter courses, are needed.)
Limitations on Transfer Credit
Students will be granted up to 70 semester/105 quarter units of credit for lower-division coursework completed at any institution or combination of
institutions. For units beyond the maximum, subject credit for appropriate coursework taken in excess of this unit limitation will be granted and may be
used to satisfy requirements.
Please note:
1. Units earned through Advanced Placement, International Baccalaureate, and/or A-Level examinations are not included in the limitation and do not put
applicants at risk of being denied admission.
2. Lower- or upper-division units earned at any University of California campus (including regular academic year enrollment, summer session enrollment,
extension courses, cross/concurrent enrollment, and the UC Education Abroad Program) are not included in the limitation, but are added to the
maximum transfer credit allowed. Excessive units may put applicants at risk of being denied admission.
In addition, there is a limit to the number of units for which UC grants credit in the following areas:
• English as a Second Language courses: a maximum of 8 semester (12 quarter) units
• Physical Education activity courses: a maximum of 4 semester (6 quarter) units
Community Colleges
Students anticipating transfer to UCI are urged to consult with their community college counselors. The counselors, with the aid of that college’s UC
Transfer Course Agreement (UCTCA), can advise students about California Community College courses and units which will transfer to the University.
In addition, staff in the UCI Office of Admissions and Relations with Schools can advise students about the transferability of courses. UCTCAs for all
California Community Colleges are available at the ASSIST (http://www.assist.org) website (http://www.assist.org).
Four-Year Institutions
Unit credit is granted for courses consistent with the University of California’s functions and which have been completed in colleges or universities
accredited by the appropriate agencies. Limitations of credit may be imposed in certain subject areas. No defined maximum number of units which
can be earned toward the degree is set for students transferring from four-year institutions. However, see the Residence Requirement in the UCI
Requirements section.
UCI General Catalogue 2016-2017 111
112 Information for Admitted Students
University of California Extension
Extension courses prefixed by XB, XD, XI, XR, XSB, and XSD are granted unit credit on the same basis as courses taken in residence at any accredited
collegiate institution.
Students intending to transfer Extension course credit for a degree at another college or university should verify acceptance of the course with that
institution. Resident students of the University of California must obtain the consent of the dean of their school or college prior to enrolling for credit in an
Extension course. Extension courses are not accepted as part of the residence requirements of the University. Grades earned at University Extension
may, though not in all instances, be calculated as part of the University GPA.
Decisions regarding the acceptability of extension courses taken in institutions other than the University of California rest with the UCI Office of
Admissions and Relations with Schools. Decisions regarding the applicability of such courses toward specific degrees and majors rest with the student’s
academic dean.
Course Credit for Work Taken Elsewhere
The policies above refer only to the unit transferability of courses and are uniformly implemented on all UC campuses. Thus, courses which are
determined by the University of California to be transferable are assured only of being granted elective course credit. The application of transfer work to
specific course and major requirements is determined by the student’s academic dean.
The Irvine campus makes every effort to eliminate all barriers to orderly progress from California Community Colleges into UCI’s programs. To this end,
courses from many California Community Colleges have been reviewed by UCI faculty and approved as acceptable toward meeting lower-division major
or general education requirements. Although course equivalencies for the general education requirement may be liberally interpreted for purposes of
transfer, courses to be applied toward school and departmental major requirements must be more precisely equated with UCI courses in unit value and
in content.
All California Community Colleges have entered into articulation agreements with UCI so that the specific application of their courses to UCI’s general
education, school, and/or departmental major requirements may be readily communicated to prospective transfer students. By careful selection of
courses, it is possible for students to satisfy some or all of the lower-division requirements of their intended program or school prior to transfer. It is
recommended that transfer students complete as much of the lower-division general education, school, and major requirements as possible prior to
transferring to UCI. Articulation agreements are available at the ASSIST website. (http://www.assist.org/web-assist/welcome.html)
Students are urged to consult community college counselors or the UCI Office of Admissions and Relations with Schools for information on planning
a program for transfer. Prospective transfer students with specific questions about coursework in their major should contact the respective school or
department at UCI.
Registration and Other Procedures
On This Page:
• Schedule of Classes and Registration Information
• Registration Procedures
• Enrolling in Classes
• Payment of Tuition and Fees
• Late Registration
• Change of Class Enrollment
• Withdrawal from the University
• Lapse of Status
• Enrollment at Other Institutions
• Enrollment in UC Irvine Extension
• Change of Major
• Transcripts and Verifications
• Retention of Student Records
• Transcript of Records
• Verification of Student Status
• Readmission
• Undergraduate Student Readmission
• Graduate Student Readmission
• Commencement
112 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 113
Except where noted, all information applies to both undergraduate and graduate students. Additional information concerning registration and academic
policies applying only to graduate students is presented in the Graduate Division section of the Catalogue.
Schedule of Classes and Registration Information
The Schedule of Classes contains current class offerings including time, room, instructor, capacity, number of enrolled students, number of students
on the waitlist, Web links, status (open, waitlisted, full), and more. Access the Schedule of Classes on the University Registrar’s website (http://
www.reg.uci.edu). The Schedule of Classes is available just prior to the beginning of each quarter’s registration period (six weeks before the end of the
current quarter).
The University Registrar’s website (http://www.reg.uci.edu) also includes registration and related information such as quarterly academic calendars,
final examination schedules, and the Academic Honesty policy. The University Registrar’s website (http://www.reg.uci.edu) is the most timely source
of information on new or changed policies, procedures, tuition and fees that could not be included in the Catalogue because of the latter’s annual
publication schedule.
Registration Procedures
To receive academic credit for regular courses and other supervised instruction or research, a student must be officially registered prior to undertaking
such activities. The registration process consists of two steps: payment of tuition and fees, and enrollment in classes.
A Quarterly Academic Calendar of dates for enrollment and payment of tuition and fees is available on the University Registrar’s website (http://
www.reg.uci.edu).
The general procedures for registration are:
1. Consult the appropriate academic advisor to develop an approved program of study. Secure necessary authorizations for courses that require
special approval. New undergraduate students entering in the fall should attend one of the Student-Parent Orientation Program (SPOP) (http://
www.orientation.uci.edu/schedules.php?type=spop) sessions during the summer for academic advising and enrollment.
2. Enroll in classes during the published registration period.
3. Pay required tuition and fees online or to the Central Cashier on or before the published deadline. Other outstanding obligations must be satisfied at
this time also.
Enrolling in Classes
Using WebReg, students may add and drop classes, inquire about open sections, change their grading option or unit value for a variable unit course, put
themselves on an official waiting list, and list their confirmed class schedule. Immediate feedback on the availability of a class and a student’s eligibility
to enroll is provided. This includes course restrictions that may be placed or removed at any time throughout the enrollment periods by the department
offering the course. Complete information about WebReg is available on the University Registrar’s website (http://www.reg.uci.edu).
Students must enroll in classes before the end of the second week of instruction. Students enrolled in zero (0) units at the close of business at the end of
the second week of instruction are assessed a $50 late enrollment charge.
Payment of Tuition and Fees
Tuition and fees are assessed quarterly and appear on ZOT Account Online (https://zotaccount.uci.edu). Students who do not pay all required tuition
and fees online or to the Central Cashier by the published fee payment deadline are subject to a $50 late payment charge.
Late Registration
The student is subject to both late charges if tuition and fees are not paid online or to the Central Cashier and the student does not enroll in classes by
the registration deadlines, published in the Quarterly Academic Calendar on the University Registrar’s website. (http://www.reg.uci.edu)
Students who have not paid tuition and fees and/or have not enrolled in classes by 4 p.m. at the end of the third week of instruction will lose their student
status. Visit the University Registrar’s website (http://www.reg.uci.edu) for more information on the loss of student status.
To avoid the expense and inconvenience of late registration, students are urged to enroll and pay tuition and fees well before the published registration
deadlines. Students with financial need should make advance arrangements with the Office of Financial Aid and Scholarships, or another source, to
have funds available when tuition and fees are due.
Late registration (payment of tuition and fees and/or enrollment in classes) is permitted only in exceptional circumstances with the authorization of the
student’s dean. A student who is allowed to apply late and, as a result, must pay tuition and fees and enroll late, is required to pay both late charges.
Change of Class Enrollment
Once instruction begins, a student may add or drop classes, change the unit value of a variable unit course, or change the grading option via WebReg.
Generally, an undergraduate student may not enroll in more than 20 units or fewer than 12 units of course work during a given quarter without the
permission of the student’s academic dean or, for undecided/undeclared students, the Dean of the Division of Undergraduate Education. However,
UCI General Catalogue 2016-2017 113
114 Information for Admitted Students
during initial enrollment, undergraduate enrollment will be limited to 18 units. The maximum returns to 20 units during Open Enrollment. Changes to
Pass/Not Pass grading must not cause the student to exceed the limitations to Pass/Not Pass enrollment. See the Pass/Not Pass section.
Graduate students may not enroll in more than 16 or fewer than eight units of graduate or upper-division credit without prior approval of the departmental
graduate advisor.
Students may add courses through the end of the second week of instruction via WebReg. After the second week of instruction, an Enrollment Exception
request is required.
Students may drop courses through the end of the second week of instruction via WebReg. After the second week of instruction through the end of the
sixth week of instruction, an Enrollment Exception request is required.
Beginning the seventh week of instruction through the end of instruction, withdrawing from a course will result in the student receiving a W grade. W
grades carry no grade points and are not calculated in the UC GPA.
Students may change the grading option and/or unit value of a course through the end of the second week of instruction via WebReg. After the second
week of instruction through the end of the sixth week of instruction, an Enrollment Exception request is required.
An Enrollment Exception request requires the authorization of the dean or equivalent of the school or academic unit offering the course and the dean or
equivalent of the student’s major. The authorization of the instructor may also be required when adding a course or changing the unit value of a variable
unit course. Detailed information on Enrollment Exception requests is available on the University Registrar’s website (http://www.reg.uci.edu).
Individual courses may occasionally have unique deadlines due to course impaction or instructional needs. Students should refer to the Schedule of
Classes for information on specific courses.
Students are responsible for their enrollments. They must officially drop or withdraw from classes they have ceased attending. Students cannot simply
discontinue attendance in a class. Adds, withdrawals, and changes to class enrollment are not permitted after the last day of instruction.
Withdrawal from the University
Undergraduate students who pay tuition and fees for a regular academic quarter and then decide to withdraw from the University must submit a
Withdrawal form to the University Registrar’s Office after obtaining the signatures of their academic dean (or the Dean of the Division of Undergraduate
Education, for undecided/undeclared students). Medical students must submit the form to the Curricular Affairs Office in the School of Medicine. Law
students must visit the School of Law Registrar’s Office to obtain and submit the withdrawal form. This form serves two purposes: (1) a refund of tuition
and fees, if applicable (see the Tuition and Fee Refund section); and (2) automatic withdrawal from classes.
The effective date of withdrawal is used in determining the percentage of tuition and fees to be refunded. This date is normally the date that the student
submits the form to the appropriate dean for approval.
A W grade, indicating “withdrawal,” will be recorded for each course in which enrollment is withdrawn, if the student’s effective date of withdrawal is after
the end of the sixth week of classes. (See W grade in the Grading System section.)
A graduate student in good academic standing who wishes to withdraw and intends to return within one year should submit both the Withdrawal form
and an application for a Leave of Absence. Further information appears in the Graduate Division section.
New undergraduate students are encouraged to seek advice from their admissions or academic counselor to understand the consequences of
withdrawal and their eligibility to return.
If an undergraduate student plans to leave the University after completing all academic work for the latest quarter of enrollment and has not paid tuition
and fees for the next quarter, a formal notice of withdrawal is not necessary.
Lapse of Status
A student’s status may lapse for the following reasons: Failure to pay required tuition and fees by the prescribed deadline; failure to respond to official
notices; failure to settle financial obligations when due or to make satisfactory arrangements with Campus Billing Services; failure to complete the
admission health requirements; or failure to comply with admission conditions.
Each student who becomes subject to lapse of status is given advance notice and ample time to deal with the situation. However, if the student fails to
respond to initial notices, action will be taken without further notice. A “hold” will be placed on all of the student’s records and the student will be entitled
to no further services of the University except assistance toward clearing the hold. A student must satisfy the conditions which caused the lapse of status
before the hold can be cleared.
Enrollment at Other Institutions
Various programs exist that enable currently registered UCI students in good standing to take courses at other UC campuses, as well as at
California State University and California Community College campuses. More information is available on the University Registrar’s website (http://
www.reg.uci.edu) and from the academic advising offices.
114 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 115
Enrollment in UC Irvine Extension (ACCESS UCI)
If a UCI student wishes to enroll in a UC Irvine Extension course concurrently with enrollment in regular courses, the entire program of study must be
approved in advance by the dean of the student’s school (the Dean of the Division of Undergraduate Education, for undecided/undeclared students; the
Dean of the Graduate Division, for graduate students). Fee information is available from the UC Irvine Extension Registration Office.
Change of Major
Each School or program has its own standards for change of major. Once a student selects a major, or decides to change majors, the student should
visit the academic advising office for their prospective major to obtain current information about prerequisites, program planning, and policies and
procedures. For most majors, students may request a change of major by submitting an online application through StudentAccess. Further information
and a list of excluded majors is available on the University Registrar’s website (http://www.reg.uci.edu).
All Schools with exceptional requirements have major-change criteria approved by the Academic Senate and published on the UCI Change of Major
Criteria website (http://www.changeofmajor.uci.edu). Students changing majors may meet the approved major-change criteria of the unit they wish to
enter that are in place at the time of their change of major or those in effect up to one year before.
Transcripts and Verifications
Retention of Student Records
The University Registrar’s Office maintains a permanent record of academic work completed by each student. Support documents for the academic
record are kept for one year.
Students are strongly advised to carefully check their academic record quarterly. (Student copies of the academic record are available from the
University Registrar’s Office shortly after the close of each quarter.) Discrepancies in the academic record should be reported to the University Registrar
immediately. After one year, it is assumed that the student accepts the accuracy of their academic record, and supporting source documents are
destroyed.
Student academic records may not be changed after one year or, in some cases, in less than one year if Academic Senate regulations specify a shorter
time limit. For example, the notation “NR,” which means that no grade has been reported, must be removed within one quarter of subsequent enrollment
or it will automatically be converted to the grade “F” (Fail), “NP” (Not Pass), or “U” (Unsatisfactory), whichever is appropriate. Similarly, an “I” grade
(Incomplete) will convert to either an “F” (Fail), “NP” (Not Pass), or “U” (Unsatisfactory), whichever is appropriate, after remaining on the student’s record
for 12 months. Both policies are defined under Senate Regulation IR A345.
Transcript of Records
The official transcript of a student’s academic record will be released only upon receipt of a signed request from the student authorizing the release. All
outstanding debts to the University (with the exception of long-term financial aid loans not yet due and payable) must be paid in full before a transcript
will be released. There is a $17 fee for each official transcript. See the instructions on the University Registrar’s website (http://www.reg.uci.edu).
Requests for transcripts by anyone other than the student whose transcript is being sought can be honored only (1) if the request is accompanied by a
written authorization signed by the student whose transcript is sought; and (2) upon approval of the University Registrar.
Unofficial transcripts are available, free of charge, at the University Registrar’s Office, to students who present photo identification. Currently enrolled
students can view their unofficial transcript in StudentAccess at the University Registrar’s website (http://www.reg.uci.edu).
Verification of Student Status
The University Registrar’s Office provides verifications of student status. Verifications may be needed for reference checks, bank loans, applications
for good-student-driver insurance rates, and Social Security payments. There is a $17 fee for each verification, however verifications for the purpose
of student loan deferments are free of charge. Instructions are available on the University Registrar’s website (http://www.reg.uci.edu). For verification
purposes, enrollment in 12 units or more in regular sessions is considered full-time status; enrollment in 6.0–11.9 units is considered half-time status;
enrollment in 5.9 units or less is considered less than half-time status. Enrollment in six units between all three summer sessions will be considered full-
time.
Readmission
Undergraduate Student Readmission
Students are strongly urged to consider the readmission policy in formulating plans for leaving or returning to UCI. Every effort will be made to readmit
UCI students who were in good academic standing at the time they ceased attending and who have filed readmission applications by the deadline.
Former UCI students seeking readmission must contact the academic advising office of the School or program which offers their intended major to
initiate an electronic readmission application. A nonrefundable $70 Application Fee will be applied to the student’s ZOTBill.
Readmission is subject to dean’s approval and campus deadlines (Aug. 1 for fall quarter, Nov. 1 for winter quarter, and Feb. 1 for spring quarter).
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116 Information for Admitted Students
New undergraduate students who cancel registration prior to the first day of the quarter must reapply to UCI; they are not eligible to file for readmission
as described above.
If a student has been academically disqualified from the University or has left the University while on probation or is subject to disqualification, or has lost
their student status, the student must apply for readmission.
Transcripts for courses taken at other institutions must be submitted to both the Office of Admissions and the academic advising office of the School or
program which offers the intended major of the student applying for readmission.
Graduate Student Readmission
A graduate student who withdraws and has not been granted a leave of absence approved by the Dean of the Graduate Division is considered to have
lapsed student status (i.e., no longer has student status). A student whose status has lapsed must re-apply to a graduate program and can resume
graduate study only if readmitted; readmission is not guaranteed. The online Application for Graduate Study, including the nonrefundable application fee,
must be submitted by the published deadline for graduate admission applications. Refer to the statement on readmission which appears in the Graduate
Division section for additional information.
Commencement
UCI Commencement (http://www.commencement.uci.edu) ceremonies are held each June for all students who graduate any quarter of that academic
year. The School of Law ceremony is held in May. The School of Medicine ceremony is held on the Saturday following Memorial Day. Additional
information is available on the Commencement Office website (http://www.commencement.uci.edu/#).
Application for Graduation. In order to receive a degree, an undergraduate student must submit an online Application for Graduation via the
StudentAccess link on the University Registrar's Office website (http://www.reg.uci.edu) no later than the published deadline. Specific deadline dates for
filing the application are established quarterly so that candidates’ academic records can be reviewed to verify that all graduation requirements have been
met. Students should contact their academic advising office for deadline and degree audit information.
Graduation in Absentia. Undergraduate students planning to graduate after a period of absence from the University must graduate in absentia. To
graduate in absentia, the student must apply to graduate through StudentAccess. Upon degree certification, which takes place six weeks after the end of
the quarter, a Graduation in Absentia filing will be submitted on behalf of the student. The student will not be subject to tuition and fees. The student will
be required to pay the readmission fee only if the period of absence was for more than one certifying term.
Graduate Hooding Ceremony. Students completing a Ph.D. or M.F.A. are eligible to walk in the Graduate Hooding Ceremony. Students are required to
meet all filing deadlines (http://www.grad.uci.edu/academics/filing%20deadlines) and satisfy degree requirements in order to participate in the ceremony.
Registration for eligible students opens in March.
Diplomas. Students are advised by email when their diplomas are available, which is typically three months after the quarter in which the student
graduated ends. Students may pick up their diplomas at the University Registrar’s Office or authorize the University Registrar to send their diplomas by
USPS certified mail to domestic addresses, or USPS registered mail to addresses outside the United States. All outstanding debts due to the University,
with the exception of long-term financial aid loans, must be paid in full before a student’s diploma will be released.
Academic Regulations and Procedures
On This Page:
• Grading System
• Grade Points and Grade Point Average
• Incomplete Grades
• Pass/Not Pass
• Satisfactory/Unsatisfactory Grades (Graduate Students Only)
• Grades in Progress
• Grades Not Reported
• Repetition of Courses
• Satisfaction of the Writing Requirement
• Credit by Examination
• Final Examinations
• Independent Study: Undergraduates Only
• Student Copies of Quarterly Grades
• Declaration of Major
• Undergraduate Scholarship Requirements
116 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 117
• Class Level
• Course Load Limits
• Academic Standing
• Normal Progress Requirement
• Credit Hour Unit Limit (Undergraduate)
• Honors (Undergraduate)
• Honors at Graduation
• Graduate Scholarship Requirements
• Credits from Other Institutions or University Extension: Undergraduate Students
• Credits from Other Institutions or University Extension: Graduate Students
Except where noted, all information applies to both undergraduate and graduate students. Additional information concerning academic regulations
applying only to graduate students is included in the Graduate Division section.
Grading System
Grade Description
1
A Excellent (4.0 grade points per unit)
1
B Good (3.0 grade points per unit)
1
C Average (2.0 grade points per unit)
1
D Lowest passing grade (1.0 grade point per unit)
F Not passing (no grade points)
I Incomplete
P Pass (equal to grade C or better)
NP Not Pass (equal to grade C- or below)
S Satisfactory (equal to grade B or better; graduate students only in courses
designated by the Graduate Council)
U Unsatisfactory (graduate students only in courses so designated by the
Graduate Council)
IP In Progress (restricted to certain sequential courses, so designated by the
Subcommittee on Courses or Graduate Council, for which the final quarter
grade of a multiquarter course is assigned to the previous quarter(s) of the
sequence)
NR No Report (given when an instructor does not submit final grades for
a class or individual grades for students whose names appear on the
official class roster; NR becomes an “F” (Fail), “NP” (Not Pass), or
“U” (Unsatisfactory), whichever is appropriate, after one quarter of
subsequent enrollment or at the end of the quarter immediately preceding
award of the degree, whichever comes first. The instructor may replace
an NR with a grade within one quarter of subsequent enrollment or may
authorize the student to drop the class, which would result in the NR
becoming a W)
UR Unauthorized Repeat. A UR notation is recorded for the grade when a
student already has a passing grade for a nonrepeatable course and has
taken it again.
W Withdrawal. A W grade is recorded on a student’s permanent record for
each course a student drops after the end of the sixth week of instruction
in a quarter. Courses in which a W has been entered on a student’s record
carry no grade points, are not calculated in the UC GPA, and will not be
considered as courses attempted in assessing the student’s satisfaction of
the normal progress requirement.
1
Plus and minus suffixes may be attached to the grades A, B, C, and D.
The academic record may not be altered except in those cases where a documented procedural or clerical error has occurred.
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118 Information for Admitted Students
Grade Points and Grade Point Average
Grade points are assigned on a four point basis:
Grade Grade Points
A 4 points per unit
B 3 points per unit
C 2 points per unit
D 1 point per unit
F and I 0 points per unit
Plus or minus suffixes modify the above by plus or minus 0.3 grade point per unit, with the exception of the A+ grade which is assigned 4 points per unit.
Requirements for a bachelor’s degree include the accumulation of baccalaureate credit for a minimum of 180 quarter units with an average of at least
C (grade point average of at least 2.0). A course at UCI normally offers four quarter units of credit, and, in the following text, the term “course” may be
understood to carry four units. The grade point average is the sum of all accumulated grade points (grade points earned in a course taken for a letter
grade times the unit value of the course) divided by the sum of all units attempted. P, NP, S, U, NR, IP, and I grades, as well as workload credit, are
excluded in computing grade point average.
Baccalaureate credit counts toward degree requirements and is used to compute the grade point average. Workload credit is used to determine full-time
status for financial aid, housing, student loans, and other purposes. For most courses at UCI, baccalaureate credit and workload credit are identical.
Courses differing in this credit or “workload credit only” courses are identified in the course description.
It should be noted that final grades as reported by instructors are normally permanent and final. An instructor may not change a final grade except to
correct a clerical or procedural error. Clerical or procedural errors should be corrected within one regular academic quarter after the grade is assigned.
No grade may be revised by reexamination or, with the exception of I and IP grades, by completing additional work. If a student is dissatisfied with a
grade, the student should review their work with the instructor and receive an explanation of the grade assigned. A grade may be appealed on any
reasonable grounds to the instructor, the chair of the department, and the dean of the School. If the matter is not resolved, the student may go for
counsel to the Office of the University Ombudsman.
Under circumstances explained in The Manual of the Irvine Division of the Academic Senate (Appendix II: Student Academic Grievance Procedures
Relating to Nondiscrimination), a grade may be changed if the Academic Grievance Panel has determined that the grade was assigned on the basis of
discrimination.
Incomplete Grades
The grade Incomplete (I) is assigned when a student’s work is of passing quality but is incomplete for good cause. The I grade may be replaced by a
permanent grade, provided the student completes the course work in a way authorized by the instructor and within the time limits expressed. During the
time allowed for replacing an I grade, the I grade will not be used in computation of a student’s grade point average.
Beginning fall 2010, students assigned an I grade must complete the course work within the period set by the instructor, or within 12 months following
the quarter in which the I grade was originally awarded, or prior to the end of the quarter immediately preceding award of the degree, whichever comes
first. The instructor is not obligated to allow the maximum time period. The student must consult with the instructor to determine how the Incomplete may
be made up. It is strongly recommended that the student and the instructor prepare a written agreement specifying how the Incomplete can be made
up and the deadline for doing so. Once the work is completed within the time agreed upon by the instructor, the student should ask the instructor to
submit an Academic Record Change Request to the advising office of the School in which the course was offered. The student should not re-enroll in the
course to make up the Incomplete. If the incomplete course work is not completed in the manner authorized by the instructor and within the time limits
stated above, the I grade shall automatically be replaced with the permanent grade of F (Fail), NP (Not Pass), or U (Unsatisfactory), as appropriate in
accordance to the grading option selected when the student enrolled in the course, and will be used in computation of the student’s grade point average.
Students who have been assigned an I grade prior to fall 2010 have a maximum of 12 months following the quarter in which the grade Incomplete was
originally assigned to complete the course work. However, in exceptional individual cases involving the student’s prolonged inability to pursue a course
of study, extensions of up to two additional years may be granted by the instructor with the approval of the dean of the unit offering the course; students
must petition for such an extension within 12 months following award of the I grade. The I grade assigned prior to fall 2010 will remain permanently on
the student’s record if the required course work is not completed in the manner authorized by the instructor and within the time limits stated above.
Pass/Not Pass
The Pass/Not Pass option is available to encourage students to enroll in courses outside their major field. Courses graded Pass/Not Pass are not
included in computation of the grade point average which appears on a student’s permanent record. However, if a student receives a Pass in a class,
course and unit credit for the class is received, except as provided below. If a Not Pass is received, the student receives no credit for the class.
Some courses are designated by academic units as Pass/Not Pass Only. Students do not have the option of taking these courses for a letter grade.
The use of Pass/Not Pass is governed by all of the following provisions:
118 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 119
1. A student in good standing may take up to an average of four units per quarter on a Pass/Not Pass basis.
2. In addition, students may count a total of 12 units of courses designated Pass/Not Pass Only toward their graduation requirements.
3. A student who earns a grade of C (2.0) or better will have a Pass/Not Pass grade recorded as Pass. If the student earns a grade of C- or below, the
grade will be recorded as a Not Pass, and no unit credit will be received for the course. In both cases, the student’s grade will not be computed into
the grade point average.
4. Courses taken under the Pass/Not Pass option may count toward the unit requirement for the bachelor’s degree and toward the general education
requirement. With the exception of courses designated Pass/Not Pass Only, courses taken Pass/Not Pass may not be used to satisfy specific
course requirements of the student’s School and major, unless authorized by the appropriate dean. No more than two courses applied to a minor
may be taken Pass/Not Pass.
Graduate students may take one course (up to four units) per quarter on a Pass/Not Pass basis. However, such courses are not considered part of
the student’s graduate program, may not be applied to the requirements for an advanced degree, and do not count toward the minimum number of
units for which a graduate student must enroll.
5. Changes to or from the Pass/Not Pass option can be made during the enrollment period. No changes can be made after the first two weeks
of classes without the approval of the dean of the student’s School. No changes in the Pass/Not Pass option can be made after the last day of
instruction of the quarter.
6. A student on academic probation may not enroll in a course with the Pass/Not Pass option unless the course is offered on that basis only.
Satisfactory/Unsatisfactory Grades (Graduate Students Only)
Satisfactory/Unsatisfactory grading, unlike Pass/Not Pass, is not a student option. With the consent of the academic units involved, and upon approval of
the Graduate Council, individual study and research or other individual graduate work undertaken by a graduate student may be evaluated by means of
the grades S or U. Also, with the approval of the Graduate Council, certain graduate courses are graded S/U Only. Additionally, the grade S or U may be
assigned provisionally in each but the last quarter of a graduate course extending over more than one quarter. Upon completion of the last quarter, letter
grades (A to F) replace such provisional grades. When a grade of S or U has been assigned on a provisional basis and the student does not complete
all quarters of the course sequence, the instructor may assign a final letter grade or the grade of I to replace the S or U, or let the grade of S or U stand
as a final grade. The grade S is defined as equivalent to a grade of B (3.0) or better. No credit will be allowed for work graded Unsatisfactory.
NOTE: When adding a course via WebReg, there is no option for S/U. In order to select S/U, students must first select the grade option and then, once
the course has started, inform the professor of their preference for the S/U option, not a letter grade. (The Pass/Not Pass option does not correlate to the
S/U option and should not be selected.)
Grades In Progress
IP is a transcript notation, restricted to sequential courses which extend over two or more quarters, indicating that the final grade for the individual
quarters will not be assigned until the last quarter of the sequence is completed. The grade for the final quarter is then assigned for all of the previous
quarters of the sequence. No credit is given until the student has completed the entire sequence. IP notations may be given only for courses designated
by the Academic Senate Subcommittee on Courses or Graduate Council for use of this notation. IP notations are not included in computations of the
student’s grade point average and do not contribute to the number of quarter units completed.
Grades Not Reported
A No Report (NR) is assigned when the student’s name was on the official class roster but the instructor did not submit a final grade. A student who
receives an NR must immediately contact the instructor and arrange for the removal or replacement of the NR. An NR becomes an “F” (Fail), “NP” (Not
Pass), or “U” (Unsatisfactory), whichever is appropriate, after one quarter of subsequent enrollment or at the end of the quarter immediately preceding
award of the degree, whichever comes first. NR transcript notations are not included in computations of the grade point average and do not contribute to
the number of quarter units completed.
Repetition of Courses
Undergraduate. Repetition of courses by undergraduate students not authorized by the Subcommittee on Courses to be taken more than once
for credit is subject to the following provisions. Undergraduates may repeat courses only when grades of C-, D+, D, D-, F, or NP were received. (A
C- earned before fall quarter, 1984, is not repeatable.) Unit credit for courses so repeated will be given only once, but the grade assigned at each
enrollment shall be permanently recorded. In computing the grade point average of an undergraduate with repeated courses in which a C-, D+, D, D-, F,
or NP (if repeated for a letter grade) was received, only the most recently received grades and grade points shall be used for the first 16 units repeated.
In case of further repetitions, the grade point average shall be based on all additional grades assigned. Repetition of a course more than once requires
approval in all instances of the School (or equivalent) in which the student is enrolled.
All courses which were originally taken for a letter grade must be repeated for a letter grade. Courses originally taken on a Pass/Not Pass basis may be
repeated for a Pass/Not Pass, or for a letter grade if the course is so offered.
Information regarding the repetition of language other than English courses is available in the School of Humanities section.
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120 Information for Admitted Students
Graduate. A graduate student may repeat a course only once in which a grade below B or a grade of U was received. Only the most recently earned
grade shall be used in computing the student’s grade point average for the first eight units of repeated work; thereafter, both the earlier and the later
grades will be used.
Duplicate Credit Prohibited. Other than the exceptions related to the repeat of deficient grades as noted above, and the exceptions related to
Advanced Placement and International Baccalaureate Credit, undergraduate and graduate students may not receive unit credit or earn grade points for
college courses in which the content duplicates material of a previously completed course or examination for which the student has been granted college
credit.
If a student repeats a course for which a passing grade has already been received and the course is not approved as repeatable for credit, the student
will receive a UR and no credit will be given.
Satisfaction of the Writing Requirement
Students enrolled at UCI may take only UCI courses in satisfaction of the lower-division and upper-division writing requirements. Continuing UCI
students may not take summer courses at another institution to satisfy lower-division or upper-division writing requirements. The two courses taken to
fulfill the lower-division writing requirement must be completed with a grade of C or better (or a Pass or Credit grade equivalent to C).
1. Students who fail to attain a letter grade of C or better in WRITING 37 must repeat the course or enroll in the equivalent. It is recommended that
these students enroll in WRITING 39A - WRITING 39B - WRITING 39C to assure completion of this requirement. Students who fail to attain a grade
of C or better in WRITING 39C must repeat the course.
2. Students who fail to attain a grade of C or better in one or both courses of the WRITING 39B - WRITING 39C sequence must repeat the course or
courses in question.
3. Students who fail to attain a grade of C or better in at least two quarters of the writing component of the Humanities Core Course after satisfying the
UC Entry Level Writing requirement by attaining a grade of C or better in HUMAN 1AES, should substitute WRITING 39C if they need one quarter of
additional work to complete the requirement, or WRITING 39B - WRITING 39C if they need two quarters to complete the requirement. Students who
fail to attain a grade of C or better in HUMAN 1AES, enroll in HUMAN 1BES and attain a grade of C or better, but fail to attain a grade of C or better
in the writing component of HUMAN 1C, should substitute WRITING 39C to complete the requirement.
4. Students who fail to attain a grade of C or better in either HUMAN 1AES or HUMAN 1BES , should substitute WRITING 39A - WRITING 39B -
WRITING 39C to complete the requirement.
5. Students who fail to attain a grade of C (or Pass) or better in each quarter of a First-Year Integrated Program (FIP) sequence should see their
academic counselor.
The course taken to fulfill the upper-division writing requirement must be completed with a grade of C or better (or a Pass or Credit grade equivalent to
C). See the UCI Requirements section for further information. Majors in the School of Biological Sciences, Physics majors, and Pharmaceutical Sciences
majors who fail to attain a grade of C or better in each of the courses taken to satisfy upper-division writing should see their academic counselor.
Students who have not completed the lower-division writing requirement before the beginning of their seventh quarter at UCI will be subject to probation.
Students transferring to UCI normally should have satisfied the lower-division writing requirement before entering UCI; if, however, they have not, they
must complete it within their first three quarters of enrollment or they will be subject to probation. Academic English/English as a Second Language
students must complete the lower-division writing requirement before the beginning of the seventh quarter following the completion of their AE/ESL
courses or they will be subject to probation.
Credit by Examination
An enrolled student may obtain credit for course material previously mastered by taking a special examination administered by a faculty member who
normally teaches that course. Detailed procedures for obtaining credit by examination may be obtained from the advising office of the School which
offers the course. Approval of any petition for credit by examination must be obtained from the dean or designee of that School before the examination
can be administered. After the dean has signed the petition, the student must have it validated by paying a $5 Credit by Examination service charge at
the Cashier’s Office.
The instructor giving the examination retains the prerogative: (1) to decide whether the course can be taken by examination, (2) to determine the form
such an examination may take, and (3) to stipulate whether the grade will be reported as Pass/Not Pass or as a letter grade (e.g., A, B, C, etc.).
A student may take the examination for a particular course only one time. After receiving the grade, the student may accept it or reject it. If the student is
not satisfied with the grade received on the examination, the student may choose not to receive credit or a grade. If the student does choose to accept
the results of the examination, grades and grade points (if applicable) will be entered on the record in the same manner as those for regular courses of
instruction.
Final Examinations
Final examinations, or their equivalent, are obligatory in all undergraduate courses except laboratory and studio courses, as individually determined by
the Subcommittee on Courses. Normally each such examination shall be conducted in writing and must be completed by all participants by the time
120 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 121
scheduled by the University Registrar for the quarter in question. These examinations may not exceed three hours' duration. Special arrangements may
be made for disabled students.
Examinations normally are not required in laboratory and studio courses. At its option, the department concerned may require a final examination subject
to prior announcement in the Schedule of Classes for the term.
Final grades from professors are due in the University Registrar’s Office within 72 hours after the final examination.
Independent Study: Undergraduates Only
A unique class option is available primarily to upper-division students at UCI. The independent-study option allows the student to plan with the instructor
a course having a clear relationship to the student’s academic program. The plan for the course will include a reading list, a group of assignments,
examinations, papers, or similar evidence of intellectual achievement on which academic credit will be based. A description of the course and of its
requirements must be approved by the instructor responsible for it and by the department chair or dean.
Student Copies of Quarterly Grades
After each quarter, a complimentary copy of the student’s permanent record is available from the University Registrar’s Office. On the copy, the
student will find grades for all the quarters taken at UCI, a computation of grade point average at the University of California, and a list of the University
requirements completed (UC Entry Level Writing, American History and Institutions).
Declaration of Major
All students are required to declare a major by the time they reach junior status (90 units, excluding college work completed prior to high school
graduation) or they will become subject to disqualification from further registration in the University.
Undergraduate Scholarship Requirements
Requirements for a bachelor’s degree include the accumulation of credit for a minimum of 180 quarter units with an average of at least C (grade point
average of at least 2.0).
Class Level
Undergraduate students are classified as freshman, sophomore, junior, or senior students, based on the total number of units completed, as follows:
Class Units Completed
Freshman 0 - 44.9
Sophomore 45.0 - 89.9
Junior 90.0 - 134.9
Senior 135+
Course Load Limits
An undergraduate may enroll in as few as 12 units or as many as 20 units. To enroll for more than 20 units or fewer than 12 units, students must obtain
the authorization of their dean or, for undecided/undeclared students, the Dean of the Division of Undergraduate Education. Information about the
Reduced-Fee Part-Time Study Program is available in the Expenses, Tuition, and Fees section of the Catalogue.
Academic Standing
To remain in good academic standing a student must maintain a grade point average of at least 2.0 and make progress toward the degree at a
satisfactory rate.
An undergraduate student normally is subject to academic probation if at the end of any quarter the grade point average for that quarter, or the
cumulative grade point average, is less than 2.0.
A student whose grade point average falls below a 1.5 for any quarter, or who after two consecutive quarters on probation has not achieved a
cumulative grade point average of 2.0 or a satisfactory rate of progress, is subject to disqualification.
Normal Progress Requirement
Regular undergraduate students will become subject to probation or to disqualification from further registration in the University if they fail to make
normal progress toward the baccalaureate degree, if they fail to declare a major by the time they reach junior status (90 units, excluding college work
completed prior to high school graduation), or after declaring a major, if they fail to follow the program of study required by the academic unit of their
major. Students who have selected undeclared status within a School may be subject to probation or to disqualification if they fail to follow a program of
study leading to completion of lower-division School requirements.
UCI General Catalogue 2016-2017 121
122 Information for Admitted Students
A. Normal progress for all regular undergraduate students is defined in the following table, in terms of quarter units completed at the end of quarters
enrolled.
Quarter Normal Progress Subject to Probation Subject to Disqualification
1 12-15 8-11 7
2 26-30 18-25 17
3 41-45 27-40 26
4 56-60 41-55 40
5 71-75 56-70 55
6 86-90 72-85 71
7 101-105 88-100 87
8 116-120 105-115 104
9 132-135 124-131 123
10 148-150 141-147 140
11 164-165 159-163 158
12 180 --------- ---------
B. Status Determination:
1. Undeclared students who have completed the number of units specified in the given quarter of their enrollment, as shown in the table above, and are
following a course of study prescribed by their School are making “Normal Progress.”
2. Students who have declared a major must follow the program of study required for their major, as well as complete the units specified in the given
quarter of their enrollment, as shown in the table above, in order to make “Normal Progress.” Students must declare a major by the time they reach
junior status (90 units, excluding college work completed prior to high school graduation).
3. Students who fail to make "Normal Progress" as defined in (1) or (2) above are subject to being placed on probation by the faculty of their academic
unit or its designated agent, or for first-year undecided/undeclared students, by the Faculty Board for Undecided/Undeclared Students or its designated
agent.
C. Students who have completed two consecutive quarters on academic probation without having achieved at the end of that period at least the normal
rate of progress specified under (A) and (B) above are subject to disqualification.
D. For purposes of calculating “Normal Progress,” “Subject to Probation,” and “Subject to Disqualification,” students admitted to the University with
advanced standing will be classified with respect to quarter of enrollment at entrance in accordance with the following table:
Quarter at Entrance Advanced Standing Quarter Units at Entrance
1 0-14
2 15-29
3 30-44
4 45-59
5 60-74
6 75-89
7 90-104
8 105-119
9 120-134
10 135-149
E. Units earned under the following two circumstances are not to be counted toward determination of the quarter at entrance under (D) above: (1)
Advanced Placement Examination; (2) concurrent enrollment in college courses while in high school.
F. UCI students will have the units and grade points of courses taken through Access UCI transferred to their record when they have been admitted or
readmitted to regular student status. Units taken through Access UCI will not be counted toward determination of Advanced Standing Quarter Units at
Entrance if they are taken under the circumstances cited in sub-section E.
G. The quarter of enrollment at entrance of students (including baccalaureate degree candidates who already hold a baccalaureate degree) seeking
admission to the University with 150 or more advanced standing units will be determined by the faculty offering the curriculum in which such students
seek to enroll. This determination will be made consistent with the program required for such students to obtain the desired degree and with University
residence requirements.
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University of California, Irvine 2016-2017 123
H. For purposes of this regulation students will be understood to have declared a major when they have been formally accepted by the faculty of a
degree-granting program or its designated agent to pursue a defined course of study leading to a baccalaureate degree.
I. All undergraduate students are expected to graduate when they have completed the baccalaureate requirements of their declared major or majors.
The Normal Progress requirement described above is not to be confused with the Normal Academic Progress requirement for Financial Aid. The former
has to do with academic standing, the latter with receipt of financial aid.
Probation is not a necessary step before disqualification. If a student becomes subject to disqualification, the complete record of grades and other
accomplishments will be carefully reviewed by the responsible faculty authorities of the student’s School or, for undecided/undeclared students, by a
faculty authority designated by the Faculty Board for Undecided/Undeclared Students. If the record indicates little probability that the student will be
able to meet the academic standards of the University of California, the student will be disqualified from further enrollment. Faculties of undergraduate
degree-granting units and the Faculty Board for Undecided/Undeclared Students are obliged by Academic Senate regulations to maintain a procedure
under which a student may contest disqualification actions.
In order to transfer from one campus to another in the University of California or from one UCI School to another, a student who has been disqualified or
who is on academic probation must obtain the approval of the appropriate faculty, or its designated agent, into whose jurisdiction the student seeks to
transfer.
Credit Hour Unit Limit (Undergraduate)
A maximum of 216 units is permitted for all students in non-Engineering majors after their 12th quarter of study at UCI. For students in Engineering
majors, the maximum number may not exceed 236 units after their 12th quarter of study at UCI. Students with Advanced Placement (AP) or International
Baccalaureate (IB) credit may exceed the unit maximum by the amount of that credit.
After completing the maximum number of units, students may not normally continue their enrollment. Students wishing to exceed their unit or quarter
maximums, including students pursuing multiple majors, may petition the associate deans of the impacted units (or their delegates) to continue work
required to complete their degree.
Full-time transfer students admitted at the junior level are allowed no more than the equivalent of nine quarters (10 quarters for Engineering majors),
regardless of units.
Individual Schools may impose additional requirements.
The maximum number of units or quarters does not include units completed at another institution prior to matriculation. After matriculation, work
completed over the summer at any institution counts toward the specified unit limit but not the specified quarter count.
This regulation is effective for students who matriculate fall 2011.
Honors (Undergraduate)
Information about honors opportunities at UCI is found in the Division of Undergraduate Education section, the Information for Admitted Students
section, and the academic unit sections.
Quarterly Undergraduate Honors
Quarterly undergraduate honors are awarded in each School to students who achieve a quarterly grade point average of 3.5 or better in a minimum of
12 graded units.
Honors at Graduation
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 by each School in selecting candidates for these honors are included in each School’s section of the
Catalogue. A general criterion is that students must have completed at least 72 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.
Graduate Scholarship Requirements
For a graduate student, only the grades A+, A, A-, B+, B, and S represent satisfactory scholarship and are accepted toward the graduate degree.
Students are expected to maintain satisfactory academic progress at all times. Information concerning graduate student course load requirements and
satisfactory academic progress is given in the Graduate Division section.
UCI General Catalogue 2016-2017 123
124 Information for Admitted Students
Credits From Other Institutions or University Extension: Undergraduate Students
UCI undergraduate students who plan to enroll in courses at another institution or University Extension in either a summer or regular session, and to use
such courses to satisfy any UCI requirements, should first consult with and secure prior approval from the academic dean or chair of their major who will
determine if the credits are applicable to major and general education requirements.
UCI undergraduate students must submit an official transcript of all course work earned at another institution or college to the Office of Admissions and
Relations with Schools (http://www.admissions.uci.edu). If such courses are determined by the Office of Admissions and Relations with Schools to be
transferable, do not duplicate other credit granted, and do not exceed limitations of credit, then the units earned may be applied toward the total required
for graduation.
As of winter 2009, matriculated UCI undergraduate students can elect to have the full course record included on their academic transcript for all courses
taken through UCI Extension. The full course record contains course title, academic department, course number, grade, and grade points earned. This
option also pertains to Access UCI courses (Concurrent Enrollment) taken by students who are applying for readmission. The full course record can be
transferred to their academic record when they have been admitted or readmitted to regular student status.
Credits From Other Institutions or University Extension: Graduate Students
In accordance with UC Academic Senate policy, graduate students may be granted unit credit (not grade credit) toward a master’s degree for a limited
number of acceptable graduate-level courses completed at another institution or through University Extension before enrollment in graduate study at
UCI. To receive such credit, the student must submit a formal petition, including an original transcript, after enrollment in graduate study. Approval of the
student’s graduate advisor and the Dean of the Graduate Division is required. The petition may be downloaded at the Graduate Division website (http://
www.grad.uci.edu/cascade/forms).
While enrolled at UCI, a graduate student may receive unit credit for graduate-level courses completed at another institution or through UCI Extension
only with the prior approval of the student’s graduate advisor and the Dean of the Graduate Division.
See the Graduate Division section for further information about graduate transfer credit and the University’s Intercampus Exchange Program.
Supplementary Educational Programs
On This Page:
• Summer Session
• Freshman Edge
• Transfer Edge
• Visiting International Students
• High School Students
• UC Irvine Extension
• Customized Employee Education Programs
• Concurrent Enrollment: Access UCI
• Osher Lifelong Learning Institute
• Open Educational Initiatives
• International Programs
Summer Session and UC Irvine Extension
Gary W. Matkin, Dean of Continuing Education, Distance Learning, and Summer Session
Summer Session
Several summer sessions are held on the Irvine campus. The summer 2016 schedule is: Session I, June 20–July 27; Session II, August 1–September
7; overlapping 10-week session, June 20–August 26. Summer Session offers more than 800 courses and annually enrolls more than 12,000 students,
most of whom are UCI matriculated students. Those who enroll in these sessions and take an academic program equivalent to a regular quarter may
accelerate their progress toward a degree.
Courses offered include a wide variety from the regular session, supplemented by offerings available only during the summer, including an increasing
number of online courses. Admission is open to all university students, high school graduates, qualified high school students who have completed their
sophomore year by summer 2016, and community members. Admission to Summer Session does not constitute admission to a regular session of the
University.
124 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 125
Freshman Edge
Incoming first-year students are invited to take part in Freshman Edge. Students begin college during the summer when the campus is more accessible
and relaxed. They will be part of a small, highly motivated group of incoming students and have an opportunity to become familiar with the academic
rigor and social scene of UCI under ideal conditions of maximum opportunity and support. The program includes special workshops and sessions on
various aspects of collegiate life, as well as the lecture series, INSIDE UCI, which provides an introduction to research projects and faculty. For more
information, including Freshman Edge fees and schedules, call 949-824-7649; email: [email protected]; http://summer.uci.edu/freshman.
Transfer Edge
Transfer students can begin their experience in the summer by taking part in Transfer Edge, an innovative, experiential opportunity that provides a small
community of transfer students with a rich academic, social, and personal foundation. Special workshops and sessions that help students adjust to
the academic rigor and social scene of the university include networking with faculty, career planning, leadership development, public speaking, and
writing. The lecture series, INSIDE UCI, provides an introduction to research projects and faculty. For more information, including Transfer Edge fees
and schedules, call 949-824-7649; email: [email protected]; http://summer.uci.edu/transfer.
Visiting International Students
International students are welcomed to Summer Session, which is offered on an “open enrollment” basis. International students will need to demonstrate
English proficiency with a TOEFL score of 213 computer-based, 550 paper-based, or 79 Internet-based (Summer Session also accepts the equivalent
for the IELTS and TOEIC). Inexpensive on-campus housing is available to Summer Session students, as well as a full infrastructure dedicated to helping
students succeed with their academic studies. Summer Session also offers students a full range of social activities to broaden and deepen their study
abroad experience, and their awareness and understanding of the Orange County area and American culture. For more information, call 949-824-4270;
email: [email protected]; http://summer.uci.edu/international.
High School Students
Highly qualified high school students have two summer options to get an early start on college. Students who have completed their sophomore year of
high school by summer 2016 and have an unweighted high school GPA of 3.0 or higher in college preparatory classes can apply to the High School
Summer Scholar Program (http://summer.uci.edu/programs/highschool). This program provides students with the opportunity to experience college-
level course work and preview university life through a combination of academic course work and co-curricular activities. Alternatively, students meeting
the same GPA requirements above can choose to enroll in any lower-division course (numbered 1–99) that does not have a special prerequisite. The
grades and units earned in a Summer Session course will be calculated in the UC grade point average if the student should later be formally admitted to
the University. For more information, call 949-824-7649; email: [email protected]; http://summer.uci.edu/highschool.
UC Irvine Extension
UC Irvine Extension serves the continuing education needs of the community by providing more than 3,500 credit and noncredit courses, certificate
programs, specialized studies, seminars, workshops, and lecture programs annually to more than 14,000 students. For program information, class
lists, scheduling and fee details, visit the Extension website (http://extension.uci.edu), or call the University Extension Student Services office at
949-824-5414. A free quarterly catalogue is also available.
Individual courses promote career advancement and lifelong learning, while certificate programs offer the opportunity for a distinctive achievement in a
wide range of fields. Certificate programs are a sequence of courses designed to develop in-depth expertise to improve career opportunities. Extension
offers more than 60 certificate and specialized studies programs in fields as diverse as information technologies, engineering, business, management,
teacher education, medical product development, finance and investor relations, and paralegal. Classes are provided both online and on campus.
Customized Employee Education Programs
UC Irvine Extension’s certificate and specialized studies programs are offered for the professional development needs of organizations and their
employees. The Corporate Training unit of UC Irvine Extension engages with employers in Orange County, nationwide and globally, providing classes
on site and online. Programs are developed following a free consultative intake process and needs assessment. For more information, visit Corporate
Training website (http://unex.uci.edu/corporate) or call 949-824-1847.
Concurrent Enrollment: Access UCI
The general public also has an opportunity to take regular UCI courses without formal admission to the University, through Extension’s Access UCI
program (http://unex.uci.edu/courses/access_uci/general.aspx) (also known as concurrent enrollment). Courses are available on a space-available basis
with the approval of the course instructor and/or academic department. Call 949-824-5414 for more information.
Osher Lifelong Learning Institute
UC Irvine Extension supports programs of the Osher Lifelong Learning Institute (OLLI), which offers a wide variety of educational and cultural programs
for the retired or semi-retired intellectually active adult, all for one annual membership fee. UC Irvine Extension OLLI members are also eligible for a 30
percent discount on most Extension courses on a space-available basis. For more information, visit Osher Lifelong Learning Institute website (https://
unex.uci.edu/olli) or call 949-451-1403.
UCI General Catalogue 2016-2017 125
126 Information for Admitted Students
Open Educational Initiatives
UC Irvine is a leading member of the OpenCourseWare Consortium (OCW), committed to making higher education content freely available. UCI is one
of a growing list of prestigious U.S. and international institutions supporting the open education movement, offering learning materials through a variety
of emerging channels including OpenCourseWare. UC Irvine’s participation in these initiatives is consistent with its public and land-grant missions
and its desire to play a significant role in contributing to the social welfare of the state, the nation, and the world. UCI’s participation in open education
showcases the University’s top instructional efforts and makes course materials free for everyone in the world. Availability of the learning assets and
course materials is significant for educators, students, and self-learners. For more information, visit the OpenCourseWare website (http://ocw.uci.edu).
International Programs
International Programs offered through UC Irvine Extension prepare international students to pursue their educational objectives in U.S. colleges
and universities, as well as provide opportunities for professional development. A full-time, intensive English program, offered four quarters per year,
delivers courses in speaking & listening, writing & grammar, and reading & vocabulary development. Topics in these courses include conversation and
discussion strategies, note-taking, pronunciation, paragraph & essay writing, and public speaking. Elective courses such as TOEFL test preparation,
business English, and idioms also are available. In addition, English language and business English courses are also delivered full-time in four-week
sessions, as well as part-time in the evenings.
To prepare international students intending to apply for admission to UCI’s undergraduate or graduate programs, International Programs offers an
International Undergraduate Preparation Program and International Graduate Studies Preparation Program. These successful programs provide
international students with intensive English language assistance, academic test preparation, application assistance to UCI and other top U.S.
universities, the opportunity to enroll in credit-bearing university courses or professional certificate programs, and much more.
Professional certificate programs for international students and professionals are offered in an accelerated full-time format. The fast-paced educational
format helps individuals become more effective in their English communication skills and increases their career potential in today’s competitive global
business environment.
More information can be found at the International Programs website (http://ip.extension.uci.edu) or by contacting International Programs, UC Irvine
Extension, P.O. Box 6050, Irvine, CA 92616-6050; telephone 949-824-5991; email [email protected].
An Academic English/ESL program is offered by the School of Humanities to students who are enrolled in degree programs at UCI. Refer to the section
on Admission of International Students in this Catalogue for information.
On This Page:
• Air Force Reserve Officers Training Corps
• Army ROTC
ROTC
Qualified UCI students may participate in the Air Force Reserve Officers Training Corps (AFROTC) or the Army Reserve Officers Training Corps (Army
ROTC). Additional information is available from the ROTC offices listed below, as well as from the UCI Office of Admissions and Relations with Schools
and the UCI Division of Undergraduate Education.
Air Force Reserve Officers Training Corps (AFROTC)
Air Force Reserve Officer Training Corps (AFROTC) is a nationwide program that allows students to pursue commissions (become officers) in the
United States Air Force (USAF) while simultaneously attending college. AFROTC consists of four years of Aerospace Studies classes (Foundations
of the USAF, Evolution of USAF and Space Power, Air Force Leadership Studies, and National Security Affairs/Preparation for Active Duty), and a
corresponding Leadership Laboratory for each year (where students apply leadership skills, demonstrate command and effective communication,
develop physical fitness, and practice military customs and courtesies). College students enrolled in the AFROTC program (known as "cadets") who
successfully complete both AFROTC training and college degree requirements will graduate and simultaneously commission as Second Lieutenants in
the Active Duty Air Force.
Classes are offered at California State University, San Bernardino and the University of California, Los Angeles; however, UCI students may enroll
using our cross-town agreement. For more information on the AFROTC program, please contact the Department of Aerospace Studies at UCLA at
310-825-1742 or contact California State University, San Bernardino at 909-537-5440 or visit http://afrotc.csusb.edu/.
Army ROTC
The UCI Army ROTC program offices are located on the third floor of Natural Sciences I, room numbers 3122–3129; telephone 949-824-8538 and
-7581; or visit the ROTC website (http://ucirotc.com).
Army ROTC classes are taught at UCI. Physical training and field training are conducted at UCI and other local training areas. Two-, three-, and four-
year Army ROTC programs are available to all qualified UCI students. Successful completion of the ROTC program leads to a commission as a Second
Lieutenant in the U.S. Army (Active, Reserve, or National Guard). Two-, three-, and four-year competitive scholarships provide payment for tuition or
126 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 127
room and board. Fee payments at UCI, payments for books, and stipends ranging from $350–$500 per month are also available. Qualified students
currently serving in any Reserve or National Guard unit may transfer to the Army ROTC program to complete their commissioning requirements.
ROTC courses are on the courses tab under the Division of Undergraduate Education listing elsewhere in this catalogue. These courses provide
workload credit only, not baccalaureate credit.
Courses
ROTC 10L. Military Science-Basic Leadership Laboratory. 1 Workload Unit.
Provides hands-on and practical military science material covered in the corresponding military science courses.
Grading Option: Pass/no pass only.
Repeatability: May be repeated for credit unlimited times.
ROTC 11. Military Science-Personal Development. 1 Workload Unit.
Focuses on life skills such as physical fitness, nutrition, and time management while providing an introduction to military knowledge, customs, and skills.
ROTC 12. Military Science-Leadership I. 1 Workload Unit.
Focuses on the fundamentals of leadership, Army leadership values, ethics, and counseling techniques.
ROTC 13. Military Science-Tactical Leadership I. 1 Workload Unit.
Focuses on leadership at the tactical level and includes instruction in fundamental military skills such as map reading, land navigation, squad and
platoon operations, and resource planning techniques.
ROTC 21. Military Science-Team Leadership I. 2 Workload Units.
Explores the dimensions of creative and innovative tactical leadership strategies and styles by examining team dynamics and two historical leadership
theories that form the basis of the Army leadership requirements model.
ROTC 22. Military Science-Team Leadership II. 2 Workload Units.
Explores team dynamics and two historical leadership theories that form the basis of the Army leadership requirements model.
ROTC 23. Military Science-Tactical Leadership II . 2 Workload Units.
Examines the challenges of leading tactical teams in the OE. Highlights dimensions of terrain analysis, patrolling, and operation orders.
ROTC 100L. Military Science-Advanced Leadership Laboratory. 1 Workload Unit.
Provides hands-on and practical exercises for the military science material covered in the corresponding military science courses as well as leader
training through practical application of the Leadership Development Program.
Corequisite: ROTC 131 or ROTC 132 or ROTC 133 or ROTC 141 or ROTC 142 or ROTC 143 or ROTC 197.
Grading Option: Pass/no pass only.
Repeatability: May be repeated for credit unlimited times.
ROTC 131. Military Science-Leadership II. 3 Workload Units.
Challenges cadets to study, practice, and evaluate adaptive leadership skills as they are presented with challenging scenarios related to squad tactical
operations. Cadets receive systematic and specified feedback on their leadership attributes and core leader competencies.
Corequisite: ROTC 100L.
Prerequisite: ROTC 11 and ROTC 12 and ROTC 13 and ROTC 21 and ROTC 22 and ROTC 23.
ROTC 132. Military Science-Team Leadership III. 3 Workload Units.
Provides cadets systematic and specific feedback on their leadership attributes and core leader competencies. Based on such feedback, as well as their
own self-evaluations, cadets continue to develop their leadership and critical thinking abilities.
Corequisite: ROTC 100L.
Prerequisite: ROTC 11 and ROTC 12 and ROTC 13 and ROTC 21 and ROTC 22 and ROTC 23.
ROTC 133. Military Science-Tactical Leadership III. 3 Workload Units.
Uses increasingly intense situational leadership challenges to build cadet awareness and skills in leading small units. Skills in decision-making,
persuading, and motivating team members when "under fire" are explored, evaluated, and developed.
Corequisite: ROTC 100L.
Prerequisite: ROTC 11 and ROTC 12 and ROTC 13 and ROTC 21 and ROTC 22 and ROTC 23.
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128 Information for Admitted Students
ROTC 141. Military Science-Leadership III . 3 Workload Units.
Transitions the focus of student learning from being trained, mentored, and evaluated as a cadet to learning how to train, mentor, and evaluate cadets.
Cadets begin to learn the duties and responsibilities of an Army staff officer.
Corequisite: ROTC 100L.
Prerequisite: ROTC 131 and ROTC 132 and ROTC 133.
ROTC 142. Military Science-Leadership IV. 3 Workload Units.
Requires students to continue to train, mentor, and evaluate underclass cadets. Cadets learn to safely conduct training by understanding and employing
the Composite Risk Management Process and the Comprehensive Soldier Fitness (CSF) program.
Corequisite: ROTC 100L.
Prerequisite: ROTC 131 and ROTC 132 and ROTC 133 and ROTC 141.
ROTC 143. Military Science-Officership. 3 Workload Units.
Explores the dynamics of leading in the complex situations of current military operations in the OE. Cadets examine differences in customs and
courtesies, military law, principles of war, and rules of engagement in the face of international terrorism.
Corequisite: ROTC 100L.
Prerequisite: ROTC 131 and ROTC 132 and ROTC 133 and ROTC 141 and ROTC 142.
ROTC 151. United States Military History-1607 to 1865. 3 Workload Units.
Examines the creation of the American military establishment and traces its evolution in the context of the changing nature of warfare, the progression of
military professionalism, and social, political, economic, and technological developments through the Civil War.
ROTC 152. United States Military History-1865 to 1945. 3 Workload Units.
Examines the evolution of the American military establishment and the progression of military professionalism in terms of social, political, economic,
military, and technological developments from the end of the Civil War through World War II.
ROTC 153. United States Military History-1945 to 2001. 3 Workload Units.
Examines the evolution of the American military establishment and the progression of military professionalism in terms of social, political, economic,
military, and technological developments from the Cold War to the War on Terrorism.
ROTC 197. Military Science Independent Studies. 2-4 Workload Units.
Provides intensive, individual study with scheduled meetings to be arranged between Cadre and student. Assigned reading and tangible evidence of
mastery of subject matter required.
Repeatability: May be taken for credit for 12 units.
Life on Campus
On This Page:
• Student Life & Leadership
• Resource Centers
• Campus Recreation
• CARE (Campus Assault Resources & Education)
• UCI Career Center
• Center for Student Wellness & Health Promotion
• Child Care Services
• Counseling Center
• Disability Services Center
• The Hill
• UCI Hospitality & Dining
• Student Housing
• Undergraduate Housing
• Graduate/Family Housing
• To Apply
• Alternative Housing on the UCI Campus
• Housing Administrative Services
• UCI Student Center & Event Services
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University of California, Irvine 2016-2017 129
• Student Government
• Associated Students (ASUCI)
• Associated Graduate Students (AGS)
• Associated Medical Students (AMS)
• The Paul Merage School of Business Student Association
• The Student Bar Association
• Student Health Center
• Student-Produced Media
Student Life & Leadership
Student Life & Leadership offers diverse programs and services to students which complement and enrich the educational and out-of-class life of
UCI students. This is achieved through a comprehensive range of cultural, social, and intellectual opportunities that promote student learning and
development. For additional information contact 949-824-5181, [email protected] ([email protected]), or visit the Student Life & Leadership website (http://
www.studentlife.uci.edu).
Central Offices
The central office of Student Life & Leadership (G308 Student Center) houses a number of services including the Office of Campus Organizations,
Greek Life, Office of Student Conduct, and New Student & Leadership Programs.
The Office of Campus Organizations enriches the involvement of students through outreach, education, support, and providing opportunities for
volunteer and community service engagement. Campus Organizations works with over 600 Registered Campus Organizations with a combined
membership exceeding 18,000 students. The organizations address a wide range of interests including academic, environmental, faculty/staff,
international, multicultural, political, recreational, religious, service, social, performance/entertainment, and sports. In addition, students can create new
organizations to fulfill a campus need. Students can learn about organization fundamentals by attending CORE (Campus Organizations Resources
and Education) workshops, or visiting the CORE Office at Student Center G306. Campus Organizations also sponsors campuswide traditional events
like the Anteater Involvement Fair and the Anteater Awards. Students serve as peer consultants through the CORE Consultant and CORE Intern
programs. In addition to providing campus organization support, the Office of Campus Organizations also serves as the hub for student activities related
to community service and volunteer projects. The service initiatives include Alternative Break, where students engage in a week of service during their
winter and/or spring break, the Community & Public Service Fair, MLK Jr. Day of Service, and the Get Connected volunteer management system for the
UCI community. For additional information, follow CORE on Facebook (https://www.facebook.com/ucicampusorgs) or visit the Campus Organizations
website (http://www.campusorgs.uci.edu).
The Fraternity/Sorority (Greek) community at UC Irvine is a diverse population comprised of over 48 fraternities and sororities that strive to uphold
the oaths, values, and principles they were founded upon. Over 2,300 undergraduate students, 10 percent of the undergraduate enrollment, make up
the Greek population on campus and are active members in the UC Irvine and Greek communities. Three governing councils — Interfraternity Council,
Panhellenic Association, and Multicultural Greek Council — represent the fraternities and sororities to the UCI campus and surrounding community.
Fraternity and sorority members strive for high academic achievement and are honored by one of three Greek honor/leadership societies: Gamma
Sigma Alpha, Rho Lambda, and Order of Omega. Students who join fraternities and sororities gain experience and skills in leadership development,
communication, project management, and leading change. Throughout the year fraternity and sorority members raise money for philanthropic
organizations and volunteer their time for service organizations. For 36 years, the largest philanthropic event is Greek Songfest. It is a yearlong
fundraising effort that culminates into fraternities and sororities paired together to perform 12-minute renditions of a Broadway musical complete with
sets, costumes, complex choreography, and lighting design. Recent benefactors of Greek Songfest have been the Child Abuse Prevention Center,
Make-A-Wish, Down Syndrome Foundation of Orange County, and Never Ever Give Up Foundation. Greek life is a great way to be involved, get
engaged on campus, and make life-long friends. Membership in the fraternity or sorority lasts a lifetime. For additional information, visit the Greek Life
website (http://www.greeklife.uci.edu).
To assist students in becoming more effective leaders, Student Life & Leadership offers a variety of leadership programs and opportunities. The All-
University Leadership Conference is the cornerstone of UCI’s leadership offerings bringing together students, faculty, staff, and administrators. This
annual weekend conference involves more than 220 emerging and established student leaders representing the full diversity of campus interest groups.
The Student Regent Recruitment Luncheon is held during the winter quarter, prior to the application deadline. The current Student Regent informs
interested candidates of the issues of the day and is available for questions and answers. The application for the Student Regent position is available at
UC Board of Regents website (http://regents.universityofcalifornia.edu). Information about leadership development programs is available from Student
Life & Leadership and at the Leadership Programs website (http://www.studentlife.uci.edu/leadership).
The Administrative Intern Program provides participating students with administrative and leadership experience designed to develop personal
and professional skills as well as to increase their knowledge of complex organizational structures. Approximately 25 students annually are selected
to participate and are assigned to campus departments where they develop programs and projects. Academic credit is earned through participation
in a weekly seminar (MGMT 198A-MGMT 198B-MGMT 198C; 4 units per quarter for a maximum of 12 units). For additional information contact
949-824-5182 or visit the Administrative Intern Program website (http://www.studentlife.uci.edu/leadership/admin_intern).
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130 Information for Admitted Students
The Passport to Leadership Program serves the entire student body with one of the most comprehensive leadership experiences on campus.
The Passport program is geared toward giving students the one-stop shop for leadership education and experience. The Passport program includes
leadership certificates which are awarded by Student Life & Leadership to participants who attend seven workshops. For additional information visit
the Passport to Leadership Program (http://search.dos.uci.edu/leadership/passport) and Leadership Train websites (http://www.studentlife.uci.edu/
leadership/train).
The University Affairs for Credit Course (UNI AFF 1A-UNI AFF 1B-UNI AFF 1C) offers students an opportunity to work on campus projects with
a University department to enrich their academic growth and development as well as the academic growth and development of UCI. Each student
spends a minimum of 30 hours per quarter working on a proposed project under the supervision of a designated faculty or staff member. Students are
required to write a three to five page paper at the end of the course addressing the following: (1) description of the experience or project; (2) the impact
of the experience or project upon the campus; and (3) the effectiveness (personally and externally) of the experience or project. Students may enroll in
University Affairs for Credit for a maximum of three times (or 3.9 units), and the course is graded Pass/Not Pass only.
New Student Programs provides assistance and information to students who are in the process of transitioning to UCI from high school or transferring
from another college, and coordinates a variety of orientation programs. The New Student Handbook (http://www.newstudents.uci.edu), a handy online
resource guide to UCI, is available at the New Students website (http://www.newstudents.uci.edu). New Student Programs is located in Student Life &
Leadership Office, 949-824-5182.
The Office of the Dean of Students (http://www.dos.uci.edu) also is responsible for the campuswide administration of student conduct for both graduate
and undergraduate students. Information is provided in the University of California Policies Applying to Campus Activities, Organizations, and Students
(http://ucop.edu/student-affairs/policies/student-life-policies/pacaos.html), available from the Office of Student Conduct (http://dos.uci.edu/conduct),
949-824-5181, [email protected].
For additional information contact 949-824-5181 or visit the Student Life & Leadership website (http://www.studentlife.uci.edu).
Resource Centers
Student Life & Leadership provides support for a number of campus resource centers.
Cross-Cultural Center
The Cross-Cultural Center (CCC), established at UCI in 1974, was the first multicultural center instituted at any of the UC campuses. The CCC offers
a friendly atmosphere and supportive environment for UCI’s diverse student body. It provides meeting space and serves as a “home” for over 40
registered student organizations. Center facilities include two conference rooms and an executive boardroom for group meetings, lounges for socializing,
a study room, and a computer lab. The four programmatic areas of the CCC – Diversity & Social Justice Education, Cultural Wellness & Personal
Development, Multicultural & Leadership Programs, and Women & Gender Initiatives – recognize and reinforce UCI’s commitment to cultural diversity
and social justice. The CCC also coordinates several series of programs such as its Social Justice in Action Series, its Critical Consciousness Speaker
Series, and its Cultural Wellness for Advocates and Allies Series. Other multicultural leadership opportunities include the Reaffirming Ethnic Awareness
and Community Harmony (R.E.A.C.H.) Program, the Internship Program, the Volunteer Program, Real Talk, Across the Bridge, the Summer Multicultural
Leadership Institute, and various multicultural leadership classes. For additional information contact 949-824-7215 or visit the Cross-Cultural Center
website (http://www.ccc.uci.edu).
International Center
The International Center contributes to the development of campus diversity and internationalization by providing services and programs to the
UCI international population and the campus community. Core functions of the International Center include the following: provide expert immigration
services, including visa documentation, interpreting immigration regulations and related advising, and SEVIS and immigration compliance; advising
services to academic departments on issues related to the enrollment and visa selection for the employment of international students and scholars;
serve as advocates for international students and scholars and as their liaison with institutional, local, state, and federal agencies; and provide pre-arrival
advising, orientation, and adjustment assistance for international students and scholars and their families.
International Center strives to provide all UCI students, scholars, staff, and faculty the opportunity to engage in programs, events, and services
surrounding international education and intercultural learning. Throughout the academic year the International Center hosts welcome and orientation
sessions to provide an overview of immigration requirements and UCI resources to international students, scholars, and spouses. The International
Center offers programs, workshops, and activities to assist international students and scholars, and to bring together international with domestic
students.
International students and scholars at UCI on F-1 and J-1 visas and UCI-sponsored employment visas are required to complete the check-in process
upon arrival. The check-in process requires the reporting of a valid address of residence in the United States. Failure to complete the check-in
process puts the student’s or scholar’s visa status in jeopardy. All international students and scholars must be informed on the specific visa status
requirements and responsibility of maintaining valid visa status. Immigration regulations require that students and scholars maintain updated records
at the International Center and follow all visa status requirements. These include submitting copies of visa documents to the International Center;
maintaining valid I-20 or DS-2019, passport, and I-94 at all times while in the U.S; reporting changes in name, address, and major to the International
Center; and reporting early completion of the program or when the student is planning to withdraw or otherwise no longer will be enrolled at UCI.
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University of California, Irvine 2016-2017 131
For additional information contact the International Center, G302 Student Center, 949-824-7249 or visit the International Center website (http://
www.ic.uci.edu).
Lesbian Gay Bisexual Transgender Resource Center
The UCI Lesbian Gay Bisexual Transgender Resource Center provides a wide range of education and advocacy services supporting intersectional
identity development. We foster community, wellness, an open and inclusive environment for lesbian, gay, bisexual, intersex, transgender, queer,
asexual, ally, and questioning students, faculty, staff, and the larger campus community. We strive to develop an atmosphere of acceptance and
wellbeing in which the campus community can support the academic mission of the university.
LGBTRC sponsors campuswide events, student activities, student volunteer and leadership opportunities, ally development programs, workshops and
seminars for campus courses and organizations, and consultation regarding matters of policy related to sexual orientation and gender identity.
The LGBTRC is open Monday through Friday, 9 a.m. to 5 p.m., and is located in G301 UCI Student Center; 949-824-3277; email: [email protected]; or
visit the Lesbian Gay Bisexual Transgender Resource Center website (http://www.lgbtrc.uci.edu).
Veteran Services Center
The Veteran Services Center provides support services to veteran students, reservists, active duty service members, and eligible dependents of
veterans. Assistance includes benefit certification, work-study, orientation, transition assistance, and outreach programs. Specialized services for
veterans, reservists (including National Guard), and active duty service members include priority registration and guaranteed/priority housing. Students
seeking these benefits must provide appropriate documentation, such as a DD214, contract, or military orders.
The Veteran Services Center is open Monday through Friday, 9 a.m. to 5 p.m., and is located at G304 UCI Student Center; 949-824-3500; email:
[email protected]; or visit the Veteran Services Center website (http://www.veteran.uci.edu).
• Readmission due to military orders. If a student is called on military orders, the readmission fee will be waived. When readmitting, students should
meet with their academic counselor to initiate the process and submit proof of their orders.
• Procedures and Policies Pertaining to Students Receiving the California Veteran College Fee Waiver for Dependent of Veterans.
Dependents of veterans eligible for the California Veteran Fee Waiver may submit their eligibility letter from a County Veteran Service Office to the
UCI Veteran Services Center. Once the letter is submitted, the student’s tuition (including professional school fees) and the student services fee will
be waived; all remaining UCI fees are the responsibility of the student. This benefit does not apply to self-supporting programs, such as the MAS
Criminology, Law & Society and the part-time MBA programs. Eligibility must be re-established for each subsequent academic year. The student
must meet California residency requirements of UCI in order to receive these benefits.
• Procedures and Policies Pertaining to Students Receiving Federal Education Benefits from the Department of Veterans Affairs. Students
eligible for Federal Education Benefits from the Department of Veteran Affairs are required to register with the Veteran Services Center, which
includes providing their Certificate of Eligibility in order to initiate the process to receive those benefits through UCI. All veterans, reservists, active
duty service members, and dependents of veterans who receive these education benefits must be aware of their responsibility to register with this
Center and submit a Veteran Intake Form and Quarterly Certification Form. Additionally, these students must communicate any changes of unit,
enrollment status, or the receipt of non-punitive grades to the Veteran Services Center in order to be in compliance with VA regulations.
• Veterans Affairs Academic Standing Requirement. All students receiving U.S. Department of Veterans Affairs educational benefits must be
in good academic standing. An undergraduate student with a cumulative GPA below 2.0 or a graduate student with a cumulative GPA below 3.0
for two consecutive academic quarters will have their VA benefits terminated. Benefits will be reinstated if and when the undergraduate student’s
cumulative GPA is 2.0 or above or the graduate student’s cumulative GPA is 3.0 or above. (This policy is separate and distinct from the UCI Normal
Progress Requirement and the UCI Academic Standing Requirement. The Veterans Affairs Academic Standing Requirement has to do with the
receipt of VA benefits.)
• Readmission for Disqualified Graduate Students. Graduate students who are academically disqualified may be readmitted to the University with
a recommendation from their academic unit and the Dean of the Graduate Division. See “Academic Disqualification” in the Graduate Division section
of this Catalogue for more information.
• Procedures and Policies Specific to Students Receiving the Post 9/11 GI Bill. Students must submit the Quarterly Certification Form prior to the
first of the month that tuition and fees are due. Failure to do so may not allow enough time for UCI to place a Financial Aid award for the student’s
percent (%) entitlement of benefits while waiting for the VA payment. This is currently a courtesy award and is subject to change at any time. If at
any time the VA fails to pay any portion of the estimated amount placed into the student’s account, the student will be held liable for the unpaid
portion.
Campus Recreation
UCI’s Department of Campus Recreation (http://www.campusrec.uci.edu) provides programs and facilities for students, faculty, and staff to maintain
a healthy lifestyle. Campus Recreation is comprised of seven department areas including Facilities, Fitness & Wellness, Intramural Sports, Club Sports,
Recreation Activity Classes, Team Challenge, and Outdoor Adventure & Boating.
The Anteater Recreation Center (ARC) (http://www.campusrec.uci.edu/arc) is a 115,000 square foot sports and fitness facility featuring 20,000 square
feet of strength and cardio space with 282 cardiovascular and weight machines, and more than 30 tons of free weights. In addition, there is a three-
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132 Information for Admitted Students
court gym, a rounded corner multi-use gym, an elevated running track, three racquetball courts, a rock climbing wall, lap and leisure pool, exercise
testing, five multipurpose rooms, and a demonstration kitchen and classroom. The ARC Sports Field Complex includes 21 acres of lighted fields that
accommodate softball, soccer, and flag football. There are six lighted tennis courts, two outdoor lighted basketball courts, and a roller rink available for
Campus Recreation programs and drop-in use.
Fitness and Wellness (http://www.campusrec.uci.edu/fitness) encompasses programs for participants to begin or improve their personal fitness levels
including group exercise classes such as yoga and aerobics as well as comprehensive health services such as personal training, fitness testing, and
massage therapy. Campus Recreation staff are available to provide assistance with gym equipment and fitness goals in the strength and cardio rooms.
Intramural Sports (http://www.campusrec.uci.edu/im/index2.asp) are structured leagues which are designed for the “everyday athlete.” All activities
feature skill and competitiveness. Sports leagues include basketball, bowling, dodgeball, flag football, floor hockey, indoor and outdoor soccer, softball,
volleyball, and many more. Special events and tournaments range from badminton, racquetball, and swimming to table tennis, tennis, track, and
wrestling.
UCI Club Sports (http://www.campusrec.uci.edu/club) comprise a wide variety of student-managed competitive sports. Clubs travel to compete
against other universities across the local area, and some travel nationally. Current UCI Clubs Sports teams include: Archery, Badminton, Basketball,
Biking, Climbing, Crew, Cricket, Dragon Boat, Fencing, Figure Skating, Lacrosse, Brazilian Jiu Jitsu, Japanese Karate, Kendo, Taekwondo, Wushu,
Powerlifting, Roller Hockey, Rugby, Running, Sailing, Soccer, Softball, Swimming, Table Tennis, Tennis, Triathlon, Ultimate, Volleyball, Water Polo, and
Wrestling.
Recreation Activity Classes (http://www.campusrec.uci.edu/classes) consist of non-credit activity classes for students and the UCI community.
Classes range from sports clinics to the more unique styles of martial arts like Jiu Jitsu and Muay Thai. An array of dance classes such as hip hop,
salsa, and ballroom are also available. Cooking classes held at the ARC Kitchen classroom are also part of the Recreation Activity Classes department
area. Students can also earn their CPR or SCUBA certification.
Team Challenge (http://www.campusrec.uci.edu/teamup) is a team building and leadership program. Program participants can experience the Odyssey,
a high ropes challenge course located at the ARC fields. Customized and facilitated team programs are available on a reservation basis. Team Up!
programs led by trained facilitators teach communication, trust, and teamwork while providing students with the chance to test their limits and have fun
as a unit.
Outdoor Adventure & Boating (http://www.campusrec.uci.edu/outdoor) includes a mixture of outdoor activities and water sports like sailing, kayaking,
paddleboarding, rock climbing, and outdoor adventure trips. The sailing program includes both classes and club activities. Classes range from beginner
to advanced and are offered quarterly. The sailing club gives members individual access to UCI’s fleet. The rock climbing programs take place on the
35 foot indoor rock climbing wall at the ARC and include classes and climbing memberships. Boating activities take place at UCI’s Crew Base in the
Newport Back Bay as well as within Newport Harbor. Annual outdoor adventure trips include a summer Yosemite backpacking trip and the Spring Break
Service trip.
CARE (Campus Assault Resources & Education)
UCI CARE provides direct services and campus education for issues related to sexual assault, intimate partner violence, relationship health, stalking,
and personal safety. The office provides consultation, individual and group counseling, and advocacy through legal and medical processes. CARE
staff also provide awareness and prevention education through workshops and trainings, peer education programs, campuswide events, and passive
educational campaigns. Annual events include Take Back the Night, Denim Day California, couples retreats, Yoga for Healing, and the Clothesline
Project.
CARE is located at G320 Student Center. All services are confidential and free of charge. For more information call 949-824-7273 or visit the CARE
website (http://www.care.uci.edu).
UCI Career Center
The UCI Career Center assists undergraduate and graduate students with career exploration, internships, job search strategies, and the process of
applying for graduate or professional school. Through individual counseling appointments and daily drop-in hours, the Career Center staff helps students
to identify skills and interests and learn how to apply them to future careers.
The Career Center provides opportunities for students to connect with employers, alumni, and professionals through workshops, career programs,
and career and graduate fairs. UCI students can utilize ZotLink (http://career.uci.edu/students/zotlink) (the Career Center’s job listing service) to find
internships, part-time or full-time jobs, and campus jobs. The On-Campus Interview (OCI) program provides an opportunity for students to interview
for internship and full-time positions in the Career Center interview rooms. Students can access all job listings and OCI listings at the Career Center
website. (http://www.career.uci.edu)
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University of California, Irvine 2016-2017 133
Students are encouraged to get career-related work experience to gain new skills, an edge in the job search and, in many cases, income. The Career
Center sponsors the non-academic UCDC and Sacramento Internship Programs where students can apply to be part of a summer internship experience
in Washington, D.C. or Sacramento.
The Career Center is located on the Ring Mall across from the Student Center and is open Monday through Friday from 8 a.m. to 5 p.m. Typically, drop-
in hours are 11 a.m. to 3 p.m., but hours may vary due to campus holidays and Career Center events. For additional information contact 949-824-6881;
or visit the Career Center website (http://www.career.uci.edu).
Center for Student Wellness & Health Promotion
The Center for Student Wellness & Health Promotion (CSWHP) strives to be a leader in collegiate health promotion by focusing on the unique and
relevant health needs and concerns of UCI students to support their academic success. CSWHP staff educate and empower students to make informed
decisions that support their individual health, as well as support and maintain a healthy campus environment.
CSWHP staff promote healthy choices and behaviors by identifying the specific health needs of the campus; utilizing evidence-based wellness and
health promotion strategies; disseminating current and accurate health information; facilitating student development and leadership opportunities; and
offering innovative campus programming. The CSWHP employs several student staff and has trained peer educators, advises/supports health-related
student organizations, and supervises students participating in field study/practicum hours.
CSWHP staff and students present workshops, conduct trainings and classes, and consult with students on their health needs and concerns. Services
also include anonymous HIV testing, a lactation station for nursing mothers, a gender-neutral restroom, and a wellness lounge. For additional
information visit the CSWHP website . (http://www.studentwellness.uci.edu)
Child Care Services
Child Care Services includes six centers offering programs for children from three months to 12 years of age. The programs are open to children of UCI
students, faculty and staff, with priority enrollment and tuition subsidy available to qualifying students at three of the centers. For information contact
949-824-2100; or visit the Child Care Services website. (http://www.childcare.uci.edu)
Counseling Center
The Counseling Center is committed to helping students achieve optimal mental health and academic success, personal growth, and increased capacity
to cope with the stresses of being a university student. In addition, the Counseling Center strives to contribute to the overall excellence and wellbeing of
the UC Irvine community. The services offered by the Counseling Center fall into four categories: time-limited clinical treatment, prevention and outreach
programs including workshops and courses; mental health consultation; and mental health and professional training. Services are primarily directed
to enrolled UC Irvine students, though our mission includes delivery of services and interaction with faculty and staff in the campus community and
students’ family members. In order to optimally serve all of the campus community, our Center operates from a time-limited contemporary counseling
model. The Counseling Center is proud to have a multiculturally diverse and interdisciplinary staff which includes psychologists, psychiatrists, social
workers, post-doctoral fellows, doctoral interns and student volunteers who serve as peer educators and mentors. The Counseling Center’s services
are free of charge to currently registered students. Students with chronic and severe mental health issues needing long-term and extensive services
are referred to other appropriate community providers. The Counseling Center is located on the second floor of Student Services I, and the Counseling
Center Annex is located in the Student Center; 949-824-6457; or visit the Counseling Center website (http://www.counseling.uci.edu).
Disability Services Center
The Disability Services Center (DSC) determines, provides and coordinates disability related accommodations to ensure access for all UCI students
with disabilities. Students with varying disabilities – including those with mobility, visual, hearing, learning, and chronic and mental health conditions –
may be eligible for disability-related accommodations, academic adjustments, and auxiliary services through this resource center. Staff assists students
from the point of their admission to UCI through graduation. Specialized services may include testing accommodations, priority registration, document
conversion, adaptive equipment, assistive technology, notes, interpreters, real time captioning, liaisons with faculty and campus departments, and
information regarding disability advocacy in the university setting. The DSC provides assistive/adaptive computer technology and training. There is no
cost to the student for the services or accommodations provided by the DSC. Students are responsible for acquainting themselves with the procedures
for use of accommodations. These procedures are available on the Disability Services Center website (http://www.disability.uci.edu).
Students with disabilities may qualify for reasonable accommodations based on disability-related needs. Students must provide appropriate
documentation about their disabilities to the Disability Services Center. Documentation provided to the DSC is confidential. It is the responsibility of
the applicant or student to provide this documentation and, if necessary, to cover the cost for such documentation. This includes the cost for learning
disability and attention deficit disorder assessments and mental health evaluations. Contact the Disability Services Center or visit the website for more
information about disability documentation requirements or to download documentation forms. In most cases there is need for recent documentation
about the disability and/or periodic documentation updates. UCI reserves the right to determine the most effective and timely accommodations after
consultation with the student about the disability and previous use of accommodations. The provision or use of a disability accommodation does not
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134 Information for Admitted Students
guarantee or ensure a certain level of achievement for the student. Students with disabilities must meet the same academic standards as all other
students. Some academic adjustments or accommodations require approval of the chair or dean of the student’s academic unit.
Students with disabilities who need accommodations (in particular, reading assistance, textbook conversion including e-text and Braille, American Sign
Language interpreting services, real-time captioning services, and adaptive computing technology in campus laboratories) that must be planned or
arranged in advance of the start of classes should contact the Disability Services Center as quickly as possible after admission to UCI. Failure to do
so may delay or in some cases preclude the DSC’s ability to provide certain accommodations. This advance notice also allows the DSC to document
needs, discuss service procedures and student responsibilities, and determine the appropriate accommodations.
Additional information is available from the Disability Services Center: 949-824-7494 (voice), email: [email protected]; or visit the Disability Services Center
website. (http://www.disability.uci.edu)
The Hill
The Hill, bringing you “books…everything UCI and more,” is UCI’s campus store, owned and operated by the University of California. It has been
serving students and the wider UCI community since 1981. Located in the UCI Student Center, The Hill stocks all required and recommended textbooks
including new, used, rental and digital options, supplies, and examination materials. The Hill also houses UCI authors and general books of interest.
To supplement the educational experience of the UCI community, The Hill hosts an ongoing Author Series. This series attracts authors of local and
national stature and supports the academic mission of the University by offering a venue for undergraduate and graduate students and faculty to read
and discuss their works.
UCI Anteater apparel and gifts are featured in extensive varieties to boost school spirit and pride. The TechHub, The Hill's computer department, carries
an extensive line of computers, software, and accessories. AntTech, The Hill’s technical services center, offers Apple Certified Mac Technicians who
service Macs and PCs for customers’ hardware and software support needs.
The Hill is open Monday through Friday from 8 a.m. to 7 p.m., and Saturday from 11 a.m. to 5 p.m. For additional information contact 949-UCI-Hill
(824-4455); email: [email protected]; or visit The Hill website (http://book.uci.edu).
UCI Hospitality & Dining
From a quick bite to eat to an elegantly served catered meal, UCI Hospitality & Dining Services is here to serve the campus community’s dining needs,
offering a variety of locations to fit one’s palette.
Locations are conveniently situated throughout the campus to serve your dining needs. At the Student Center dining options include Subway, Wendy’s,
Panda Express, Jamba Juice, Bene Great Pasta, Topio’s Pizza, Organic Greens-to-Go, and Wahoo’s Fish Tacos. Starbucks and Zot-N-Go convenience
store are located just outside the Student Center, and the C3 Express convenience store is located by Social Sciences Lecture Hall. BC’s Cavern
Food Court and Subway are located at Biological Sciences adjacent to Aldrich Park. Cyber A Café can be found in the Claire Trevor School of the
Arts neighborhood. Café Med and Med Ed Café are located by the School of Medicine, 20/20 Café at the Gavin Herbert Eye Institute, and a mini
convenience at Gottschalk Medical Plaza. Java City is located at Engineering Quad, and Espress Yourself coffee cart is located in the Berkeley Place
courtyard. In the Paul Merage School of Business building, we feature an Au Bon Pain and Starbucks.
Residential Dining commons include Pippin, The Anteatery, and Brandywine. All three locations have theme nights, award-winning chefs, made-to-
order meals, and vegetarian and vegan options. The Anteatery and Brandywine offer a late night menu Monday through Thursday. In addition, Pippin
Commons features a mini convenience store inside to accommodate students' last minute needs or cravings.
UCI Catering provides a comprehensive list of menu items to choose from or the option to design your own menu; both can be designed to fit your
budget or needs. To view the menus, visit the UCI Catering website (https://ucicatering.catertrax.com) or call 949-824-1423.
UCI Hospitality & Dining Services is located in G318 Student Center; 949-824-4182; or visit the UCI Hospitality & Dining Services website (http://
www.food.uci.edu).
Student Housing
On-Campus Housing
Housing Administrative Services coordinates application procedures and contracts for on-campus housing. Approximately 45 percent of UCI’s student
body is housed on campus. For more information, including housing rates for the 2016-17 academic year, visit the Student Housing website (http://
www.housing.uci.edu).
Undergraduate Housing
Residence Halls. In fall 2016, UCI will open three new residence halls, increasing the total number of beds to approximately 4,500 in two residence
hall communities – Mesa Court and Middle Earth – which are within walking distance from the center of campus. Each community houses single
undergraduates who are primarily freshmen between 17 and 20 years of age. The communities are composed of clusters of small, mostly coed buildings
134 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 135
housing roughly 48-95 residents in suite-style layouts. Student rooms feature cable television and Internet connections. Each hall has group study
rooms, a living room for meetings or informal gatherings, a small kitchen, and card-operated laundry facilities. Both communities offer recreation rooms
with video games, TV, and game tables; volleyball and basketball courts; and staffed computer labs.
Mesa Court and Middle Earth have complete food service and dining commons. Students who live in the residence halls participate in a prepaid meal
plan. Meals are served three times daily on weekdays (with limited late night hours) and twice daily (brunch and dinner) on weekends. Menus offer a
wide selection of foods served cafeteria style at self-serve cereal, deli, and salad bars, and at cook-to-order serving stations featuring cuisines from all
over the world. For more information about meal plan options, visit the UCI Dining website (http://uci.campusdish.com). The halls close during the winter
recess, and, although they remain open during the Thanksgiving holiday and the spring recess, no meals are served.
Both Mesa Court and Middle Earth maintain a comprehensive residence life program, designed to help freshmen transition to college. Each hall has a
live-in Resident Advisor who provides resources and support to freshmen residents. In each community, special interest halls or hall clusters provide
educational programs and informal opportunities to get together with other students who hold similar interests. Community-wide social programs are also
offered.
Rates for the 2015-16 academic year (late September through mid-June) were $15,305-$15,710 for a single room; $13,376-$13,781 for a double room;
and $11,648-$12,053 for a triple room. (Rates include room and board and vary by the meal plan selected.) Charges are paid in quarterly payments.
Rates for 2016-17 will reflect an increase.
Campus Village is an apartment community located in the campus core, next to the Ayala Science Library. Campus Village serves both undergraduate
and graduate students, in separate sections of the community. Undergraduate residents must be single under the age of 25, and graduate student
residents (including medical and law students, and excluding medical residents and interns) must also be single (and without children). Each two-
bedroom apartment is shared by either four undergraduate students or two graduate students. Most units are furnished; all include a bathroom,
carpeting, draperies, a stove, and a refrigerator. All apartments provide cable television and Internet connections. The Campus Village Community
Center offers a variety of facilities and programs including a fitness center, recreation rooms, study rooms, and a computer lab with Internet access.
Rates for the 2015-16 year-round undergraduate contract (June – June), including utilities, were $7,868 per student for a furnished apartment, and
$7,022 per student for an unfurnished apartment. Rates for 2016-17 will reflect an increase.
No meal plan is included in the housing contract, however students may purchase a voluntary meal plan through the UCI Dining website (http://
uci.campusdish.com). These rates also include utilities and reservation fees.
Arroyo Vista is a community of 42 sponsored academic theme, fraternity and sorority chapter houses for single undergraduates under the age of 25.
Each house contains 8, 12, or 16 furnished double-occupancy rooms (bed, desk, and wardrobe closet for each resident). Residents share bathroom
facilities on each floor, a spacious living room with fireplace, a study room, a fully equipped kitchen with dishwasher and microwaves, and laundry
facilities. Some houses also offer a two-person suite with a private bathroom. All bedrooms in Arroyo Vista feature cable television and Internet
connections. No meal plan is included in the housing contract. Students make their own meal arrangements, choosing to cook for themselves or to
purchase a voluntary meal plan through the UCI Dining website (http://uci.campusdish.com).
More than two-thirds of the houses are designated Academic Theme Houses, some of which are sponsored by academic programs. Theme houses
offer educational programs that advance both a student’s academic interests and overall University experience. The remaining houses are available to
fraternity and sorority chapter organizations; consult individual Greek chapters for information. The rate for the 2015-16 academic year was $6,200 for a
double-occupancy room and $7,748 for the two-person suite. Rates for 2016-17 will reflect an increase.
Graduate/Family Housing
Two on-campus apartment communities serve full-time graduate and medical students, and students with families (married, in a domestic partnership,
and/or with custody of minor children). Both of those communities also serve undergraduates with families or who are single and 25 years of age or
older. Single graduate students without children may also live in Campus Village apartments. Rental rates in all three communities tend to be lower than
for comparable units in the local rental market.
Verano Place offers 852 one-, two-, and three-bedroom apartments. All have carpeting, draperies, a stove and a refrigerator, and provide cable
television and Internet connections. They are attractive and considerably lower in rent than comparable units in the local communities. Monthly rents for
2015-16 ranged from $375-$760 for single students sharing an apartment, and from $963-$1,520 for families. Rates for 2016-17 will reflect an increase.
Palo Verde offers 652 apartments for full-time graduate students (single students, students who are married or in a domestic partnership, and those
with families). All apartments have carpeting, draperies, a stove and a refrigerator, and provide cable television and Internet connections. Monthly rents
for 2015-16 ranged from $644-$1,082 for single students sharing an apartment, and from $821-$1,977 for families. Rates for 2016-17 will reflect an
increase.
Campus Village is a mixed community serving both graduate and undergraduate students who are single (and without children). Refer to the Campus
Village section above for more details. The 2015-16 monthly rental rate for graduate students living in Campus Village was $745. Rates for 2016-17 will
reflect an increase.
UCI General Catalogue 2016-2017 135
136 Information for Admitted Students
To Apply
Housing information and application instructions are available at the Student Housing website (http://www.housing.uci.edu). Undergraduates apply for
housing online via the UCI Admissions website (http://www.admissions.uci.edu) after receiving admissions notification and submitting their Statement of
Intent to Register (SIR). Graduate applicants can also find housing information and a link to the online application on the UCI Student Housing website.
A $20 nonrefundable processing fee must accompany the housing application when it is submitted.
Two years of on-campus housing are guaranteed to all freshmen, and one year of on-campus housing is guaranteed to transfer undergraduate students
who are single, under the age of 25, enrolling for fall quarter, and who meet the housing application and contract deadlines. To qualify for this guarantee,
students must apply for housing and submit their Statement of Intent to Register (SIR) by the stated deadlines: May 1, 2016 for freshmen, and June 1,
2016 for transfer students. Applications received after these dates will be handled in the order received, as space becomes available.
The University of California, Irvine guarantees an offer of on-campus housing to newly admitted fall 2016 Ph.D., M.F.A. and J.D. students. Housing
offers will be for one of six graduate housing communities and must be accepted prior to the first day of classes. Guaranteed housing extends until a
student’s normative time to degree for their academic program. Newly admitted students must submit their Statement of Intent to Register (SIR) 24
hours before they apply for housing online (beginning March 1, 2016). Guaranteed students must apply by 4:30 p.m., May 1, 2016, and will be notified of
their housing community assignment by mid-May. Non-guaranteed students can apply at any time to get on the housing wait-list.
Students who are eligible service members, reservists, and veterans are guaranteed an offer of on-campus housing. Visit the UCI Veteran Services
Center website (http://www.veteran.uci.edu) for information or call 949-824-3500.
Alternative Housing on the UCI Campus
Vista del Campo, Vista del Campo Norte, Camino del Sol and Puerta del Sol Apartments – four on-campus privately owned complexes managed by
American Campus Communities – offer furnished apartments with individual leases for UCI students who are single or married/domestic partners
without children. Vista del Campo, Vista del Campo Norte, and Puerta del Sol house both undergraduate and graduate students. Camino del Sol is
an undergraduate community. Community information can be found at the Vista del Campo website (http://www.vistadelcampoliving.com/student-
apartments/ca/irvine/vista-del-campo) or call for information: Vista del Campo, 949-854-0900; Vista del Campo Norte, 949-856-4600; Camino del Sol,
949-737-7000; or Puerta del Sol, 949-737-7017.
Housing Administrative Services
Services are available to assist students during the application and contracting process, as well as those looking for off-campus housing. The Anteater
Housing Network, an online housing and roommate finder, provides easy access to listings of local rental properties as well as message boards to find
roommates, sublets, buy/sell furniture, and more. Students must log in with their UCI NetID and password to view listings. The Living Around UCI Guide
contains a wealth of information for first-time renters and those new to the area, including a local directory for shopping, banking, utility companies, and
other services. For more information, contact a Housing Advisor at 949-824-6811, send email to [email protected], or visit the Off Campus Housing
website (http://www.housing.uci.edu/och).
UCI Student Center & Event Services
The UCI Student Center serves as a hub for campus life and community engagement. With over 340,000 square feet of space, the Student Center
is home to two food courts, a pub, a games room, a computer lab, a convenience store, study space, The Global Viewpoint Lounge, The Hill (UCI’s
bookstore), The UPS Store, UCIMC blood donor center, banking institutions, and a Conference Center with a wide variety of flexible venue spaces
and a state of the art audio/visual system. In addition, the Student Center houses campus offices and services including Associated Students (Student
Government & Student Media), Student Life & Leadership, Housing Administrative Services, Center for Student Wellness & Health Promotion,
Hospitality & Dining Services, the Blackstone LaunchPad Antrepreneur Center, CARE, the Lesbian Gay Bisexual Transgender Resource Center, the
International Center, and the Veteran Services Center.
The Event Services department, which consists of a team of Certified Meeting Professionals and an experienced operations crew, coordinates
approximately 70,000 events each year that are sponsored by student organizations, campus departments and public groups, and are attended by
members of the campus and surrounding community. An ACCED-I certified One-Stop-Shop, Event Services assists internal and external clients in
coordinating all event production services while having one contract, one contact, and one bill.
For more information visit the Student Center & Event Services website (http://www.studentcenter.uci.edu).
Student Government
Associated Students (ASUCI)
All UCI undergraduate students are members of the Associated Students, UC Irvine (ASUCI). ASUCI is the student representative body that advocates
to and is liaison between the UCI administration, faculty, and staff.
ASUCI is comprised of three branches of government: the Executive Branch (five elected members and over 60 appointed officer positions),
Legislative Council (21 elected members), and the Judicial Board (seven appointed members). Guided by their constitution and by-laws, these student
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University of California, Irvine 2016-2017 137
representatives manage the $18 per student quarterly fee (less summer) that supports student life activities, advocacy programs, academic programs,
publications/communication, and professional support staff as well as essential campus services. For more information contact the Student Government
& Student Media offices at 949-824-2400; [email protected]; or visit the Associated Students, UC Irvine (ASUCI) website (http://www.asuci.uci.edu).
ASUCI Student Life Activities include annual events such as Shocktoberfest, Homecoming, Wayzgoose, Soulstice, and Summerlands. Ongoing
events include such programs as major concerts, “Rally Alley” spirit events before athletic games, Defend the Bren, spirit days, and weekly movie
screenings. This organization also sponsors student educational programs such as the Visions Leadership class (1.3 units), Speakers & Debate series,
UTeach, and the Anteater Mentorship Program.
ASUCI Advocacy programs include Elections (campus and local), Undergraduate Senate, External Affairs and the Lobby core seminar course (1.3
units), where students travel to Sacramento to represent student issues. The ASUCI Legislative Council nominates undergraduate students for positions
on UCI administrative, Academic Senate, and ad hoc committees, and ensures graduate students have a voice in policy and decision-making on the UCI
campus.
ASUCI Services include the following:
Club and Organization Accounting: The ASUCI Business Office provides banking and accounting services to registered campus organizations.
Anteater Express: The Anteater Express shuttle program provides alternative transportation service to all students, staff, and affiliated members of
the UCI community, with fixed shuttle routes to 60 designated stops on and off campus. The Express Shuttle carried more than two million passengers
last year and facilitates campuswide efforts to reduce traffic and improve air quality while helping the UCI community access the services available on
campus. For detailed information regarding services, routes, and schedules, visit the Anteater Express website (http://www.shuttle.uci.edu).
Vendor Fair: The Vendor Fair program is a student-run and managed program where students select local vendors and invite them to the UCI campus
for one week approximately four times each year.
The Green Initiative Fund (T.G.I.F.): The Green Initiative Fund (T.G.I.F.) is a funding board that allocates money toward sustainable projects and
educational programs on campus. Students voted to enact a $3.50 per quarter T.G.I.F. fee to support this program in spring 2009.
The Student Programming Funding Board (S.P.F.B): The goal of this board is to provide funding to campuswide programs coordinated by registered
undergraduate organizations that enhance the quality of life, encourage school spirit, and promote social, cultural, and educational development.
Discount Ticket Program: ASUCI offers discount tickets to local attractions which include AMC theaters, Edwards/Regal cinema, Disneyland, Universal
Studios, Magic Mountain, Knott’s Berry Farm and more. The program is located in the Student Government & Student Media offices near the Zot Zone
and is open Monday through Friday from 8 a.m. to 5 p.m.; telephone 949-824-7555. Tickets can also be purchased online 24-7 at the ASUCI Discount
Tickets website (https://www.asuci.uci.edu/tickets), including Disneyland, Legoland, and Universal Studios.
Associated Graduate Students
All graduate and professional school students are members of the Associated Graduate Students (AGS). AGS works to improve the graduate student
quality of life and functions as a liaison between graduate students and the UCI administration, faculty, and staff by addressing concerns and working to
resolve grievances.
AGS also provides graduate students with numerous social and cultural events of benefit to the graduate community. In addition to hosting quarterly
social events designed to create a sense of community, the organization allocates funds toward graduate student development and special projects.
The AGS Council nominates graduate students for positions on UCI administrative, Academic Senate, and ad hoc committees, and ensures graduate
students have a voice in policy and decision-making on the UCI campus. AGS also works on systemwide issues affecting graduate and professional
students by membership in the UC Student Association (UCSA).
For more information, visit the Associated Graduate Students website (http://www.ags.uci.edu).
Associated Medical Students
The Associated Medical Students (AMS) Council, along with the AGS Council, represents the medical student body in all matters relating to the UCI
campus, the UC Office of the President, and the community. Medical students are members of AGS and have access to those services. In addition,
AMS utilizes a portion of the quarterly AGS fee to provide funding for medical student activities that benefit the School of Medicine community.
The Paul Merage School of Business Student Association
The School’s Council, along with the AGS Council, represents the graduate Business student body in all matters relating to the UCI campus, the UC
Office of the President, and the community. Graduate Business students are members of AGS and have access to those services. In addition, the
School’s Council uses a portion of the quarterly AGS fee to provide funding for student activities that benefit The Paul Merage School of Business
community.
UCI General Catalogue 2016-2017 137
138 Information for Admitted Students
The Student Bar Association
All UCI Law students are members of the Student Bar Association (http://www.law.uci.edu/campus-life/student-organizations/orgs/sba.html) at the
University of California, Irvine School of Law. The Student Bar Association serves as a primary conduit for students to deliver concerns and contribute
ideas to the administration. The Student Bar Association distributes funds to student groups to help members pursue their passions within the study of
law. As the students, faculty, and administration work to build the law school of the 21st century, the Student Bar Association works to ensure that all
students have the support and resources they need to excel.
Student Health Center and the UC Student Health Insurance Plan
All students registered in a degree program are eligible to access services at the Student Health Center (SHC), located at the corner of East Peltason
and Pereira Drive. The SHC is accredited by the Accreditation Association for Ambulatory Health Care (AAAHC). SHC also administers the UC Student
Health Insurance Plan (UC SHIP).
Facilities and services at the Student Health Center include outpatient clinics staffed by board certified and/or licensed medical, nursing, and dental
professionals; a clinical laboratory; radiology; pharmacy; and insurance office. The SHC is open from 8 a.m. to 5 p.m., Monday through Friday. Extended
hours may be available during the academic year and, if so, they will be posted on the Student Health Center website (http://www.shs.uci.edu).
General medical services are offered at the SHC by appointment only and include primary care, women’s health, and men’s health. Urgent conditions
are triaged and, if an appointment is available, care is provided immediately. If an appointment is unavailable for an urgent condition, the student
would be referred to a local urgent care center. Specialty services are also available by appointment and include psychiatry, dermatology, gynecology,
gastroenterology, orthopedics, sports medicine, ear/nose/throat, chiropractic services, nutrition therapy services, and minor surgery. The Nurse Clinic
provides immunizations, health screening, travel consultation, and basic health education. The Dental Clinic offers basic dental examination, routine
dental cleaning, restorative procedures (fillings and crowns), and selected specialty services.
Full primary health care and ancillary services are available throughout the academic year. Certain specialty care services may be reduced during the
summer and, if so, the SHC will provide a referral to a community specialist, if necessary. At the Student Health Center, fees are generally lower than
those of comparable services in the community. Students not enrolled in the University of California Student Health Insurance Plan (UC SHIP) will pay
fees for services through their ZotAccount (Campus Billing System) and may submit a claim to their insurance plans for reimbursement. Students who
are enrolled in UC SHIP will pay any required co-pays through their ZotAccount (Campus Billing System).
All undergraduate, graduate, law, and medical students are required to carry ACA compliant health insurance. Those students who have private
insurance which is ACA compliant may waive enrollment in UC SHIP during established waiver periods that occur prior to the start of each quarter. If
approved, the waiver is in effect for the current term and the remainder of the academic year. A new waiver request must be submitted at the beginning
of each academic year. Additional information regarding health insurance premiums charged to students who are enrolled in UC SHIP is available in
the Expenses, Tuition, and Fees section of this Catalogue and on the Student Health Center website (http://www.shs.uci.edu). Information regarding
admission health requirements is mailed to new and readmitted students by SHC typically in the month of July prior to the start of the Fall quarter. All
new students are required to submit written verification of tuberculosis screening and of required immunizations to the SHC prior to the start of the Fall
quarter.
Although not required, all students are encouraged to have an updated physical examination to screen for health problems. The examination may be
performed by the student’s own physician or performed at the Student Health Center for a fee. Students enrolled in UC SHIP are covered 100% for this
service when performed at the SHC or by a PPO provider. Students transferring from another UC campus where their medical records are on file should
have the records transferred to the UCI Student Health Center.
For the most up-to-date information about the Student Health Center and the UC Student Health Insurance Plan, visit www.shs.uci.edu.
Student-Produced Media
UCI students manage five Student Media products on campus, including the weekly campus newspaper entitled the New University (http://
www.newuniversity.org), which is distributed every Tuesday in over 80 locations on campus; operate a radio station, KUCI (http://www.kuci.org) (88.9
FM); produce Anthology (http://www.yearbook.uci.edu), the award-winning UCI yearbook; operate Anteater TV; and produce several Alternative Media
newsletters and magazines.
Intercollegiate Athletics
UCI Intercollegiate Athletics Program
UCI’s Intercollegiate Athletics Program features 18 sports, with nine men’s teams and nine women’s teams. Men’s sports include baseball, basketball,
cross country, golf, soccer, tennis, outdoor track and field, volleyball, and water polo. UCI’s men’s teams compete in the National Collegiate Athletic
Association (NCAA) Division I, and the University is a member of the Big West Conference. UCI also competes in the Mountain Pacific Sports
Federation (MPSF) in men’s volleyball and water polo. The UCI women’s teams also are members of NCAA Division I and the Big West Conference,
138 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 139
competing in basketball, cross country, golf, soccer, tennis, outdoor track and field, volleyball, and water polo. Women’s indoor track and field competes
in the MPSF.
UCI, since opening in 1965, has captured 28 national team championships in nine different sports, including men's volleyball in 2012 and 2013, with 64
individuals winning national titles and over 500 earning All-American honors. In the last nine years, 44 Anteater teams have finished in the nation's Top
25 final national rankings and UCI has won 84 conference championships since 1977.
Each spring, the UCI Intercollegiate Athletics Program presents Scholar-Athlete recognition to those student-athletes who maintained a 3.0 GPA over
the previous three quarters. In the last 33 years, 4,040 UCI student-athletes have earned the award, including 151 in 2014-15.
In eight of the past nine years, UCI has finished in the nation’s top five of the Division I-AAA All-Sports Trophy competition (recognizing NCAA
postseason athletic achievement among the nation’s Division I non-football schools). UCI finished first in 2007 and has been ranked second in three of
the past six years.
The mission of UCI Intercollegiate Athletics is to facilitate and enrich the education and personal growth of its students through their participation in
competitive NCAA Division I athletics. Intercollegiate Athletics is committed to the welfare of student-athletes and staff, and advocates an environment
that promotes excellence in athletic and academic performance, sportsmanship, diversity, and gender equity. Intercollegiate Athletics also supports the
University of California’s mission of public service and serves to generate a unifying spirit among students, faculty, staff, and alumni that transcends
communities, cultures, and generations.
The Intercollegiate Athletic offices are located in the Intercollegiate Athletics Building (IAB); UC Irvine Sports website (http://www.ucirvinesports.com);
telephone 949-824-6931.
Athletic Facilities
On-campus facilities include the Bren Events Center, which seats 5,000 for intercollegiate basketball and volleyball. The Crawford Hall complex also
includes the Santora Elite Training Center, Al Irwin Academic Center, and sports medicine. Crawford Court gymnasium has 760 chair-back seats for
volleyball. Outdoor facilities include Anteater Stadium, a 2,500-seat facility for soccer and track; the 500-seat Anteater Tennis Stadium; Cicerone Field at
Anteater Ballpark, home to the baseball program; and a five-acre multipurpose field complex.
UCI’s Anteater Aquatics Complex houses the intercollegiate water polo teams. This 64-meter aquatics facility is designed with a movable bulkhead and
is large enough to accommodate multiple activities simultaneously.
UCI General Catalogue 2016-2017 139
140 Office of Research
Office of Research
On This Page:
• Office of Research
• Special Research Programs
• Beckman Laser Institute
• California Institute for Telecommunication and Information Technology
• Institute for Clinical and Translational Science
• The Intel Science and Technology Center (ISTC) for Social Computing
• Sue and Bill Gross Stem Cell Research Center
• Thesaurus Linguae Graecae
• University of California Humanities Research Institute
• Organized Research Units
• AIRUCI
• Cancer Research Institute
• Center for Complex Biological Systems
• Center for Embedded Computer Systems
• Center for Research on International Migration
• Center for Virus Research
• Genetic Epidemiology Research Institute
• Health Policy Research Institute
• Institute for Genomics and Bioinformatics
• Institute for Immunology
• Institute for Mathematical Behavior Sciences
• Institute for Memory Impairments and Neurological Disorders
• Institute for Software Research
• Institute for Virtual Environments and Computer Games
• Institute of Transportation Studies
• Jack W. Peltason Center for the Study of Democracy
• Reeve-Irvine Research Center
• Campus Centers
• Other Research Centers and Institutes at UCI
Office of Research
James W. Hicks, Interim Vice Chancellor for Research
The mission of the Office of Research (http://www.research.uci.edu) (OR) is to support and enhance the creative and scholarly activities of UCI faculty.
OR provides central campus administrative support for UCI’s research programs. It includes Research Administration, University Laboratory Animal
Resources (ULAR), Research Development, Administrative Operations and Planning, and the Office of the Vice Chancellor. Each of these units
contributes to the overall objective of facilitating campus research activities. Additionally, the Office of Research oversees the operation of many
research centers and institutes.
Below is a comprehensive list of centers and institutes that report (directly or indirectly) to the Vice Chancellor for Research.
Special Research Programs
Special Research Programs (SRPs) exist at UC Irvine to provide a structure for collaborative research activities that do not fit the definition and purpose
of an Organized Research Unit, a Campus Center, or a School Center.
Beckman Laser Institute
The Beckman Laser Institute (BLI) was established in 1982 by Dr. Arnold O. Beckman and Dr. Michael W. Berns as an interdisciplinary center for the
development and application of optical technologies in biology and medicine. Since the opening in 1986, Beckman Laser Institute has grown to include
18 faculty and their 130 affiliated students, postdoctoral fellows, technical staff, and administrative support. BLI is one of five national Beckman Institutes
140 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 141
supported by the Arnold and Mabel Beckman Foundation. BLI is dedicated to cutting-edge interdisciplinary research and the interface of physical
science, engineering, and biology. Because BLI also houses a medical clinic, it is unique in its capacity for conducting translational research that moves
basic technologies rapidly from “benchtop to bedside.” For more information visit the Beckman Laser Institute website (http://www.bli.uci.edu).
California Institute for Telecommunications and Information Technology (Calit2)
Calit2 is a two-campus multidisciplinary research institute established by the State of California in 2000. One of four University of California Institutes for
Science and Innovation, Calit2 is a partnership between academia and the business community. The Institute’s unique research approach integrates
academic intellectual capital across a wide range of disciplines with industry expertise. In collaboration with its sister division at UC San Diego,
Calit2@UCI seeks innovative IT approaches that will benefit society and ignite economic development in the state and throughout the country.
More than 150 UCI faculty, 250 students, and 100 industry partners are actively engaged in Calit2 research areas that include the environment,
transportation, emergency management, health care, education, and entertainment.
Calit2 also strives to prepare students for successful careers after graduation; the Institute’s programs include SURF-IT, a summer undergraduate
opportunity that immerses students in hands-on research, as well as a graduate fellows program that helps fund a select group of students doing
multidisciplinary, IT-focused graduate work. For more information visit the Calit2 website (http://www.calit2.net).
Institute for Clinical and Translational Science
The Institute for Clinical and Translational Science (ICTS) in the Office of Research is a uniquely transformative, novel, and integrative academic
home for clinical and translational science with the resources to train and advance a cadre of well-trained multi- and interdisciplinary investigators
and research teams. The Institute facilitates access to innovative research tools and information technologies to promote the application of new
knowledge and techniques to patient care. ICTS assists basic, translational, and clinical investigators, community clinicians, clinical practices, networks,
professional societies, and industry to develop new professional interactions, programs, and research projects. ICTS fosters a new discipline of clinical
and translational science that is much broader and deeper than their separate components. The faculty members associated with ICTS are instrumental
in supporting students in related advanced degree programs via their grants and other sources of financial support. ICTS consists of several units:
Pilot and Collaborative Translational and Clinical Studies; Translational Technologies and Resources; Development of Novel Clinical and Translational
Methodologies; Biomedical Informatics (including the Center for Medical Informatics); Design, Biostatistics, and Clinical Research Ethics; Regulatory
Knowledge and Support; Participant and Clinical Interactions Resources; Community Engagement; and Research Education, Training, and Career
Development. More information is available at the ICTS website (http://www.icts.uci.edu).
The Intel Science and Technology Center (ISTC) for Social Computing
Launched in June 2012, the Intel Center for Social Computing was established to conduct foundational research into the relationship between
information technology and society. Centered at UCI, it brings together an interdisciplinary group of researchers from leading universities across the
United States, including experts in social media, digital culture, user interfaces, cultural computing, and participatory design. Learn more at the ISTC
website (http://isr.uci.edu/content/uci-home-intel-science-and-technology-center-social-computing).
Sue and Bill Gross Stem Cell Research Center
The vision of UCI’s Sue and Bill Gross Stem Cell Research Center (SCRC) is to progress the understanding and therapeutic potential of stem
cell science toward the improvement and relief of human disease. Development of SCRC is built upon the campus’s long-standing strengths in
neuroscience, developmental biology, and pharmacology, and benefits from faculty collaborations with other UCI Organized Research Units and
Centers. Sue and Bill Gross Hall: A CIRM Institute was dedicated in May 2010 and is one of 12 buildings in the state funded by taxpayer support
through the California Institute for Regenerative Medicine. “Gross Hall” is home to UCI’s world-class faculty, clinicians, and training fellows in stem cell
research, and will include a “federal-free” core lab facility outfitted with state-of-the-art equipment critical to human embryonic stem cell research. For
more information visit the SCRC website (http://stemcell.uci.edu).
®
Thesaurus Linguae Graecae
®
The Thesaurus Linguae Graecae (TLG) is a research project that was established at UCI in 1972, thanks to a gift by UCI alumna Marianne McDonald.
Its goals are to create a comprehensive digital library of Greek literature from antiquity to the present era; to conduct literary research using collected
®
texts; and to apply technological innovation in these endeavors. The TLG corpus currently contains more than 105 million words of Greek text from
Homer (8 c. B.C) to the fall of Byzantium in A.D. 1453 and beyond.
®
TLG research activities combine the traditional concerns and methodologies of philological and literary study with the most advanced features of
computer technology. Included among current research foci are the identification of ancient Greek literary and documentary materials from various
literary-historical periods; the conversion of these materials into digital form using modern methods of text encoding; the enhancement of automated
text-correction routines; and the formulation of criteria for the lexical analysis and categorization of the texts in the corpus. The full corpus is available to
more than 2,000 subscribing institutions and thousands of individuals in 58 countries worldwide.
® ®
TLG ’s library holdings enhance those of the UCI Langson Library, and TLG conferences and scholarly visits afford faculty and students contact with
®
eminent scholars in related fields. The Thesaurus Linguae Graecae has made UCI a major source of Classics research activity. For more information
visit the TLG website (http://www.tlg.uci.edu).
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142 Office of Research
University of California Humanities Research Institute
The University of California Humanities Research Institute (UCHRI) is a multicampus research program of the University of California, serving all 10
campuses in the UC system. Founded in 1987 and headquartered at the UC Irvine campus, the Institute promotes collaborative work representing
different fields and institutions both within and beyond the University of California. UCHRI addresses topics in traditional humanities disciplines, as well
as in new areas intersecting with social and natural sciences, technology, art, medicine, and the professions. Stressing interdisciplinary collaborative
research, UCHRI bridges gaps between disciplines across the humanities and human sciences and seeks to overcome the intellectual and institutional
barriers that can separate the humanities from other fields.
The Institute is also an integral part of the newly funded system-wide UC Humanities Networking Initiative. In this role, UCHRI provides support for
the Society of Fellows in the Humanities and the Consortium of Humanities Centers. UCHRI is a founding member of HASTAC, the Humanities, Arts,
Science and Technology Advanced Collaboratory, a consortium of humanists, artists, social scientists, scientists, and engineers committed to new forms
of collaboration across communities and disciplines fostered by creative uses of technology.
UCHRI also administers the UC Consortium in California Studies; the Andrew Vincent White and Florence Wales White Graduate Student Scholarship
supporting dissertation research in the humanities or theoretical social sciences and medicine; the UC-University Utrecht faculty collaborative research
grants; and the annual summer Seminar in Experimental Critical Theory.
UCHRI, in partnership with Duke University, administers the Digital Media and Learning Competition, a $2-million annual program funded by the
MacArthur Foundation to award emerging leaders who use digital technologies to envision the future of learning.
For additional information, contact the University of California Humanities Research Institute, 4000 Humanities Gateway, Irvine, CA 92697-3350;
949-824-8180; [email protected]; or visit the UCHRI website (http://uchri.org).
Organized Research Units
Organized Research Units (ORUs) normally consist of an interdisciplinary group of faculty, students, and other researchers engaged in a continuing
program of multidisciplinary or interdisciplinary research, supported by both University and extramural funding. The work of some ORUs is directed
toward the solution of complex contemporary problems, while others conduct basic research essential to the understanding of natural or social
phenomena or of humanistic ideas and expressions. The following ORUs have been established on the Irvine campus.
AirUCI
AirUCI is a research team based at UCI focused on probing a new type of chemistry that occurs in the atmosphere at the interface between air and
water. Funded by the National Science Foundation (Divisions of Chemistry and Atmospheric Sciences), AirUCI began in August 2002 as a Collaborative
Research in Chemistry (CRC) group and was accepted as an ORU in July 2008.
Chemical reactions that play key roles in the formation of smog, acid rain, and in global climate change are known to occur between gases, as well
as inside liquid droplets that are present in the atmosphere in the form of airborne particles, fogs, and clouds. Only recently has it been apparent that
chemical reactions also occur right at the interface between air and these atmospheric droplets. Both the speed with which these interface reactions
occur and the manner in which they take place may be quite different from reactions in either the gas or liquid. AirUCI’s scientific team combines
theory, experiments, and computer modeling of air quality to provide new insights into how this chemistry at interfaces impacts the atmosphere. More
information is available at the AirUCI website (http://airuci.uci.edu).
Cancer Research Institute
The UCI Cancer Research Institute (CRI) is an Organized Research Unit dedicated to basic cancer research. The CRI has 55 faculty affiliates from
departments in the Schools of Biological Sciences, Engineering, Medicine, and Physical Sciences. The CRI supports faculty research, organizes cancer-
related training, and functions as the basic sciences arm of the UCI Chao Family Comprehensive Cancer Center. The CRI offices are located in Sprague
Hall on the UCI main campus; Sprague Hall is a facility dedicated to research in cancer and genetics. Additional information is available at the CRI
website (http://cri.bio.uci.edu).
Center for Complex Biological Systems
The UCI Center for Complex Biological Systems (CCBS) promotes research and education in the area of systems biology broadly defined, which
includes aspects of synthetic biology, genomics and functional genomics, computational biology, mathematical biology, biophysics, bioengineering and
molecular biology. The goal is to develop a more comprehensive and accurate understanding of complex biological systems and their behaviors. The
basic approach is to facilitate the formation of multidisciplinary research teams to address the most critical questions.
Major support for CCBS is provided by a grant (P50-GM076516) from the National Institute of General Medical Sciences (NIGMS), as part of the
National Centers for Systems Biology program (http://systemscenters.org). Additional funding for CCBS educational activities is provided by the National
Institute of Biomedical Imaging and Bioengineering and the Eunice Kennedy Shriver National Institute of Child Health and Human Development.
Additional information is available on the CCBS website (http://ccbs.uci.edu).
Center for Embedded Computer Systems
The Center for Embedded Computer Systems, established as an informal center in 1998, was recognized as an ORU in 2001. The Center provides the
organizational and administrative structure for researchers at UCI, UCR, and UCSD to conduct leading-edge interdisciplinary research in embedded
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University of California, Irvine 2016-2017 143
systems, develop innovative design methodologies, and promote technology and knowledge transfer for the benefit of the individual and society. The
research program focuses on three application domains: (1) Communications, including infotainment, information appliances, multimedia, personal
imaging, and wireless; (2) Automotive, including collision avoidance, control/sensors, entertainment, and emergency services; and (3) Medical, including
diagnosis, drug delivery, imaging, implanted devices, and monitoring. Additional information is available on the CECS website (http://www.cecs.uci.edu).
Center for Research on International Migration
The purpose of the UCI Center for Research on International Migration (CRIM) is to foster and conduct basic and policy-relevant research on
international migration, with a main focus on U.S. immigration. In order to encourage multi-investigator, multi-disciplinary, and interdisciplinary research
projects, the Center organizes informal discussions of ideas for future research projects, “brainstorming” sessions about research funding opportunities,
“brown-bag” presentations of research findings, and workshops and conferences. Much of the Center’s research focuses on the multi-generational
incorporation experiences of immigrant groups in the United States, especially those occurring in diverse contexts such as Southern California. More
information is available at the CRIM website. (http://www.immigrationresearch.uci.edu)
Center for Virus Research
The Center for Virus Research (CVR) seeks to foster interdisciplinary scholarship, training, and research among virologists and other faculty. Research
on viruses provides a biological and technological foundation from which much has been discovered concerning the basic molecular processes of
organisms. Viruses supply some of the most useful experimental models for disease, cancer, immunity, and genetic systems of gene control. In addition,
viral-based technology is being vigorously pursued and developed in the context of gene therapy and is teaching us much about the control of cellular
processes. With the growing worldwide threat of emerging viral diseases, interest in virus research at all levels has intensified and has taken on a new
global perspective. Previously separate disciplines such as molecular biology, pathogenesis, evolutionary biology, neurology, and radiological sciences
can now be readily linked by virus research.
The CVR is also committed to advanced post-graduate training. In addition to shared facilities and the seminar and symposia series, the CVR oversees
two training grants. Since graduate training in virology encompasses six departments in three schools, the CVR has also become the focus and
administrative point for the organization of graduate virology courses and the virology track of the interdisciplinary graduate program in Cellular and
Molecular Biosciences (CMB). For more information visit the Center for Virus Research website (http://cvr.bio.uci.edu).
Genetic Epidemiology Research Institute
The Genetic Epidemiology Research Institute (GERI) was established in 2004 and brings together scientists from epidemiology, developmental and cell
biology, molecular biology and biochemistry, evolutionary biology, genetics, immunology, statistics, bioinformatics, and environmental and behavioral
sciences to answer complex questions that can best be explored though an interdisciplinary approach. GERI (1) combines epidemiologic approaches
with basic science methods to test hypotheses related to genetic bases of the etiology and progression of disease; (2) facilitates research to apply
newly discovered molecular biological processes and genetic characteristics in health and disease in well-characterized human populations; (3) provides
epidemiological information that will influence the understanding of the basic processes leading to disease, such as environmental and lifestyle factors,
and to test their effect as modifiers of genetic predisposition, thus providing the foundation for disease prevention; and (4) uses advances in information
sciences and communication technology to allow for efficient data mining and pattern recognition for genetic epidemiological data. For more information
visit the GERI website (http://www.geri.uci.edu).
Health Policy Research Institute
The Health Policy Research Institute (HPRI) is an interdisciplinary faculty research organization dedicated to improving the quality of care and reducing
the disparities in health care. Through research, its faculty and associates translate scientific findings into practice by uniting clinical sciences with the
social and behavioral science fields of economics, psychology, anthropology, sociology, and business. This unique platform provides the basis for
HPRI’s research results to directly effect health policy and the health of the local community and the public.
HPRI is committed to building the center into a nationally recognized focal point for health care research. HPRI has four principal functions: (1) to
produce high-level health policy research in the areas of quality of chronic disease care (i.e., diabetes, cancer, nursing home care) and reduce health
disparities and improve quality of care for ethnic minorities; (2) to disseminate research findings to UCI’s faculty and students through seminar series,
meetings, and publications; (3) to serve as the research center for UCI graduate and undergraduate students who have health interests; and (4) to
support improvements in patient health and safety and organizational improvements in the UCI health care system.
HPRI’s achievement of these goals begins with its faculty—an interdisciplinary group of national leaders representing health services research,
health economics, clinical epidemiology, psychometrics, and behavioral sciences in medicine. The current research led by HPRI’s members and its
campuswide collaborators enhance UCI as one of the best research universities in the country. For more information visit the HPRI website (http://
www.healthpolicy.uci.edu).
Institute for Genomics and Bioinformatics
The Institute for Genomics and Bioinformatics (IGB) provides an organizational structure for interdisciplinary research and training in genomics,
proteomics, bioinformatics, chemoinformatics, and computational biology—emerging scientific disciplines that are revolutionizing biology, medicine, and
society. IGB computational and life scientists are working together to pioneer fundamental processes for reverse engineering gene and protein networks
to understand complex biological systems. Through these interdisciplinary collaborations, IGB scientists are creating new theoretical, algorithmic, and
software advances in storing, retrieving, networking, processing, modeling, analyzing, navigating, and visualizing biological information. In turn, their
computational and computer science accomplishments are providing methods, predictions, and new hypotheses that are driving biological research in
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144 Office of Research
previously unanticipated ways. This scientific cross-fertilization is enriching both fields and will continue to do so in the coming decades. More complete
descriptions of the Institute’s research and training programs are available at the IGB website (http://www.igb.uci.edu/.html).
Institute for Immunology
The UCI Institute for Immunology currently comprises 33 faculty members from the Francisco J. Ayala School of Biological Sciences and the School
of Medicine, whose research and instructional efforts are in immunology. It integrates the immunological research and educational activities of multiple
departments, including Molecular Biology and Biochemistry, Microbiology and Molecular Genetics, Physiology and Biophysics, Pathology, Medicine,
and Neurology. The activities of the Institute extend to synergize with allied areas of research including biomedical engineering, public health, and
physical rehabilitation. The major mandate of the Institute for Immunology is to consolidate and further the research and training/instructional efforts
in immunology at UCI, thereby promoting the rapid development of world-class research and outstanding graduate and medical training programs in
immunology. For more information visit the UCI Institute for Immunology website (http://www.immunology.uci.edu).
Institute for Mathematical Behavioral Sciences
The Institute for Mathematical Behavioral Sciences fosters research in the application of mathematical models and methods to describe and to better
understand human behavior, both individual and social. Mimicking the successful interaction between mathematics and the physical sciences, a goal
of the Institute is to generate successful interactions between mathematics and the behavioral and social sciences. The Institute sponsors specialized
seminars and colloquia, a visiting scholars program, workshops, and focused research groups of faculty, students, and visitors, and it maintains a
Technical Report Series. Participants include faculty from the Departments of Anthropology, Cognitive Sciences, Economics, Logic and Philosophy
of Science, Political Science, and Sociology in the School of Social Sciences; the Department of Mathematics in the School of Physical Sciences; the
Department of Electrical Engineering and Computer Science in The Henry Samueli School of Engineering; the Donald Bren School of Information and
Computer Sciences; and The Paul Merage School of Business. Additional information is available at the Institute for Mathematical Behavioral Sciences
website (http://www.imbs.uci.edu).
Institute for Memory Impairments and Neurological Disorders (UCI MIND)
The Institute is an Organized Research Unit dedicated to investigating the causes of Alzheimer’s disease and related dementias and to improving the
quality of life and promoting successful aging. The vision for The Institute for Memory Impairments and Neurological Disorders is to develop approaches
for lessening the impact of memory-related disorders. Tackling these complex issues requires a multidisciplinary approach, which is reflected in
the diversity of the Institute’s faculty, who have primary appointments in the Schools of Biological Sciences, Information and Computer Sciences,
Engineering, Medicine, and Social Sciences, and the Program in Nursing Science.
The Institute is one of 29 Alzheimer’s Disease Research Centers (ADRC) supported by the National Institute for Aging, a branch of the National
Institutes of Health, and is one of 10 Alzheimer’s Disease clinical centers (ADC) funded by the California Department of Public Health. The mission of
the ADC is to diagnose the needs of Orange County. For more information visit the UCI MIND website (http://www.mind.uci.edu).
Institute for Software Research
The mission of the Institute for Software Research (ISR) is to advance software and information technology through research partnerships. ISR is
dedicated to fostering innovative basic and applied research in software and information technologies. To achieve this goal, ISR works with established
companies, start-ups, government agencies, and standards bodies to develop and transition technologies to widespread and practical application. The
Institute also focuses on educating the next generation of software researchers and practitioners in advanced software technologies. It supports the
public service mission of the University of California in developing the economic basis of the State of California.
Technical emphases of the Institute include software architecture, decentralized development and applications, event-based systems, open-source
software development, game culture and technology, software processes, computer-supported cooperative work, human-computer interaction, user
interface software, information visualization, privacy and security, ubiquitous computing, software understanding, requirements engineering, analysis and
testing, extensible systems, configuration management, configurable distributed systems, Internet protocols and standards, and software engineering
education.
Faculty members are drawn from throughout the University of California. Graduate research assistants, professional research staff, and visiting
researchers complete the Institute’s research body.
ISR supports research projects, sponsors professional meetings, and develops technology. To further its research agenda, the Institute sponsors a
distinguished speaker series, technical roundtables, workshops, symposia, and special events. Effective partnerships with industry are essential for
ISR to achieve its goals of technology development and transition. Corporate and institutional sponsorships support ISR’s research, activities, and
professional meetings. Additional information is available at the ISR website (http://isr.uci.edu).
Institute for Virtual Environments and Computer Games
The Institute for Virtual Environments and Computer Games (IVECG) seeks to advance UC Irvine’s strengths as a national leader in research and
education activities that are revolutionizing how we teach and learn, conduct business and commerce, provide health care, and interact and behave in
society.
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University of California, Irvine 2016-2017 145
The power of virtual environments and computer games cannot be understated in its ability to inspire, attract and empower. Virtual environments and
computer games comprise the primary manifestation of digital technology in the lives of millions of people: This is how many learn, communicate,
understand, relax and even give meaning to their lives. Learn more about the cutting-edge research at the IVECG website (http://ivecg.uci.edu).
Institute of Transportation Studies
The Institute of Transportation Studies (ITS), a University of California Organized Research Unit with branches at Irvine, Davis, and Berkeley, was
established to foster research, education, and training in the field of transportation.
ITS research at the University of California, Irvine (UCI) involves faculty and students from The Henry Samueli School of Engineering, the School of
Social Sciences, the School of Social Ecology, The Paul Merage School of Business, and the Bren School of Information and Computer Sciences. The
Institute also hosts visiting scholars from the U.S. and abroad to facilitate cooperative research and information exchange, and sponsors conferences
and colloquia to disseminate research results. ITS has a long and rich history of providing both direct and indirect support to the UCI transportation
graduate programs. It provides office and research space to virtually all of the students enrolled in UCI’s four graduate transportation programs—the
interdisciplinary Program in Transportation Science; the graduate concentration in Transportation Economics; the Transportation Planning option in the
Department of Planning, Policy, and Design; and the Transportation Systems Engineering graduate focus in the Department of Civil and Environmental
Engineering. ITS provides extensive computing resources to all of these students, together with state-of-the-art simulation and laboratory facilities. ITS
subscribes to the major transportation research journals and offers a variety of computer-based information retrieval services. More information can be
found at the ITS website (http://www.its.uci.edu).
Jack W. Peltason Center for the Study of Democracy
The Jack W. Peltason Center for the Study of Democracy (CSD) fosters academic research and education to provide a better understanding of
the democratic process, and the steps that may strengthen democracy at home and abroad. The faculty and students of the Center study both
democratizing nations and the expansion of the democratic process in the United States and other Western democracies. The Center hosts research
conferences, sponsors faculty research, publishes a research paper series, and facilitates research and teaching on democratic themes.
In 1995, the National Science Foundation selected UCI to establish a Graduate Research Traineeship on Democratization and Democratic Politics.
University, foundation, and philanthropic support has continued this graduate education through the Democracy Fellows program. The formal course
work and faculty mentorship of the training program draw upon faculty of the Center and build upon its present research and educational activities. In
addition, graduate fellows in the training program participate in the research activities of the Center. For more information visit the CSD website (http://
www.democracy.uci.edu).
Reeve-Irvine Research Center
The Reeve-Irvine Research Center (RIRC) is devoted to studying cellular and molecular mechanisms that underlie the response of the nervous
system to injury, exploring innate and therapeutic regenerative capabilities, and developing treatments for spinal cord injury. RIRC has four principal
investigators whose laboratories are located in the Center and whose research focuses on the use of rodent models (rats and mice) and related
cell culture systems to study how the spinal cord responds to injury. A major focus is on enhancing the regeneration of damaged nerve fibers (axon
regeneration) and on the use of stem cells for cellular replacement therapy. There are also 23 associate investigators whose laboratories are located
elsewhere in the University who study the response to injury, neural repair, regeneration, and stem cell biology. Some of the associate investigators also
carry out human-subjects research focusing on advanced functional imaging techniques, novel rehabilitative strategies including the use of robotics,
advanced prosthetics, and associated devices that are capable of recording signals from the nervous system.
There are a number of potential targets for therapy for spinal cord injury, and RIRC scientists address many of these. Importantly, some of the most
promising strategies, and the ones that are closest to clinical application, involve interventions during the acute post-injury period (days to weeks
after the injury). However promising these strategies are, the Center is committed to the long-term goal of developing treatments to promote nerve
regeneration and repair for individuals with chronic injuries, and this is reflected in the research programs of each investigator. More information is
available at the RIRC website (http://www.reeve.uci.edu).
Campus Centers
A Campus Center provides a group of researchers with use of the “Center” title and a structure for its collaborative activities. The rationale for
establishing a Campus Center may include attracting greater recognition and extramural support for a research program at UCI and/or providing an
infrastructure that promotes synergistic interactions between a group of researchers within a school or across schools. Directors of campus centers
typically report to the Dean of their respective schools. More information about the following centers may be found at the Campus Centers website
(http://www.research.uci.edu/centers-institutes/CC-centers-and-institutes.html).
Center for Asian Studies (http://www.asian-studies.uci.edu)
Center for Demographic and Social Analysis (C-DASA) (http://www.cdasa.socsci.uci.edu)
Center for Ethnography (http://www.socsci.uci.edu/~ethnog)
Center for Global Peace and Conflict Studies (CGPACS) (http://www.cgpacs.uci.edu)
Center for Hearing Research (CHR) (http://hearing.uci.edu)
Center for Learning in the Arts, Sciences (CLAS) (http://sites.uci.edu/class)
Center for Organizational Research (COR) (http://cor.web.uci.edu)
Center for Unconventional Security Affairs (CUSA) (http://www.cusa.uci.edu)
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Center in Law, Society and Culture (CLSC) (http://clsc.soceco.uci.edu)
Epilepsy Research Center (http://www.epilepsyresearch.uci.edu)
Newkirk Center for Science and Society (http://newkirkcenter.uci.edu)
Samuel M. Jordan Center for Persian Studies and Culture (http://www.humanities.uci.edu/persianstudies)
UCI Interdisciplinary Center for the Scientific Study of Ethics and Morality (http://www.ethicscenter.uci.edu)
UCI Water-Energy Nexus Center (http://wex.uci.edu)
Other Research Centers and Institutes at UCI
“Other” research units do not fit the definition of an Organized Research Unit (ORU), Special Research Program (SRP), or Campus Center, but are
similarly interdisciplinary. These units may have been designated as Centers by a sponsoring agency such as the National Science Foundation (NSF)
or the National Institutes of Health (NIH), or they may be part of an intercampus-consortium, such as Centers funded by the UC Multicampus Research
Programs and Initiatives (MRPI) competition. More information about the following centers may be found at the Centers & Institutes website (http://
www.research.uci.edu/centers-institutes).
California Center for Antiviral Drug Discovery (http://faculty.sites.uci.edu/ccadd/news)
Chao Family Comprehensive Cancer Center (http://www.cancer.uci.edu)
Chemistry at the Space-Time Limit (CaSTL) (http://www.chem.uci.edu/CCI)
Conte Center for Brain Programming in Adolescent Vulnerabilities (http://contecenter.uci.edu)
Digital Media and Learning Research Hub (http://www.dmlcentral.net)
Gavin Herbert Eye Center (https://www.ghei.uci.edu)
Institute for Complex Adaptive Matter (ICAM) (http://icam-i2cam.org)
National Fuel Cell Research Center (http://www.nfcrc.uci.edu)
Network for Experimental Research on Evolution (NERE) (http://nere.bio.uci.edu)
Pacific Southwest Regional Center of Excellence for Biodefense and Emerging Infectious Diseases (PSW RCE) (http://www.pswrce.uci.edu/index.shtml)
Southern California Center for Galaxy Evolution (http://www.cge.uci.edu)
Susan Samueli Center for Integrative Medicine (http://www.sscim.uci.edu)
Sustainable Transport: Technology, Mobility, Infrastructure (http://www.its.uci.edu)
Sustainable Transportation Consortium (http://www.research.uci.edu/centers-institutes/All-centers-and-institutes.html)
UC Center for Hydrologic Modeling (http://www.ucchm.org)
UC-Cuba Academic Initiative (http://www.socsci.uci.edu/uc-cuba)
UC Humanities Network (http://uchumanitiesnetwork.org)
UC Irvine Health Diabetes Center (http://www.ucirvinehealth.org/medical-services/diabetes)
UCI Neuroscience Imaging Center (http://www.research.uci.edu/facilities-services/nic)
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University of California, Irvine 2016-2017 147
Division of Undergraduate Education
Michael Dennin, Dean
Dean's Office
611 Aldrich Hall
949-824-3291
http://www.due.uci.edu
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 also supports excellence in undergraduate education through assessment of student learning outcomes and a comprehensive program of
research and evaluation conducted by its Center for Assessment and Applied Research. This center 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 the Center (http://www.assessment.uci.edu) for Assessment and Applied Research website
(http://assessment.uci.edu).
DUE Program Faculty Directors
Blum Center for Poverty Alleviation - Richard Matthew, Professor of Planning, Policy & Design and Political Science
Campuswide Honors Program - Charles E. (Ted) Wright, Associate Professor of Cognitive Sciences
Capital Internship Programs - Matthew Beckmann, Associate Professor of Political Science
Center for Excellence in Writing and Communication - Jonathan Alexander, Professor of English, Education, and Gender & Sexuality Studies
Civic and Community Engagement - Gillian Hayes, Associate Professor of Informatics
Student Support Services - Anita Casavantes Bradford, Associate Professor of Chicano/Latino Studies
Study Abroad Center - Daniel Brunstetter, Associate Professor of Political Science
Undergraduate Research Opportunities Program - Shahram Lotfipour, MD, MPH, Professor of Clinical EM & Public Health
Uteach - David Kay, Senior Lecturer with Security of Employment, Informatics and Computer Science
On This Page:
The Division of Undergraduate Education is responsible for the following student programs and services:
• Academic Testing Center
• ANTrepreneur Center - Blackstone Launchpad
• Blum Center for Poverty Alleviation
• Campuswide Honors Program
• Capital Internship Programs
• UCDC Academic Internship Program
• UC Sacramento Scholar Intern Program
• Center for Excellence in Writing and Communication
• Civic and Community Engagement Minor
• First-Year Integrated Program
• Freshman Seminar Program
• International Students Excellence Program
• Learning and Academic Resource Center
• Peer Academic Advising Program
• Scholarship Opportunities Program
UCI General Catalogue 2016-2017 147
148 Division of Undergraduate Education
• Student Support Services
• Study Abroad Center
• Education Abroad Program
• International Opportunities Program
• Transfer Student Center
• Undergraduate/Undeclared Advising Program
• Undergraduate Research Opportunities Program
• UTeach
These programs and services are described in detail below.
Academic Testing Center
3040 Anteater Instructional Research Building (AIRB)
949-824-6207
http://testingcenter.uci.edu
Placement Testing
UCI’s Academic Testing Center (ATC) 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 create 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, Arabic, Chinese, French, German, Hebrew, Japanese, Korean, Persian, Russian, Spanish,
Vietnamese, and Academic English/English as a Second Language. Detailed information about who needs to take which test is available on the
Academic Testing Center website (http://www.testingcenter.uci.edu/which%20tests%20to%20take.html).
All newly admitted freshmen will be directed to information about summer orientation, placement testing, and registering for courses in late spring.
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.
The Academic Testing Center also administers other language tests for exemptions from general education categories VI and VIII. More information is
available at the Language Testing Program website (http://www.testingcenter.uci.edu/Language%20Testing%20Program.html).
For further information on placement testing and summer testing dates, visit the Academic Testing Center website (http://www.testingcenter.uci.edu) or
call the center’s office.
UC Analytical Writing Placement Examination
The Academic Testing Center is responsible for the campus-based administration of the 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 the University of California Office of the President. 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. Important information about the examination is also available here (http://www.testingcenter.uci.edu/
analyticalWrting.html).
ANTrepreneur Center - Blackstone Launchpad
G202A Student Center
949-824-6407
http://blackstonelaunchpad.uci.edu/
[email protected]
Blackstone Launchpad is an experiential educational program open to any undergraduate, from any major, who has an idea about a possible
entrepreneurial venture. The program seeks to convey to students that being an entrepreneur is a viable career and provides free, confidential coaching
customized to students’ needs, whether they are pursuing for-profit or non-profit ventures. The program is student-focused and student-paced, and
committed to teaching students to ask the right questions rather than giving them the answers.
For more information visit the Blackstone Launchpad website (https://blackstonelaunchpad.org/campus-page/uci).
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University of California, Irvine 2016-2017 149
Blum Center for Poverty Alleviation
CalIT2 Building, Suite 3300
949-824-6307
http://blumcenter.uci.edu/
[email protected] ( [email protected])
The mission of the Blum Center for Poverty Alleviation is to stimulate interest, deepen commitment, and find creative ways to bring the extensive
resources of the campus to bear on the complex challenge of sustainable poverty alleviation. The critical components of the Center are education,
community engagement, and research.
Campuswide Honors Program
1200 Student Services II
949-824-5461
http://honors.uci.edu
[email protected]
Founded in 1988, the Campuswide Honors Program (CHP) is available to selected high-achieving undergraduates in all academic majors and years
of study. It maintains an active roster of approximately 750 students. Many CHP students continue 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 core courses designed especially for CHP
students, an honors community of highly dedicated students, and mentorship by UCI’s top faculty, who teach honors classes and supervise student
research. Enhanced academic advising provides students with assistance in planning a path to success, including course selection and preparation
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 be eligible for special admissions programs 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 with 12 or more graded units and a grade point average of 3.5 or better. Current
students may submit their applications until the end of week 5 of winter quarter of their second year. Transfer students may submit applications in
the summer before enrolling at UCI, or until the end of week 5 of winter quarter of their first year at UCI. The CHP seeks to admit students who have a
demonstrated passion for learning, a willingness to explore and be challenged, and an interest in pursuing academic excellence in a range of disciplines
outside of their major area. Successful completion of the program requires that students complete specified honors courses, engage in faculty mentored
research that culminates in an honors thesis or project, and fulfill the program’s GPA requirements.
For details about curriculum, extracurricular activities, on-campus honors housing and other benefits of the CHP, see the CHP website (http://
honors.uci.edu). For information on other honors opportunities such as school and major honors programs and honors at graduation, see the “Honors
Opportunities” section of this Catalogue.
Capital Internship Programs
1100 Student Services II
949-824-5400
http://capitalinternships.uci.edu/ (Washington DC Program)
http://uccs.ucdavis.edu/ (Sacramento Program)
[email protected] (both programs)
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 and is adjusted to cover the total cost of 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.
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
UCI General Catalogue 2016-2017 149
150 Division of Undergraduate Education
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.
Center for Excellence in Writing and Communication
193 Ayala Science Library
949-824-8949
http://writingcenter.uci.edu
[email protected]
The UCI Center for Excellence in Writing and Communication offers free writing support to all enrolled UCI undergraduate students; we strive to make
better writers, not just better writing. Our services include individual writing consultations (http://www.writingcenter.uci.edu/appointments), online tutorials
(http://www.writingcenter.uci.edu/online-help), peer tutoring (http://www.writingcenter.uci.edu/peer-tutors), workshops (http://www.writingcenter.uci.edu/
events-workshops) about writing for different occasions and needs, 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 (http://
writing.uci.edu/research) about best practices (http://writing.uci.edu/assessment) in the teaching of writing, and is the central campus hub for developing
a culture of writing and communication at UCI.
Civic and Community Engagement Minor
3020 Anteater Research and Instructional Building (AIRB)
949-824-1227
http://engage.uci.edu/
[email protected]
The Minor in Civic and Community Engagement is an interdisciplinary program that provides students with the knowledge, skills, attitudes, and values
to engage as citizens and active community members in the 21st century. It provides a theoretical and empirical framework to increase students’
understanding of public problems (environmental, social, and other) from multiple disciplinary perspectives. Students learn about strategies to address
public problems, including through public policy; through the involvement of community-based and nonprofit organizations; and through the cultivation
of leadership. The minor helps students build on their major programs of study to make connections between public problems and issues of equity and
social justice. It is open to students of all majors and is distinguished both by what students learn, and by how they learn it: through a combination of
coursework, research and service.
Additional information is available at the Interdisciplinary section of the Catalogue.
First-Year Integrated Program
611C Aldrich Hall
949-824-1955
http://fip.uci.edu/
[email protected]
University Studies 13–17 are three-quarter multidisciplinary sequences for freshmen or lower-division students 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 (with the exception of UNI STU 13A, UNI STU 13B, UNI STU 13C) are designed to have a capstone research writing
component in the third quarter that 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 a 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.
UNI STU 13A- 13B- 13C Introduction to Global Sustainability I
and Introduction to Global Sustainability II
and Introduction to Global Sustainability III
(GE: Two courses toward Category II and one course toward Category III)
UNI STU 15A- 15B- 15C Consciousness I
and Consciousness II
and Consciousness III
(GE: One course toward Category I-equivalent of WRITING 39C, one course toward Category III, and two courses toward Category IV.)
UNI STU 16A- 16B- 16C How Race Is Made I
and How Race Is Made II
and How Race Is Made III
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University of California, Irvine 2016-2017 151
(GE: 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.)
UNI STU 17A- 17B- 17C Water I
and Water II
and Water III
(GE: 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.)
Freshman Seminar Program
611C Aldrich Hall
949-824-1955
http://freshmanseminar.uci.edu/ (Freshmen)
[email protected]
Small seminars are offered to new Freshmen students to introduce them to the academic culture of UC Irvine. Faculty from a broad range of disciplines
teach about topics of current interest in sections of up to 15 students. These seminars are a great way for new students to learn about a variety of
academic fields, meet a faculty member who can serve as a mentor, get to know other new students with similar interests, and take a small class as one
of their first courses on campus.
Freshman Seminars (UNI STU 3 classes) are offered all three quarters, with priority given to new students who can enroll in a maximum of three
sections during their time at UCI. Details of each quarter’s offerings are available on the program website and in the Schedule of Classes.
International Students Excellence Program
3020 Anteater Research and Instructional Building (AIRB)
949-824-6776
http://internationalpeergroup.uci.edu/
[email protected]
The International Students Excellence Program's (ISEP) mission is to assist UCI's international freshmen in making a smooth transition into university
life. ISEP provides both academic excellence and social support in order to engage international students in UCI’s vibrant campus life and help them
create solid relationships in their new environment. It is based on strong mentor/mentee relationships that encourage cultural exploration as well as
academic and personal success. In addition to individual mentoring, ISEP offers small group meetings and larger group events during Welcome Week
and throughout the year. Students with questions or who do not yet have a mentor should contact the office.
Learning and Academic Resource Center
284 Rowland Hall
949-824-6451
http://larc.uci.edu
[email protected]
The Learning and Academic Resource Center (LARC) provides academic support programs for undergraduate students. These include course-specific
tutorials, as well as Academic Learning Skills workshops on specific study skills (e.g. time management, academic reading, preparing for exams, etc.)
that can be applied to all courses. Tutorials are regularly-scheduled, informal review sessions in which 12-15 students enrolled in the same lecture
compare notes, discuss readings, develop organizational tools, and predict test items in two, 50-minute LARC Sessions per week. The primary goal of
the LARC program is to facilitate student collaboration among peers to increase understanding and retention of course-specific material for academic
success. By working together, students learn how to integrate course content and learning skills to become independent, successful learners.
Peer Academic Advising Program
256 Aldrich Hall
949-824-3559
http://peeradvisor.uci.edu
The Peer Academic Advising Program provides valuable services for all UCI undergraduate students. It is the source of student-to-student academic
counseling based not only on academic, but also personal experiences of UCI students. Peer academic advisors (PAAs) are juniors and seniors who
rigorously train in academic counseling before beginning work as PAAs. They are found in the offices of various academic units all over campus. PAA
training prepares them to manage issues related to academic counseling and enables them to obtain a wide knowledge of campus resources available
to students, such as the Career Center, Office of Disability Services, Financial Aid, Housing, and the Learning and the Academic Resource Center
(LARC). The information PAAs provide students also comes from their personal experience as successful UCI undergraduates.
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152 Division of Undergraduate Education
During the academic year, PAAs maintain regular office hours in their respective academic units. They assist students in selecting courses to best fit
their college and career paths, planning quarterly programs of study, learning about the various majors and minors, obtaining information about UCI's
resources and opportunities, and simply adjusting to life as UCI undergraduates.
Scholarship Opportunities Program
193 Ayala Science Library
949-824-0189
http://scholars.uci.edu
[email protected] ([email protected])
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 on a select group of prestigious awards that are national and international in scope; including 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.
Student Support Services
2100 Student Services II
949-824-6234
http://sss.uci.edu
[email protected]
Student Support Services (SSS) is an academic support program dedicated to helping first-generation college, low-income, and/or students from
disadvantaged backgrounds/circumstances succeed and thrive at UCI. The goal of SSS is to help students successfully transition to UC Irvine and
enhance their academic experience. SSS supports the academic progress of its students and provides resources to help students achieve their
academic goals. 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. In an effort to best advocate for and
assist students, professional staff 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 administers and oversees the Summer Bridge Program at UCI for eligible students who are committed to starting their academic careers in the
summer in order to achieve their full academic potential. Summer Bridge is designed to provide opportunities for students to earn academic credit, make
a successful academic and social transition to the University, build relationships with peers, and engage with UCI faculty and staff.
Students are encouraged to visit SSS and meet our staff. Appointments can be made with the SSS staff by phone or email. Additional information is
available on the SSS website (http://sss.uci.edu).
Study Abroad Center
1100 Student Services II
949-824-6343
http://studyabroad.uci.edu
[email protected]
The Study Abroad Center 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 experiences abroad, are available to guide students in making appropriate choices of
international programs for their educational goals. Advising is available when UCI is in session. Participants are provided with pre-departure and reentry
orientations.
Students are advised to plan early in their academic career in order to best match studying abroad with their major to graduate on time. 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. Preliminary guidance is available at the Study Abroad Academic Planning website. (http://
www.studyabroad.uci.edu/academics/academicplanning.html) Students are encouraged to combine undergraduate research and studying abroad.
Coordinated advising between the Undergraduate Research Opportunities Program (http://www.urop.uci.edu) and the Study Abroad Center facilitates
152 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 153
this option. Participation in study abroad satisfies category VIII, international/global issues, of the UCI general education requirement. 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.
The cost of studying abroad is often comparable to the cost of studying at UCI, while some options cost more and some cost less. Financial aid (http://
www.studyabroad.uci.edu/prospective/finaid.shtml) remains available while students study abroad and scholarships (http://www.studyabroad.uci.edu/
scholarships.html) are also available.
Students may participate in the University of California Education Abroad Program (UCEAP) offering more than 300 programs in 40 countries for UC
students; UC summer programs offered by other UC campuses; and hundreds of programs through UCI’s International Opportunities Program (IOP),
which 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
UCEAP nor a UC campus summer program.
Transfer Student Center
2200 Student Services II
949-824-1142
http://transfercenter.uci.edu
[email protected]
The Transfer Student Center (TSC) works with new and continuing transfer students to facilitate their transition and overall success at UCI by providing
innovative programs, organizing weekly workshops, providing formal and informal coaching and mentoring, connecting students to appropriate campus
programs and services, and offering a space for study. The Transfer Student Center fosters a sense of community among UCI’s transfer students and
advocates for transfer students to enhance their academic and social experience. The Transfer Student Center works closely with transfer students
interested in campus leadership, and advises transfer organizations including Tau Sigma National Honor Society who work to advocate and support
transfer students at UCI.
Students are encouraged to visit TSC and meet with the staff. TSC staff can be reached in person, by telephone or via email. Additional information is
available on the TSC website (http://transfercenter.uci.edu).
Undergraduate Research Opportunities Program
2300 Student Services II
949-824-4189
http://urop.uci.edu
[email protected]
The Undergraduate Research Opportunities Program (UROP), encourages and facilitates research and creative activities by undergraduates. Research
opportunities are available not only from every discipline, interdisciplinary programs, and schools, 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:
• Biophotonic Summer Undergraduate Research Program (B-SURP)
• Edwards Life Sciences Summer Undergraduate Research Program (E-SURP)
• Integrated Micro/Nano Summer Undergraduate Research Experience (IM-SURE)
• Inter-Disciplinary Summer Undergraduate Research Experience (ID-SURE)
• Multidisciplinary Design Program (MDP)
• Summer Undergraduate Research Fellowship in Information Technology (SURF-IT)
• Summer Undergraduate Research Program (SURP)
Complete information on current UROP programs can be found on the UROP website (http://www.urop.uci.edu). For additional questions, contact UROP
in person, telephone or by email.
Undergraduate/Undeclared Advising Program
256 Aldrich Hall
949-824-6987
http://uu.uci.edu
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 Undergraduate/Undeclared Advising
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154 Division of Undergraduate Education
Program, which is administered by the Division of Undergraduate Education. The goal of the Undergraduate/Undeclared Advising Program is to help
students make the best informed choice of a major that is possible to meet their academic goals. 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 Undergraduate/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 Undeclared students to a variety of opportunities and resources
available to them and to introduce students to the schools and majors offered. In addition, students learn about research and career opportunities within
different disciplines.
UTeach
611C Aldrich Hall
949-824-1955
http://sites.uci.edu/uteach/
[email protected]
The UTeach program enables upper-division UCI undergraduates to design, develop, and deliver their own lower-division seminar classes. This
provides an opportunity to integrate research, teaching, and learning, as contemplated by UC’s mission.
Candidate student-instructors (prospective “UTeachers”) apply for the program in the spring quarter, describing their proposed course and designating
a faculty mentor to supervise their research and development. Applications are reviewed near the end of the quarter by the UTeach Student-Faculty
Advisory Board (for more information, see the UTeach website (http://sites.uci.edu/uteach)).
During the summer and fall, prospective UTeachers are expected to conduct research with their faculty mentor. They enroll in an independent study
course (UNI STU 197A) with their mentor in the fall, producing a draft syllabus and course plan. The Advisory Board reviews these documents at the end
of fall quarter. UTeachers whose courses pass the review enroll in a pedagogy seminar (UNI STU 197B) in the winter quarter; this seminar focuses on
presentation skills, classroom management, active learning, and discussion of each other’s teaching presentations. After final approval of the syllabus
and course plan, UTeachers deliver their seminars in the spring quarter and attend a weekly seminar (UNI STU 197C) that addresses practical teaching
issues that have come up in the UTeachers’ classes.
The UTeach seminars (sections of UNI STU 7) are offered for one unit of P/NP credit in spring quarter. In their entire time at UCI, students may enroll for
credit in at most two sections of UNI STU 7.
Reserve Officers' Training Corps Courses
ROTC 10L. Military Science-Basic Leadership Laboratory. 1 Workload Unit.
Provides hands-on and practical military science material covered in the corresponding military science courses.
Grading Option: Pass/no pass only.
Repeatability: May be repeated for credit unlimited times.
ROTC 11. Military Science-Personal Development. 1 Workload Unit.
Focuses on life skills such as physical fitness, nutrition, and time management while providing an introduction to military knowledge, customs, and skills.
ROTC 12. Military Science-Leadership I. 1 Workload Unit.
Focuses on the fundamentals of leadership, Army leadership values, ethics, and counseling techniques.
ROTC 13. Military Science-Tactical Leadership I. 1 Workload Unit.
Focuses on leadership at the tactical level and includes instruction in fundamental military skills such as map reading, land navigation, squad and
platoon operations, and resource planning techniques.
ROTC 21. Military Science-Team Leadership I. 2 Workload Units.
Explores the dimensions of creative and innovative tactical leadership strategies and styles by examining team dynamics and two historical leadership
theories that form the basis of the Army leadership requirements model.
ROTC 22. Military Science-Team Leadership II. 2 Workload Units.
Explores team dynamics and two historical leadership theories that form the basis of the Army leadership requirements model.
ROTC 23. Military Science-Tactical Leadership II . 2 Workload Units.
Examines the challenges of leading tactical teams in the OE. Highlights dimensions of terrain analysis, patrolling, and operation orders.
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University of California, Irvine 2016-2017 155
ROTC 100L. Military Science-Advanced Leadership Laboratory. 1 Workload Unit.
Provides hands-on and practical exercises for the military science material covered in the corresponding military science courses as well as leader
training through practical application of the Leadership Development Program.
Corequisite: ROTC 131 or ROTC 132 or ROTC 133 or ROTC 141 or ROTC 142 or ROTC 143 or ROTC 197.
Grading Option: Pass/no pass only.
Repeatability: May be repeated for credit unlimited times.
ROTC 131. Military Science-Leadership II. 3 Workload Units.
Challenges cadets to study, practice, and evaluate adaptive leadership skills as they are presented with challenging scenarios related to squad tactical
operations. Cadets receive systematic and specified feedback on their leadership attributes and core leader competencies.
Corequisite: ROTC 100L.
Prerequisite: ROTC 11 and ROTC 12 and ROTC 13 and ROTC 21 and ROTC 22 and ROTC 23.
ROTC 132. Military Science-Team Leadership III. 3 Workload Units.
Provides cadets systematic and specific feedback on their leadership attributes and core leader competencies. Based on such feedback, as well as their
own self-evaluations, cadets continue to develop their leadership and critical thinking abilities.
Corequisite: ROTC 100L.
Prerequisite: ROTC 11 and ROTC 12 and ROTC 13 and ROTC 21 and ROTC 22 and ROTC 23.
ROTC 133. Military Science-Tactical Leadership III. 3 Workload Units.
Uses increasingly intense situational leadership challenges to build cadet awareness and skills in leading small units. Skills in decision-making,
persuading, and motivating team members when "under fire" are explored, evaluated, and developed.
Corequisite: ROTC 100L.
Prerequisite: ROTC 11 and ROTC 12 and ROTC 13 and ROTC 21 and ROTC 22 and ROTC 23.
ROTC 141. Military Science-Leadership III . 3 Workload Units.
Transitions the focus of student learning from being trained, mentored, and evaluated as a cadet to learning how to train, mentor, and evaluate cadets.
Cadets begin to learn the duties and responsibilities of an Army staff officer.
Corequisite: ROTC 100L.
Prerequisite: ROTC 131 and ROTC 132 and ROTC 133.
ROTC 142. Military Science-Leadership IV. 3 Workload Units.
Requires students to continue to train, mentor, and evaluate underclass cadets. Cadets learn to safely conduct training by understanding and employing
the Composite Risk Management Process and the Comprehensive Soldier Fitness (CSF) program.
Corequisite: ROTC 100L.
Prerequisite: ROTC 131 and ROTC 132 and ROTC 133 and ROTC 141.
ROTC 143. Military Science-Officership. 3 Workload Units.
Explores the dynamics of leading in the complex situations of current military operations in the OE. Cadets examine differences in customs and
courtesies, military law, principles of war, and rules of engagement in the face of international terrorism.
Corequisite: ROTC 100L.
Prerequisite: ROTC 131 and ROTC 132 and ROTC 133 and ROTC 141 and ROTC 142.
ROTC 151. United States Military History-1607 to 1865. 3 Workload Units.
Examines the creation of the American military establishment and traces its evolution in the context of the changing nature of warfare, the progression of
military professionalism, and social, political, economic, and technological developments through the Civil War.
ROTC 152. United States Military History-1865 to 1945. 3 Workload Units.
Examines the evolution of the American military establishment and the progression of military professionalism in terms of social, political, economic,
military, and technological developments from the end of the Civil War through World War II.
ROTC 153. United States Military History-1945 to 2001. 3 Workload Units.
Examines the evolution of the American military establishment and the progression of military professionalism in terms of social, political, economic,
military, and technological developments from the Cold War to the War on Terrorism.
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ROTC 197. Military Science Independent Studies. 2-4 Workload Units.
Provides intensive, individual study with scheduled meetings to be arranged between Cadre and student. Assigned reading and tangible evidence of
mastery of subject matter required.
Repeatability: May be taken for credit for 12 units.
UC Washington DC Courses
UCDC 170. Washington DC Internship. 4-8 Units.
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.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 3 times.
UCDC 180. Washington Themed Seminar. 4 Units.
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 SOCECOL 195 or PUBHLTH 195W.
Prerequisite: Selected for Washington DC Center Program.
Repeatability: May be taken for credit 3 times as topics vary.
UCDC 190. Washington DC Elective. 4 Units.
Studies in selected areas related to the UC Washington, DC Center Program (UCDC). ,All courses taught in Washington, DC. Topics addressed vary
each quarter.
Prerequisite: Selected for Washington DC Center Program.
Repeatability: May be taken for credit 3 times as topics vary.
University Affairs Courses
UNI AFF 1A. Student Participation. 1.3 Unit.
Campus projects with a University department to enrich academic growth and development as well as academic growth and development of UCI.
Includes 30 hours per quarter working on proposed project under faculty/staff supervision. Paper required.
Prerequisite: Project must be approved by a Student Affairs Department head and the instructor.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 3 times.
UNI AFF 1B. Student Participation. 1.3 Unit.
Campus projects with a University department to enrich academic growth and development as well as academic growth and development of UCI.
Includes 30 hours per quarter working on proposed project under faculty/staff supervision. Paper required.
Prerequisite: UNI AFF 1A.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 3 times.
UNI AFF 1C. Student Participation. 1.3 Unit.
Campus projects with a University department to enrich academic growth and development as well as academic growth and development of UCI.
Includes 30 hours per quarter working on proposed project under faculty/staff supervision. Paper required.
Prerequisite: UNI AFF 1B.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 3 times.
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University of California, Irvine 2016-2017 157
University Studies Courses
UNI STU 1. Freshman Experience. 2 Units.
An introduction to the freshman experience provides an overview of the University's aims and resources and exploration of developmental theories and
skills necessary for academic success. Attention is also paid to questions of personal development and major choice. Materials fee.
Grading Option: Pass/no pass only.
UNI STU 2. UCI-Majors. 2 Workload Units.
A systematic exploration of UCI's undergraduate majors.
Grading Option: Pass/no pass only.
Restriction: Freshmen Only. Recommended: Undecided/Undeclared freshmen students.
UNI STU 3. Mini-Seminars . 1 Unit.
Designed primarily for freshmen as 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.
Repeatability: May be taken for credit 3 times as topics vary.
UNI STU 4. Transfer Student Seminars. 1 Unit.
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
introduction to scholarly inquiry in their discipline. Students participate in discussions, presentations, and projects.
Repeatability: May be taken for credit 2 times.
Restriction: New students only. Upper-division only until first week of classes.
UNI STU 6. University Studies International Village Seminar. 1 Unit.
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.
Grading Option: Pass/no pass only.
Repeatability: Unlimited as topics vary.
UNI STU 7. UTeach: Student-Taught Seminar. 1 Unit.
Student-taught seminar courses on selected topics. Topics vary each year according to the interest of the students teaching the classes.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 2 times.
UNI STU 10. Introduction to Civic and Community Engagement. 4 Units.
Provides a foundation for understanding the role of public scholarship, civic engagement, and social action, and the relationship between service
learning and engaged citizenship. Introduces key theoretical and research methodologies on the traditions and innovations of civic and community
engagement.
UNI STU 13A. Introduction to Global Sustainability I. 4 Units.
Introduces Earth as a system and living planet. Examines physical and biological resources as well as energy, water, climate, and ecosystems.
Introduces and applies analytic lens of environmental, social, and economic sustainability to examine human impacts and resource use.
Restriction: Lower-division students only.
(II)
UNI STU 13B. Introduction to Global Sustainability II. 4 Units.
Introduces Earth as a system and living planet. Examines physical and biological resources as well as energy, water, climate, and ecosystems.
Introduces and applies analytic lens of environmental, social, and economic sustainability to examine human impacts and resource use.
Prerequisite: UNI STU 13A.
(II)
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UNI STU 13C. Introduction to Global Sustainability III. 4 Units.
Introduces Earth as a system and living planet. Examines physical and biological resources as well as energy, water, climate, and ecosystems.
Introduces and applies analytic lens of environmental, social, and economic sustainability to examine human impacts and resource use.
Prerequisite: UNI STU 13B.
(III)
UNI STU 15A. Consciousness I. 5 Units.
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.
Prerequisite: Satisfaction of the UC Entry Level Writing requirement.
Restriction: Freshmen only
UNI STU 15B. Consciousness II. 5 Units.
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.
Prerequisite: UNI STU 15A. Prerequisite or corequisite: WRITING 39B. WRITING 39B with a grade of C or better.
Restriction: Freshmen only.
(IV)
UNI STU 15C. Consciousness III. 5 Units.
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.
Prerequisite: UNI STU 15B and WRITING 39B. Writing 39B with a grade of C or better.
Restriction: Freshmen only.
(Ia, III, IV)
UNI STU 16A. How Race Is Made I. 5 Units.
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, and pop culture.
Prerequisite: Satisfaction of the UC Entry Level Writing requirement.
Restriction: Freshmen only.
UNI STU 16B. How Race Is Made II. 5 Units.
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, and pop culture.
Prerequisite: UNI STU 16A. Prerequisite or corequisite: WRITING 39B. WRITING 39B with a grade of C or better.
Restriction: Freshmen only.
(IV)
UNI STU 16C. How Race Is Made III. 5 Units.
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, and pop culture.
Prerequisite: UNI STU 16B and WRITING 39B. WRITING 39B with a grade of C or better.
Restriction: Freshmen only.
(Ia, III, IV, VII)
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UNI STU 17A. Water I. 5 Units.
Introduces students to water as a global and contested resource across space, time, and peoples from a scientific, historical and policy perspective.
Wherever possible, examples are drawn from the local environment.
Prerequisite: Satisfaction of the UC Entry Level Writing requirement.
Restriction: Freshmen only.
UNI STU 17B. Water II. 5 Units.
Introduces students to water as a global and contested resource across space, time, and peoples from a scientific, historical and policy perspective.
Wherever possible, examples are drawn from the local environment.
Prerequisite: UNI STU 17A. Prerequisite or corequisite: WRITING 39B or HUMAN 1B. WRITING 39B with a grade of C or better. HUMAN 1B with a
grade of C or better.
Restriction: Freshmen only.
UNI STU 17C. Water III. 5 Units.
Introduces students to water as a global and contested resource across space, time, and peoples from a scientific, historical and policy perspective.
Wherever possible, examples are drawn from the local environment.
Prerequisite: UNI STU 17B and (WRITING 39B or HUMAN 1B). WRITING 39B with a grade of C or better. HUMAN 1B with a grade of C or better.
(Ia, II, III, IV)
UNI STU 41. Global Village Seminar. 1 Workload Unit.
Issue-oriented course to engage students in examining perspectives and narratives surrounding current global issues.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 3 times.
UNI STU 42. Sankofa Project. 2 Workload Units.
The purpose of this course is to strengthen intercultural understanding and cooperation among UCI students.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 3 times.
UNI STU 43. Topics in Illuminations . 1 Unit.
This course connects students to Illuminations, the Chancellor’s Arts and Culture Initiative. Students will attend five Illuminations-sponsored events and
engage in brief preparatory and reflective activities in response to these events.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 3 times as topics vary.
UNI STU 45. Graduate School Opportunities and Preparation. 1 Unit.
Explores the opportunities associated with graduate school by considering a wide range of disciplines and career paths. Reviews professional and
academic paths in graduate school and the ways to prepare for a chosen path.
UNI STU 83. Pathways to University Success. 2 Units.
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.
Overlaps with UNI STU 84.
UNI STU 84. Bridges to University Success. 4 Units.
Helps first-year students transition to UC Irvine and promotes a successful University experience. Students learn about academic resources/programs
that support acclimation to the campus and enhance academic development through lectures, writing laboratories, discussions, and a range of co-
curricular activities.
Overlaps with UNI STU 83.
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UNI STU 93. Strategies for Success. 2 Workload Units.
Designed to develop good study skills in technical fields and the participation of students as active learners in their education. Topics include time
management, analytical thinking, text analysis, academic survival strategies, and goal setting.
Grading Option: Pass/no pass only.
UNI STU 100. Doing Research in the Community. 4 Units.
Critically reimagines the research endeavor and its participants/outcomes. Grapples with methods, values, and relationships involved in research.
Explores alternative conceptions of research; focus is community-based. Students work in teams on real-world community research projects with faculty
mentors and community partners.
Prerequisite: UNI STU 10.
UNI STU 108. Introduction to Research. 4 Workload Units.
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.
Grading Option: Pass/no pass only.
Restriction: Transfer Summer Bridge Program students only.
UNI STU 170. Advanced Internship in Undergraduate Education. 1-2 Workload Units.
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: UNI AFF 1A and UNI AFF 1B and UNI AFF 1C.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit for 6 units.
UNI STU 175. Methods and Application in Small Group Instruction. 2 Workload Units.
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.
Grading Option: Pass/no pass only.
Restriction: Learning and Academic Resource Center employed tutors only.
UNI STU H176A. Campuswide Honors Thesis Seminar. 2 Units.
Supports the honors thesis research activities of Campuswide Honors Program students. Students set research goals, discuss, and develop their
research interests.
Corequisite: Students must sign up separately for 8 units of independent study with faculty mentors.
Grading Option: Pass/no pass only.
Restriction: Students in the Campuswide Honors Program not enrolled in a School/Departmental honors program.
UNI STU H176C. Campuswide Honors Thesis Seminar. 2 Units.
Supports the honors thesis research activities of Campuswide Honors Program students. Students work with each other to improve both written and
spoken presentations of their results.
Corequisite: Students must sign up separately for 8 units of independent study with faculty mentors.
Prerequisite: UNI STU H176A.
Grading Option: Pass/no pass only.
Restriction: Students in the Campuswide Honors Program not enrolled in a School/Departmental honors program.
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UNI STU 181. Internship in Civic and Community Engagement. 2-4 Workload Units.
Provides an opportunity to extend learning into a community-based setting addressing important social, environmental, and public issues. The internship
project has a creative and scholarly component where students initiate their own action or inquiry experience.
Prerequisite: UNI STU 10.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit for 8 units.
UNI STU 190. Teaching Seminar: Theory and Practice. 2 Units.
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.
Repeatability: May be taken for credit 2 times.
UNI STU 192. Group Project for Discussion Leaders. 4 Units.
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. Materials fee.
Repeatability: May be taken for credit 4 times.
Restriction: Discussion leaders only.
UNI STU 195A. Engaged Leadership. 4 Units.
Three-quarter series on civic education theory, the civic mission of higher education, and community-based action research methods. Provides students
with a solid grounding in civic education theory while also creating opportunities for students to practice civic habits.
UNI STU 195B. Engaged Leadership. 4 Units.
Three-quarter series on civic education theory, the civic mission of higher education, and community-based action research methods. Provides students
with a solid grounding in civic education theory while also creating opportunities for students to practice civic habits.
Prerequisite: UNI STU 195A.
UNI STU 195C. Engaged Leadership. 4 Units.
Three-quarter series on civic education theory, the civic mission of higher education, and community-based action research methods. Provides students
with a solid grounding in civic education theory while also creating opportunities for students to practice civic habits.
Prerequisite: UNI STU 195B.
UNI STU 196. Directed Studies in Undergraduate Education. 1-4 Units.
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.
Repeatability: May be taken for credit for 12 units.
UNI STU 197A. UTeach Special Study. 2 Units.
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.
Repeatability: Unlimited as topics vary.
Restriction: UTeach Program students only.
UNI STU 197B. UTeach: Teaching Theory and Practice. 2 Units.
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.
Prerequisite: UNI STU 197A.
Grading Option: Pass/no pass only.
Restriction: UTeach Program students only.
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162 Division of Undergraduate Education
UNI STU 197C. UTeach: Teaching Practicum. 2 Units.
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.
Prerequisite: UNI STU 197B.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 3 times.
Restriction: UTeach Program students only.
UNI STU 197D. Study Abroad Experiential Learning. 1 Unit.
Study abroad on an approved program. Complete critical reflection (written paper, blog, etc.) 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.
Grading Option: Pass/no pass only.
UNI STU 197E. Reflections While Abroad. 1 Unit.
For students while they are studying abroad; maximizing learning outcomes by critically reflecting on learning experiences while abroad. Topics include
cultural observations, professional issues, cultural competence, etc. Participants are located in different countries around the world. Course may be
offered online.
Grading Option: Pass/no pass only.
UNI STU 296. Graduate Legal Studies . 0.3 Units.
Monthly faculty/student colloquium to present and discuss socio-legal related research/issues. Course convened by Law School faculty with other faculty
participation. Required for PLGS students enrolled in Law portion of degree.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students and Law students only.
UNI STU 297. California Community College Internship. 2-8 Units.
The California Community College Internship offers graduate students the opportunity to learn about faculty life, governance, and teaching at local
community colleges. Structures fieldwork for students to participate in and reflect on the educational mission of community colleges.
Prerequisite: Teaching experience.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be taken for credit for 10 units.
Restriction: MFA or Doctoral students who have advanced to candidacy.
UNI STU 390A. Advanced Pedagogy and Academic Job Preparation. 2-4 Units.
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.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Pedagogical Fellow with the TLTC.
UNI STU 390B. Advanced Pedagogy and Academic Job Preparation. 2-4 Units.
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 workships for other TAs.
Prerequisite: UNI STU 390A.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Pedagogical Fellow with the TLTC.
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UNI STU 390C. Advanced Pedagogy and Academic Job Preparation. 2-4 Units.
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.
Prerequisite: UNI STU 390B.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Pedagogical Fellow with the TLTC.
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164 Graduate Division
Graduate Division
Frances M. Leslie, Vice Provost for Graduate Education and Dean of the Graduate Division
Overview
With the exception of programs conducted by the School of Medicine for the training of physicians, and the J.D. program in the School of Law, the Vice
Provost for Graduate Education, and Dean of the Graduate Division administers graduate education in accordance with academic policies established
by the University of California, the Irvine Division of the Academic Senate, and the UCI Graduate Council, a standing committee of the Irvine Division
of the Academic Senate. Graduate education includes those students engaged in the pursuit of a master’s degree, a doctoral degree, or a teaching
credential, as well as individuals engaged in postdoctoral training at UCI. There is no separate graduate faculty at UCI; all graduate work is supervised
by academic units and faculty members who have concurrent responsibility for undergraduate education.
Information about graduate education at UCI is published here in the UCI General Catalogue, on the Graduate Division website, and in individual
graduate program publications. The staff of the Graduate Division and departmental academic advisors are prepared to answer questions about
admission, academic policies and procedures, graduate programs and degrees, financial assistance, student services, and other matters of concern
to applicants or graduate students. The Graduate Division is located in 120 Aldrich Hall; 949-824-4611; or visit the Graduate Division website (http://
www.grad.uci.edu).
The University of California believes that a diverse student and faculty population is integral to the advancement of academic excellence and is critical
to promoting the lively intellectual exchange and the variety of ideas and perspectives that are essential to advanced scholarly research and debate.
The University is committed to expand student outreach, recruitment, and retention efforts. Through the Graduate Division’s diversity programs, steps
are taken to increase the participation of diverse groups of U.S. citizens and permanent residents who have been educationally or socioeconomically
disadvantaged.
It is the goal of UCI’s Graduate Division to award fellowships to many admitted students based upon merit or financial need. In addition, diversity
fellowships for new and continuing Ph.D. and M.F.A. students are based on demonstrated scholastic achievement, full-time status, U.S. citizenship
or permanent residency, and socioeconomic and educational limitations. Each academic department identifies those students whose scholarship,
background, and life experiences can best enhance the level of diversity within a department or discipline.
On This Page:
• Admission to Graduate Standing
• Application Procedures
• How to Apply
• When to Apply
• Required Supporting Documents
• Letters of Recommendation
• Graduate Record Examination (GRE) Scores
• Domestic Academic Records
• Foreign Academic Records
• Demonstration of English Language Proficiency for Admission
• Demonstration of Oral English Proficiency for International Teaching Assistant/Associate Employment
• Special Note to Foreign Applicants
Admission to Graduate Standing
Applicants for admission to graduate study at UCI must apply for acceptance into a specific graduate program to work toward a specific advanced
degree. A general requirement for admission is that the applicant hold the degree of Bachelor of Arts, Letters, Philosophy, or Science (or an acceptable
equivalent) from an accredited academic institution with degree standards equivalent to those of the University of California. A minimum
undergraduate grade point average of at least B (3.0 on a 4.0 scale) is required.
Each applicant’s file is comprehensively evaluated by the faculty admissions committee of the applicant’s specific graduate program on the basis of such
factors as academic subject preparation, scholarship, letters of recommendation, test scores, and examples of previous work. One critical evaluative
question is whether the applicant’s academic objectives can reasonably be satisfied by a particular graduate program on this campus. Please note that
the University of California does not have the capacity to accommodate/admit all applicants who meet the minimum admission requirements.
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University of California, Irvine 2016-2017 165
Application Procedures
How to Apply
Prospective students should apply online using the Application for Graduate Study available at Graduate Division website (http://www.grad.uci.edu).
Detailed instructions are included in the electronic application. For additional information, send email to [email protected] or call 949-824-4611.
The mandatory application fee is $105 ($125 for international students) and is not refundable under any circumstances. (Please note, however, that
the application fee for M.B.A. programs offered by The Paul Merage School of Business is $150.) Payment instructions are provided in the electronic
application as well as on the Graduate Division website (http://www.grad.uci.edu). Diversity program and/or financial-need-based application fee waivers
may be available for a few domestic (U.S. Citizen or U.S. Permanent Resident) applicants.
When to Apply
For all graduate programs, applications should be completed and submitted by the respective program’s stated deadline. Some programs have
deadlines as early as December 1; others have deadlines of January 15, and still others may accept applications until March or thereafter. In order to
process applications in time for the applicant to receive full consideration, letters of recommendation, official transcripts, and official test scores must
be received before the published deadlines. Some schools and departments have earlier or later deadlines for filing the application. Applicants should
consult their prospective department or school for more detailed information. Contact information for the schools and departments may be obtained by
visiting their individual websites or via the list of department and school contacts on the Graduate Division website (http://www.grad.uci.edu/academics/
degree-programs).
Required Supporting Documents
Letters of Recommendation
Applicants should arrange to have three letters of recommendation forwarded directly to their prospective academic department or program.
Recommendation forms are available for downloading at the Graduate Division website (http://www.grad.uci.edu). Only one set of three
recommendation letters needs to be submitted in support of an application for admission and fellowship or assistantship consideration. It is important
that letters of recommendation be completed primarily by professors or instructors in disciplines related to the proposed course of study who are in a
position to analyze an applicant’s abilities and academic promise.
Graduate Record Examination (GRE) Scores
All applicants are required to take the Graduate Record Examination (GRE) General Test, with the following exception: The Paul Merage School of
Business requires that M.B.A. applicants take either the Graduate Management Admission Test (GMAT) or the GRE. Executive M.B.A. and Health Care
Executive M.B.A. applicants are exempt from the test requirement. The M.S. Program in Nursing, the online program in Criminology, Law and Society,
the California Education Credential, and programs leading to the Master in Fine Arts degree do not require the GRE. Several programs also require, or
strongly recommend, that an applicant report the score of a GRE Subject Test. There is no minimum GRE score. Applicants should register for either
the October or December test dates to ensure the timely receipt of their score results for admission consideration. The GRE is administered by the
Educational Testing Service (http://www.ets.org). GRE scores that are more than five years old are not acceptable.
Domestic Academic Records
Domestic applicants should request that the official transcript be forwarded directly to their prospective academic department or program. One complete
set of official records covering all postsecondary academic work attempted, regardless of length of attendance, is required. One official set of transcripts
must also be submitted by applicants who attended or graduated from any University of California campus, including UC Irvine. Applicants with
academic work in progress must expect to complete their undergraduate degree programs before the intended date of enrollment at UCI and must
submit evidence of degree conferral before officially enrolling.
Foreign Academic Records
Official records from overseas institutions should be sent directly to the prospective academic department or program at UCI. Records of academic
study from foreign institutions must be official, bearing the original signature of the registrar and the seal of the issuing institution. Applicants should
not send the original of an academic record which cannot be replaced; they should obtain instead properly certified copies. Unless academic records
and diplomas are issued in English by the institution, the official records in their original language must be submitted with an authorized, complete,
and exact English translation. Foreign academic records must be in duplicate and include all subjects or courses taken on a yearly basis, together with
the units of credit or time allotted to each subject each term or year and the marks or ratings in each subject or examination passed. In all cases the
institutional grading scale or other standard of evaluation, including maximal passing and failing marks and definition of grades between them, should
appear on official records or as an official attachment. Official evidence of degree conferral must also be supplied, together with evidence of rank in class
if available.
Demonstration of English Language Proficiency for Admission
Applicants whose primary language is not English are required to demonstrate proficiency in English for admission consideration. A student may receive
a waiver to the Test of English as a Foreign Language (TOEFL or TOEFL iBT) requirement for purposes of admission to a UCI graduate program if the
student completed all of the requirements for their high school diploma, bachelor’s degree, or an advanced degree in a country where the primary and/
or dominant language is English, and where English was the language of instruction of the school where the requirements were completed. The TOEFL/
TOEFL iBT requirement may be waived for admissions purposes only. In addition, this policy pertains to the minimum UCI campus admission policy
UCI General Catalogue 2016-2017 165
166 Graduate Division
for English Language proficiency. Individual departments may have stricter requirements than the minimum campus standard. Applicants should always
consult the department in which they are interested for specific requirements.
Proficiency in English may be demonstrated by passing one of two standardized, internationally administered tests: TOEFL (the Test of English as a
Foreign Language), or IELTS (International English Language Testing System). The applicant should take one of these tests at the earliest available
date to ensure that the scores are reported in time to meet application deadlines. Applicants will not be admitted provisionally if they lack an acceptable
proficiency score or have not yet taken an acceptable proficiency examination.
The TOEFL is administered by Educational Testing Service (http://www.ets.org) (ETS). The minimum score required for admissions consideration is 550
for the paper-based test; for the TOEFL iBT, the minimum required overall score for admissions consideration is 80. TOEFL and TOEFL iBT scores that
are two years old or older are not acceptable. Results of institutional (non-ETS) administrations of the TOEFL or TOEFL iBT are not acceptable.
English language proficiency may also be demonstrated by passing the Academic Modules of the International English Language Testing System (http://
www.ielts.org) (IELTS) examination. The minimum requirements for admissions consideration are an overall score of 7, with a score of no less than 6 on
any individual module. IELTS test scores that are two years old or older are not acceptable.
Demonstration of Oral English Proficiency for International Teaching Assistant/Associate Employment
Many UCI degree programs require students to serve as a Teaching Assistant for training purposes and as a graduation requirement. UCI encourages
(and some individual graduate programs require) prospective students to take and pass one of the accepted oral English proficiency examinations prior
to application/admission. International and U.S. Permanent Resident graduate students who are not citizens of countries where English is either the
primary or dominant language as approved by the UCI Graduate Council, who wish to be considered for appointment as a Teaching Assistant/Associate,
must pass one of the following English proficiency examinations: Test of English as a Foreign Language Internet-based Test (TOEFL iBT), International
English Language Testing System (IELTS), or UCI campus Speaking Proficiency English Assessment Kit (SPEAK) test. TOEFL iBT is administered by
the Educational Testing Service (ETS). IELTS, on the other hand, is administered through the partnership of the British Council, IDP: IELTS Australia
and the University of Cambridge ESOL Examinations. Once a student is admitted to UCI, the SPEAK test, which is administered by the UCI Humanities
Instructional Resource Center (HIRC), is an option to satisfy this requirement. Achieving a minimum score of 26 on the speaking portion of the TOEFL
iBT, a score of 8 on the speaking module of the IELTS, or a score of 50 on the SPEAK test satisfies the oral proficiency requirement and may establish
eligibility for a Teaching Assistant/Associate appointment. Graduate students are responsible for ensuring that the UCI Graduate Division is notified
directly of their scores by the testing centers. There is no exception to this requirement.
A full discussion of English proficiency options and links to the agency sites offering these examinations are available at the Graduate Division's English
Proficiency website (http://www.grad.uci.edu/admissions/applying-to-uci/english-proficiency.html).
Students who are citizens of the United States (regardless of country of origin) and citizens of countries where English is either the primary or
dominant language as approved by the UCI Graduate Council are exempt from the requirement of taking and passing the English language proficiency
examinations. Non-U.S. citizens who are U.S. Permanent Residents or hold other non-citizen status and are residing in the United States, who have
completed their undergraduate education in the United States, or have attended American schools abroad are still required to pass one of the English
language proficiency examinations noted above in order to be eligible for an appointment as a Teaching Assistant/Associate. International and U.S.
Permanent Resident graduate students whose native language is not English, who have completed all years of their high school education in the United
States, are eligible to request an exemption by submitting a request and official high school transcripts to the Graduate Student Employment Analyst in
the Graduate Division. No student is permitted to begin an appointment as a Teaching Assistant/Associate until the exemption has been approved in
writing.
Special Note to Foreign Applicants
If admitted, foreign applicants will be required to certify that they possess sufficient funds to cover all tuition, fees, transportation, and living expenses
for the first year of their studies at UCI. A Visa Request Form which contains a section for verification of financial resources will be forwarded to foreign
applicants upon admission to graduate study. The required financial verification must be provided before a visa can be issued.
On This Page:
• Admission and Registation
• Campuswide New Graduate Student Orientations
• Academic Advising
Admission and Registration
A formal notice of the admission decision is sent to each applicant as soon as possible after the application and complete records are received, and after
the department has made a recommendation. The official notification will be mailed well in advance of the beginning of the quarter for which application
has been made.
Admission to graduate standing does not constitute registration for classes. A student is not officially registered for classes until the entire registration
procedure is completed each quarter, including payment of Tuition, Student Services Fee, and other University fees, and enrollment in courses.
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University of California, Irvine 2016-2017 167
Information on registration dates and procedures will be mailed to newly admitted students prior to the registration cycle. Extensive information for newly
admitted students is available at the New Graduate Students website (http://www.grad.uci.edu/new-students).
If an applicant wishes to defer admission to a later academic quarter (up to a maximum of three quarters after the original quarter of admission), the
Graduate Division must be notified of the request in writing. After formal admission has been offered, the request for deferral must also be approved by
the academic program to which the applicant was admitted.
Campuswide New Graduate Student Orientations
Incoming graduate students are strongly encouraged to attend the Campuswide New Graduate Student Orientation, and all international students are
encouraged to also attend the International Graduate Student Orientation, both held during the third week of September each fall. The Campuswide
New Graduate Student 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. The International Graduate Student Orientation covers unique aspects of
the international graduate student experience, and provides information on campus support services; international students are encouraged to attend
both campuswide orientation events. Information about the Campuswide New Graduate Student Orientation is e-mailed to incoming graduate students
the summer prior to the event; information about the International Graduate Student orientation is also provided at that time to incoming international
students. Inquiries may be directed to [email protected], and details are available at the New Graduate Student Orientations website (http://
www.grad.uci.edu/services/campuswide-orientation).
Academic Advising
In each academic unit with an advanced degree program, there is at least one formally appointed faculty graduate advisor or director of graduate
studies. The graduate program advisor is a regular faculty member responsible for supervising graduate study in that unit, for monitoring the academic
progress of graduate students, and for seeing that each graduate student is assigned a faculty advisor. The graduate student’s faculty research advisor
is responsible for mentoring the student, which includes meeting with the student at least once during each quarter of enrollment and providing an
annual assessment of each student’s timely academic progress. The graduate program advisor plays a key role in the academic lives of graduate
students, advising students and other faculty members about program requirements and the academic policies pertaining to graduate students,
approving study lists, and evaluating academic petitions. In many academic units the graduate program advisor is instrumental in the nomination of
students for fellowship support, the selection of students for assistantships and fellowship appointments, and in the supervision of graduate student
teachers. In most schools there also is an associate dean for graduate studies who coordinates many of the functions which affect graduate students
within that school. Both graduate advisors as well as deans are important links between the student and the Dean of the Graduate Division.
Most graduate students also will have an individual faculty advisor or advising committee after the first year of graduate study and in order to progress
to the Ph.D. degree a student must work with an advisor. When a student is advanced to candidacy for the Ph.D., the doctoral committee becomes the
primary source of academic guidance; however, student academic petitions still must be approved by the faculty graduate program advisor.
On This Page:
• Academic Policies
• Academic Honesty
• Scholastic Requirements
• Satisfaction of Degree Requirements
• Grading
• Language Policy for Examinations and Theses/Dissertations
• Academic Disqualification
• Academic Residence
• Enrollment Policy
• Continuous Registration
• In Absentia
• Leave of Absence
• Readmission
• Intercampus Exchange Program
• Transfer of Credit
Academic Policies
The academic policies described here apply to students enrolled in study leading to graduate degrees and California education credentials. Other
regulations and procedures are covered in the Academic Regulations and Procedures sections, and in the description of each graduate program.
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168 Graduate Division
Academic Honesty
It is essential that all members of the academic community subscribe to the ideal of academic honesty and integrity and accept individual responsibility
for their work. Students are urged to become familiar with the UCI Academic Senate Policies on Academic Honesty, available at the Academic Senate
website (http://www.senate.uci.edu/senateweb/default2.asp?active_page_id=754) and in the Catalogue’s Appendix. The policies apply equally to
electronic media and print, and involve text, images, and ideas.
Scholastic Requirements
A graduate student is expected to make satisfactory progress toward an approved academic objective, as defined by the faculty of the program in
accordance with policies of the Graduate Council, to maintain a satisfactory grade point average for all work undertaken while enrolled in graduate study,
and to maintain academic progress within the required time to degree as established by the respective academic program. Satisfactory progress is
determined on the basis of both the recent academic record and overall performance. A graduate student normally is expected to complete satisfactorily
at least eight units of academic credit applicable to the graduate program in each regular academic session (unless on an approved leave of absence),
and satisfy all requirements of the academic program according to an approved schedule. For a graduate student, only the grades A+, A, A-, B+, B, and
S represent satisfactory scholarship and may be applied toward advanced degree requirements. However, a UCI course in which a grade of B- is earned
may be accepted one time only, via a formal petition process, in partial satisfaction of the degree requirements if the student has a grade point average
of at least 3.0 in all courses applicable to the degree. Graduate students may not apply courses graded Pass/Not Pass toward any degree or satisfactory
progress requirements. A grade point average below the B level (3.0 on a 4.0 scale) is not satisfactory, and a student whose grade point average is
below that level is subject to academic disqualification.
A student’s academic progress ordinarily is evaluated on the basis of the academic record, time-to-degree, and the professional judgment of the faculty.
A few weeks after the end of a quarter, an updated copy of each enrolled student’s permanent academic record is available from the Registrar. This
record lists all UCI courses for which a graduate student was enrolled (including courses taken through the Intercampus Exchange Program), the grades
assigned, and the cumulative grade point average. This record also includes formal candidacy for an advanced degree, degrees conferred, certain
examinations passed, unit credit accepted from other institutions, and other important academic information.
A graduate student who has not demonstrated satisfactory academic progress is not eligible for any academic appointment such as Reader, Tutor,
Graduate Student Researcher, Teaching Associate, or Teaching Assistant, and may not hold a fellowship or other award which is based upon academic
merit.
Satisfaction of Degree Requirements
To graduate, students must satisfy the degree requirements outlined in the Catalogue that is in effect for the quarter in which they are registering for a
graduate program. If the degree requirements are subsequently revised, the academic unit may, where appropriate, give students the option to meet
the new requirements instead. If degree requirements are revised between the time a student is admitted and the time a student registers, the unit
should notify the student of the modifications in writing. A student who withdraws from a program, or loses student status for other reasons for one or
more quarters, will be bound by the degree requirements in effect at the time of readmission unless otherwise stipulated and agreed to in writing by the
academic unit and approved by the Dean of the Graduate Division. A student who defers admission or who changes to another program will be held to
the requirements in effect at the time of first registration.
Grading
With the consent of the academic units involved, and upon approval by the Graduate Council, individual study and research courses at the graduate
level may be graded Satisfactory or Unsatisfactory (S/U). Also, with the approval of the Graduate Council certain graduate courses are graded S/U only.
A grade of S is assumed equivalent to a grade of B (3.0) or better. No course credit is given to a student for a course in which a grade of U is received.
Graduate students may take one undergraduate course (up to four units) per quarter on a Pass/Not Pass basis. However, such courses are not
considered part of the student’s graduate program and are not applied toward the requirements for an advanced degree.
The grade Incomplete (I) is assigned when a student’s work is of passing quality but is incomplete for good cause. The I grade may be replaced by
a permanent grade, provided the student completes the course work in a way authorized by the instructor and within the time limits expressed. The
student must complete the course work within the period set by the instructor, or within 12 months following the quarter in which the grade Incomplete
was originally awarded, or prior to the end of the quarter immediately preceding award of the degree, whichever comes first. The instructor is not
obligated to allow the maximum time period. When the course work is completed within the time allowed, the student must ask the instructor of the
course to submit an Academic Record Change Request to the Dean of the School in which the course is taught. During the time allowed for replacing
an I grade, the I grade will not be used in computation of a student’s grade point average. However, if the incomplete course work is not completed in
the manner authorized by the instructor and within the time limits stated above, the I grade shall automatically be replaced with the permanent grade of
F, NP, or U, as appropriate in accordance to the grading option selected when the student enrolled in the course, and will be used in computation of the
student’s grade point average. Graduate students who have not been continuously enrolled should contact their graduate advisor for information about
completion of incomplete grades.
IP (In Progress) is a transcript notation restricted to sequential courses extending over two or more quarters for which use of the IP notation has been
approved. When the last quarter of the sequence is completed, the grade for the final quarter is assigned for all quarters of the sequence. No credit is
given until the student has completed the entire sequence.
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University of California, Irvine 2016-2017 169
A student who received an NR (No Report) transcript notation must immediately contact the instructor and arrange for the removal or replacement of
the NR. If no action is taken by the end of the first quarter following the quarter in which the NR was assigned, or by the end of the quarter immediately
preceding award of the degree, whichever comes first, the NR becomes an F, U, or NP and will remain permanently on the student’s record.
A graduate student may repeat once a course in which a grade below B (3.0) or a grade of U was received. Only the most recently earned grade is
used in computing the student’s grade point average for the first eight units of repeated work; thereafter both the earlier and the later grades are used.
Additional information about grading may be found in the Academic Regulations section.
Language Policy for Examinations and Theses/Dissertations
English is the language of instruction and examination for graduate courses at UCI, unless the subject matter includes foreign language content.
Similarly, examinations that satisfy specific degree requirements, such as preliminary, comprehensive, qualifying/candidacy examinations and thesis/
dissertation defenses shall be conducted in English, except for the portions of the examination where the subject matter makes a different language
specifically appropriate. (Examples include foreign language literature, linguistics, and others.)
Students must seek permission to write their thesis/dissertation in a language other than English. To do so, immediately after advancement to
candidacy, the candidate must submit to the Dean of the Graduate Division a letter approved by the thesis/dissertation chair, committee, and department
chair. All members of the candidate’s thesis/dissertation committee must have a reading knowledge of the language presented in the thesis/dissertation.
There must be legitimate reasons for substituting English with a foreign language such as subject matter, special primary audience, publication
arrangements, academic position in a foreign country, historical or literary value, or principal language(s) used in the documents to be analyzed
and interpreted. Inability to write in English is not a valid reason. If the thesis or dissertation is approved to be written in a foreign language, the
candidate must submit two abstracts. One must be in English. The other must be written in the language of the thesis or dissertation. Moreover, the
thesis/dissertation defense will be conducted in English, except as determined by subject matter. See the UCI Thesis and Dissertation Manual (http://
special.lib.uci.edu/dissertations/uci_td.html) for information about the preparation of manuscripts.
Academic Disqualification
After consultation with the student’s academic unit, the Dean of the Graduate Division may disqualify a student for academic reasons, including, but not
limited to, having a grade point average in graduate and upper-division courses below 3.0 for two or more successive quarters; or failing to pass (or not
taking) a required examination or course within the time specified for that graduate program; or not maintaining satisfactory academic progress toward
completion of an approved program of study. Beginning with students entering in fall 2010, the Graduate Dean will not permit students to enroll past
their programs’ maximum time to degree (MTTD). Any exception request must be made in writing directly to the Graduate Dean and will be considered
in cases involving extenuating circumstances beyond the student’s control. The exception request must include a plan and timeline for completion of
the degree, must be signed by the student’s program advisor and Associate Dean, and must be submitted at least one quarter in advance of maximum
time to degree. Note that leaves of absence of up to three quarters and time allotted for parental leave are not counted toward a student’s normative or
maximum time to degree.
Unsatisfactory academic progress may be determined on the basis of explicit requirements (as described above), but the professional judgment of
the faculty upon review of all graduate work undertaken by the student is paramount and the faculty of a particular academic unit may establish more
restrictive criteria for satisfactory academic progress. Unsatisfactory progress will also result when a Ph.D. student is unable to secure a faculty advisor
or if the student’s advisor/advisee relationship is terminated and the student is unable to secure a new faculty advisor within a specified period of time.
Ordinarily, a student whose work does not meet academic standards may be given written notice and a reasonable period of time in which to make up all
deficiencies.
Prior to taking final action to disqualify, the Dean of the Graduate Division ordinarily will notify a student who is subject to academic disqualification and
will provide reasonable opportunity for the student to correct erroneous or outdated academic records, and to submit other information or comments in
writing to be included in the Dean's review.
Upon final written notice of academic disqualification by the Dean of the Graduate Division, disqualification will be noted on the formal academic record
of that student.
Academic Residence
A graduate student is considered to be in residence during an academic quarter if at least four units of academic credit are earned in regular upper-
division or graduate courses. Credit for one academic quarter of residence may also be earned by completing at least two units of credit in approved
courses in each of two six-week summer sessions, or four units of credit in an eight- or ten-week summer session. In the case of Ph.D. students, these
must be consecutive sessions.
Enrollment Policy
Full-time academic enrollment is expected of graduate students at the University of California. Study for the Ph.D. requires a full-time commitment from
the doctoral student. Full-time study is defined as enrollment in at least 12 units of upper-division or graduate academic credit per quarter, including
credit for supervised research or teaching. Graduate students may enroll in lower-division courses with the approval of their academic advisors, but such
courses are not considered to be part of any graduate program.
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170 Graduate Division
Graduate students ordinarily may not receive credit for more than 12 units per quarter in graduate courses, or 16 units in upper-division courses, or a
proportionate number in combination. Course loads in excess of 16 units must be approved in advance by the student’s Graduate Advisor.
Although in most instances completion of an advanced degree at UCI requires full-time study, the University recognizes the legitimate need for part-
time study opportunities and is committed to providing those opportunities wherever possible. Graduate degree programs may be opened to part-time
students wherever good educational reasons exist for so doing. In general, part-time status is available in master’s and credential programs where part-
time study has been judged academically feasible by faculty and approved by the Graduate Council. However, on the recommendation of the academic
unit, students admitted to a Ph.D. program may be approved by the Dean of the Graduate Division for part-time status on an ad hoc basis. Under
this policy, part-time enrollment at the graduate level is defined as enrollment for eight units or less. Within the guidelines and limitations noted on the
application form available on the Graduate Division website (http://www.grad.uci.edu), graduate students may petition for part-time status for a maximum
of three consecutive quarters and, if the petition is approved, shall pay the full Student Services Fee and student activities fees, one-half the Tuition, and
if applicable, one-half the Nonresident Supplemental Tuition and one-half the Professional Degree Supplemental Tuition. Part-time enrollment and the
corresponding fee reduction are generally not available to students enrolled in self-supporting programs in which they pay a program fee.
Continuous Registration
A graduate student is expected to register for each regular academic session (fall, winter, and spring quarters) until all requirements for an advanced
degree or credential have been completed, including final examinations and the submission of an approved thesis or dissertation. Registration is not
official or complete until all required tuition and fees have been paid and the student has enrolled in classes. Students are responsible for ensuring that
their course enrollment is correct and that their fees and tuition have been paid by the applicable deadlines.
A student engaged in study or research outside the state of California for an entire quarter ordinarily will be required to register in absentia. Unless an
official leave of absence has been granted, or a petition to pay the Filing Fee in lieu of registration has been approved by the Dean of the Graduate
Division, a student who does not register by the final deadline for any regular quarter will lose graduate standing (i.e., the individual’s status as a
graduate student will lapse), and candidacy for any advanced degree will lapse. Prior to resuming graduate study in the University, a former student
must successfully apply for readmission. If readmitted, the student must satisfy the academic requirements in effect at the time of readmission and may
be required to satisfy certain requirements a second time, including those for formal advancement to candidacy. A readmitted student must register and
then be advanced to candidacy at least one quarter before receiving an advanced degree. A degree cannot be conferred earlier than the second quarter
following readmission. Students must be registered or on approved Filing Fee status for the academic term in which the degree is conferred.
A graduate student who decides to leave the University after enrolling and paying tuition and fees for a quarter must file an official Withdrawal form with
the Dean of the Graduate Division. A graduate student in good academic standing who wishes to withdraw temporarily from graduate study and intends
to return within one year may submit an application for a leave of absence. A graduate student who wishes to apply for a leave of absence after enrolling
and paying tuition and fees for a quarter must file both a Withdrawal form and an application for a leave of absence. If the leave is approved, the student
remains in good standing and need not apply for readmission in order to enroll at the expiration of the leave period. Students who file a withdrawal for
any reason, including leave of absence, after enrolling and paying tuition and fees are subject to the Schedule of Refunds policy (http://www.reg.uci.edu/
enrollment/withdrawals/#refunds).
In Absentia
In absentia status is a form of registration available to academic and professional degree graduate students undertaking necessary course work or
research related to their degree programs outside of California. The Fee Policy for Graduate Student in Absentia Registration promotes continuous
enrollment of graduate and professional degree students by providing an appropriate enrollment incentive. Research leaves for work outside of the
state of California have been eliminated. Students registered in absentia are assessed 15 percent of the Student Services Fee and Tuition, the full
health insurance fees, and the Associated Graduate Students fee. If applicable, students are also assessed nonresident supplemental tuition and/
or professional degree supplemental tuition. All students pursuing doctoral or master’s degrees in academic disciplines as well as those pursuing
professional master’s or doctoral degrees are eligible for the fee reduction. Students must be enrolled full-time in regular University of California units to
be eligible for the reduced in absentia fee. Students in self-supporting graduate programs, exchange programs, or programs paying only a program fee
are not covered by this policy and are not eligible for in absentia registration.
The research or course work must be directly related to the student’s degree program as evidenced by UC faculty approval; must be of a nature
that makes it necessary to be completed outside of California for at least one full academic term; must involve only indirect supervision appropriate to
evaluating the student’s academic progress and performance by UC faculty during the in absentia period; must involve no significant studying or in-
person collaboration with UC faculty during the in absentia period. Under no circumstances can students participate in coursework, exams or research at
UC Irvine for any part of a term in which the student is on in-absentia status. Students should be advanced to candidacy before applying for in-absentia
status.
Students who will be engaged in necessary degree-related course work or research off campus but within the state of California may be eligible to apply
for in-absentia status by exception, depending on the location of their research.
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University of California, Irvine 2016-2017 171
Leave of Absence
A graduate student who withdraws from the University with the intention of returning within one year and wishes to avoid a lapse of student status
should request a leave of absence. A leave of absence of up to one year’s duration may be granted by the Dean of the Graduate Division upon the
recommendation of the student’s academic unit, subject to the following guidelines:
1. The student must have completed satisfactorily at least one quarter in residence and be in good academic standing. The leave must be consistent
with the student’s academic objectives.
2. Leave ordinarily is approved in cases of serious illness or other temporary disability, or temporary interruption of the student’s academic program for
other appropriate reasons.
3. A student on leave is not eligible for assistance from a University fellowship, research grant, or financial aid program, and may not hold an academic
appointment or be employed by the University in any capacity. During a period of leave, a student may not take comprehensive or qualifying
examinations or earn academic credit (except by a transfer of credit from another institution approved in advance by the Dean of the Graduate
Division). University resources and facilities, including housing, are ordinarily unavailable to students on leave.
4. A student failing to register for the next regular academic session following the expiration of leave will lose graduate standing and will be subject to
the following readmission policy.
Readmission
A student who previously withdrew from the University, or whose student status has lapsed, may request readmission to graduate study by submitting
online a new Application for Graduate Study with the nonrefundable $105 fee ($125 for international students). The Dean of the Graduate Division may
grant readmission when recommended by the academic unit. If readmitted, a student’s previous academic work will be applied toward the requirements
for an advanced degree only with the approval of the graduate advisor and the Dean of the Graduate Division. A readmitted student must satisfy the
academic requirements in effect at the time of readmission and may be required to satisfy certain requirements a second time, including those for formal
advancement to candidacy. A readmitted student must register and then be advanced or reinstated to candidacy at least one quarter before receiving an
advanced degree, which will be conferred no earlier than the second quarter following readmission. In exceptional circumstances, a student who has not
registered by the end of the third week of classes may file a Readmission Petition with the Graduate Division during that academic term upon approval of
the student’s department chair and the respective school’s associate dean, and payment of a $105 readmission fee.
Intercampus Exchange Program
A graduate student in good standing who wishes to take advantage of educational opportunities available only at another campus of the University of
California may do so through the Intercampus Exchange Program. Ordinarily, an exchange student will have demonstrated a high level of scholarship
during at least one quarter of graduate study at the home campus and will have well-defined academic objectives. Approval of the faculty advisor, the
host department(s), and the respective Deans of Graduate Studies is required. Direct arrangements between faculty members on the two campuses are
encouraged so as to ensure that courses, seminars, or facilities will be available to meet the participating student’s needs. Students may take courses
on more than one campus of the University in the same academic session.
The exchange student enrolls and pays tuition and fees on the home campus and then enrolls at the host campus, following the procedures of that
Registrar’s Office. A report of academic work completed will be transferred to the student’s academic record on the home campus after the term has
ended. Although eligible for all normal student services, the exchange student is a visitor and is not formally admitted to graduate study at the host
campus. Application forms for the Intercampus Exchange Program may be downloaded from the Graduate Division website (http://www.grad.uci.edu/
forms) and should be filed with the Office at least four weeks before the beginning of the quarter in order to avoid penalties.
Transfers of Credit
At least one-half of the course requirement for a master’s degree must be completed while in residence as a graduate student at UCI. Credit for up
to one-fifth of the minimum number of units required for a master’s degree may be allowed for graduate-level work completed at another institution
or through University Extension prior to first graduate enrollment at UCI. Such courses do not count toward the required number of units in 200-
series courses. Up to one-half the units required may be accepted from another graduate division of the University of California. After enrollment, the
student must initiate a formal petition for such credit and submit an original transcript. The acceptance of unit credit earned in another program must be
recommended by the academic unit to which the student has been admitted and be approved by the Dean of the Graduate Division. No units of transfer
credit will be given for any course in which a grade below B (3.0) or equivalent was assigned. Under no circumstances will grade credit be transferred.
A student currently enrolled in a master’s degree program or on a leave of absence may receive unit credit (not grade credit) for graduate-level work
completed at another institution or through University Extension only with the prior approval of the departmental graduate advisor and the Dean of the
Graduate Division. No transfer credit will be given for any course in which a grade below B or equivalent is received.
A student who begins graduate study at UCI in the fall quarter will receive appropriate credit for courses taken in preceding UCI summer sessions,
provided that the formal date of admission precedes summer session enrollment. Continuing graduate students will receive credit for courses taken in
intervening UCI summer sessions.
On This Page:
• Graduate Degrees Master's Degrees
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172 Graduate Division
• Doctor of Philosophy Degree
• Theses and Dissertations
• The Filing Fee
• Nonresident Supplemental Tuition
• Conferral of Graduate Degrees
Graduate Degrees
Master’s Degrees
The master’s degree is conferred at the end of the academic quarter in which all requirements have been satisfied, subject to the final approval of the
Graduate Council. The student must be advanced to candidacy for the degree prior to the beginning of the final quarter of enrollment. Therefore, an
application for advancement to candidacy, initiated by the student and approved by the academic unit, should be submitted to the Dean of the Graduate
Division at least 30 days before the opening of the quarter in which the degree is expected.
The Master of Arts (M.A.) or Master of Science (M.S.) degree normally is attained by one of two routes: Plan I, the thesis option; or Plan II, the
comprehensive examination option. Both require a minimum of one year in residence, satisfactory completion of prescribed course work, and an
appropriate demonstration of achievement. Plan I includes a minimum of seven courses (28 units), 20 units or more of which must be at the graduate
level; a thesis; and a general examination. Plan II requires at least nine courses (36 units), including 24 units or more at the graduate level, and a
comprehensive examination covering a broad range of subject matter in the discipline. Only approved 200-series courses completed while in residence
at the University satisfy the minimum graduate course requirement. Some programs will have course requirements exceeding the minimums cited above
and may have additional or alternative degree requirements. Please refer to the description of the specific program for more information.
Master of Fine Arts (M.F.A.) degrees are awarded by the Claire Trevor School of the Arts (M.F.A. in Dance, Drama, Fine Arts, or Music) and by the
Program in Creative Writing (M.F.A. in English) upon successful completion of the equivalent of two years or more of full-time study with an emphasis
upon creative expression and professional development. Special thesis or comprehensive examination requirements are established for these programs.
Master of Arts in Teaching (M.A.T.) degrees are awarded upon successful completion of programs designed for the professional development of
elementary and secondary school teachers. A minimum of one year in residence is required, usually including summer session course work. A thesis
project or other comparable evidence of professional attainment is part of each M.A.T. program.
Master of Business Administration (M.B.A.) degrees are awarded by The Paul Merage School of Business upon successful completion of the equivalent
of two years of full-time study in the development of professional managerial skills.
Master of Advanced Study (M.A.S.) degrees are awarded by the School of Social Ecology in Criminology, Law and Society upon successful completion
of 52 units of course work in the broad areas of criminal justice, including corrections, probation, criminal prosecution, defense, and civil law. The
program is fully online with the exception of a required one-week in-residence course during the first fall quarter.
The Master of Legal and Forensic Psychology (M.L.F.P.) degrees are awarded by the School of Social Ecology upon successful completion of 52 units
of course work in a broad area that integrates facets of psychology, forensics and the law, and the intersection of psychology and legal issues. The
program is a two-year professional degree program that is fully online with the exception of a one-week, in-residence course prior to the first fall quarter
of instruction.
Master of Professional Accountancy (M.P.Ac.) degrees are awarded by The Paul Merage School of Business upon successful completion of 44 units of
course work including core courses and electives.
Master of Public Health (M.P.H.) degrees are awarded by the Program in Public Health upon successful completion of 60 units of course work including
core courses, electives, and courses in the student’s emphasis.
Master of Public Policy (M.P.P.) degrees are awarded by the School of Social Ecology upon successful completion of 72 units of course work including
core courses and electives. Students also participate in a policy-relevant internship in an appropriate government, business, or nonprofit setting.
Master of Science (M.S.) in Nursing Science degrees are awarded by the Program in Nursing Science upon successful completion of 68–71 units of
course work, depending on the student’s chosen area of specialization, as well as 720 hours of clinical practice in the student’s area of emphasis to be
eligible for certification.
Master of Urban and Regional Planning (M.U.R.P.) degrees are awarded by the School of Social Ecology upon successful completion of the equivalent
of two years of full-time study in contemporary methods of planning and policy analysis.
Doctor of Philosophy Degree
The Doctor of Philosophy (Ph.D.) degree is awarded on the basis of evidence that the recipient possesses knowledge of a broad field of learning
and expert mastery of a particular area of concentration within it. The research dissertation is expected to demonstrate critical judgment, intellectual
synthesis, creativity, and skill in written communication.
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University of California, Irvine 2016-2017 173
Students are required to advance to candidacy for the doctorate, and to complete all requirements for the doctoral degree, within the normative time
specified by the individual graduate program. Students who fail to complete the degree within the normative time limit for their program shall be deemed
as not making satisfactory academic progress, and may be ineligible to continue to receive non-instructional University resources (e.g., financial aid,
teaching assistantships, student housing). Normative time-to-degree parameters for each doctoral program are indicated in the academic unit sections of
this Catalogue. Students who fail to complete the degree within the maximum time-to-degree limit for their program shall not be permitted to enroll. For
details see the section on Academic Disqualification.
The candidate for the Ph.D. is expected to be in full-time residence for at least six regular academic quarters. Four to six years of full-time academic
work beyond the bachelor’s degree typically is required to complete the degree. At the end of the first year or so of full-time study, many programs
administer a preliminary examination on the student’s mastery of fundamental knowledge in the discipline. Upon successfully demonstrating a high
level of scholarship on this examination and after further study, the student will continue to a series of qualifying examinations which lead to formal
advancement to candidacy for the Ph.D.
Graduate students ordinarily attain candidacy status for the Ph.D. degree when all preparatory work has been completed, when qualifying examinations
have been passed, and when they are ready for the dissertation phase. Students are recommended for advancement to candidacy by unanimous vote
of the candidacy committee nominated by the academic unit and appointed by the Dean of the Graduate Division on behalf of the Graduate Council.
The Report of the Ph.D. Candidacy Committee (Form I) must be signed by the committee at the time the candidacy examination is concluded and
submitted to the Dean of the Graduate Division. Following a unanimous favorable vote of the committee, the student will be advanced to candidacy upon
payment of the $90 Candidacy Fee. Candidacy for the Ph.D. will lapse automatically if the student loses graduate standing by academic disqualification
or failure to comply with the University policy on continuous registration. A readmitted student who was a candidate for the Ph.D. must again advance to
candidacy and thereafter enroll as a candidate for at least one academic quarter before the Ph.D. may be conferred.
Following advancement to candidacy for the Ph.D., a doctoral committee nominated by the academic unit chair and appointed by the Dean of the
Graduate Division on behalf of the Graduate Council, supervises the student’s program, approves the dissertation, and conducts the final oral
examination if required. The chair of the doctoral committee is the member of the faculty responsible for providing primary guidance of the student’s
dissertation. Ordinarily, the final examination will be given just prior to completion of the dissertation and while the student is in residence during a
regular academic session. The final examination, or defense, is open to all members of the academic community. All student committees must conform
to policy approved by the Graduate Council in effect at the time of examination. Ph.D. degrees are conferred, subject to the final approval of the
Graduate Council, as of the last day of the regular academic quarter in which all requirements have been satisfied.
Theses and Dissertations
Candidates for the Ph.D., Ed.D., and certain master’s degrees must conduct an extensive research project and submit a dissertation or thesis in order to
fulfill degree requirements. Research expenses are not supported by the University, and the cost of preparing the dissertation or thesis ordinarily ranges
from $200 to $1,000, but may be considerably more.
After approval by the doctoral or thesis committee appointed for each candidate by the Dean of the Graduate Division, on behalf of the Graduate
Council, doctoral and master’s students must file their dissertation or thesis with the UC Irvine Library Special Collections and Archives, via the
electronic dissertation or thesis submission process (a paper process is also available). Generally, dissertations and theses are made available for public
access unless an embargo has been requested for a specific period of time. The final copy must meet the University’s requirements for style, format,
and appearance before the degree can be conferred. See the UCI Thesis and Dissertation Manual (http://special.lib.uci.edu/dissertations/uci_td.html) for
information about the preparation of manuscripts. All doctoral students are required to submit an Exit Survey and a Survey of Earned Doctorates prior to
the awarding of their degree.
Dissertations and theses must be filed by the deadline published on the Graduate Division website (http://www.grad.uci.edu/academics/filing
%20deadlines) in order for them to be reviewed and accepted in time for the degree to be conferred in that quarter.
Those students who complete requirements and submit theses/dissertations after the end of the tenth week of classes and prior to the start of the
subsequent quarter will earn a degree for the following quarter, but will not be required to pay tuition and fees for that quarter. Please note that in order
to avoid payment of tuition and fees, manuscripts, all forms, and degree paperwork must be submitted prior to the first day of the quarter in which the
degree is to be earned. Students should note that this does not apply if the thesis/dissertation is submitted after the deadline for spring quarter degrees.
Students who submit after the spring deadline are required to either enroll in Summer Session or pay the Filing Fee if they have not done so previously.
The Filing Fee
Under certain circumstances, a student who has advanced to candidacy for a graduate degree may be eligible to pay a Filing Fee equal to half of the
Student Services Fee in lieu of registration for any academic term including summer, subject to the approval of the Dean of the Graduate Division.
International students who wish to go on Filing Fee status must, in addition, secure approval to do so from UCI’s International Center. In general, all
requirements for a degree must have been satisfied prior to the start of the quarter, except for the submission of the final version of the dissertation or
thesis, or the completion of a final oral or comprehensive examination. A student on Filing Fee status may not make use of any University resource,
hold any academic appointment, receive any fellowship, or receive any student service for which official registration and payment of regular tuition and
fees is a requirement. A Filing Fee will not be accepted immediately following readmission nor immediately following a leave of absence. The date for
payment of the Filing Fee is the same as that for the payment of other student fees. If all degree requirements are not completed during the academic
term in which the Filing Fee is paid, the student must subsequently register and pay all applicable tuition and fees. Students may only utilize the filing fee
UCI General Catalogue 2016-2017 173
174 Graduate Division
option for one academic quarter during their graduate studies. Additional quarters are not allowed regardless of whether the student changes academic
programs.
Nonresident Supplemental Tuition
Nonresident doctoral students who have advanced to candidacy are eligible for a 100 percent reduction in the annual Nonresident Supplemental Tuition
for a maximum of three consecutive calendar years including time on leave of absence. Reduced Nonresident Supplemental Tuition begins with the first
academic term following advancement to candidacy. Any nonresident student who continues to be enrolled, or who re-enrolls following the three-year
maximum allowance, will be charged the full Nonresident Supplemental Tuition rate that is in effect at that time of enrollment.
Conferral of Graduate Degrees
Prior to the beginning of the quarter in which an advanced degree is to be conferred, the student must have advanced to candidacy for that degree and
should have received formal notice confirming candidacy from the Dean of the Graduate Division. The student should consult the departmental faculty
graduate advisor to determine which degree requirements, if any, have not yet been satisfied.
Students are advised by mail when their diplomas are available, which is approximately six months after the quarter in which the degrees are awarded.
Graduate Hooding Ceremony. Students completing a Ph.D. or M.F.A. are eligible to walk in the Graduate Hooding Ceremony. Students are required to
meet all filing deadlines (http://www.grad.uci.edu/academics/filing%20deadlines) and satisfy degree requirements (http://www.grad.uci.edu/academics/
degree-completion) in order to participate in the ceremony. Registration for eligible students opens in February. Inquiries about and details regarding the
Graduate Hooding Ceremony may be directed to the Commencement Office (http://www.grad.uci.edu/academics/commencement).
Financial Assistance for Graduate Students
Several types of financial assistance are available to graduate students at UCI. These include fellowships, teaching and research assistantships, tuition
fellowships for nonresident students, grants-in-aid, and student loans. Financial support in the form of fellowships or assistantships is typically only
offered to students admitted to the Ph.D., however, some programs may offer such support to students pursuing the master's degree at their discretion.
All domestic graduate students are encouraged to submit the Free Application for Federal Student Aid (FAFSA) each year to access state and federal
grants and loans. It is available at the FASFA website (https://fafsa.ed.gov) or in the Office of Financial Aid and Scholarships after January 1, with a
submission deadline of March 2 each year. The Financial Aid section in this Catalogue and the Office of Financial Aid and Scholarships website (http://
www.ofas.uci.edu/content) contain information about assistance based upon financial need that is administered by the Office of Financial Aid and
Scholarships.
Applicants interested in assistantships or fellowships should so indicate on their application when applying for admission. Many graduate programs have
a deadline for completed graduate applications of January 15; however, many graduate programs have earlier, or later, deadlines. Students should
contact the academic program to which they are applying for accurate deadlines, particularly to receive full consideration for fellowship and assistantship
awards. Continuing students interested in an assistantship or fellowship should contact the graduate advisor for their academic program. The awarding
of fellowships to incoming students for the following academic year begins in the winter quarter.
UCI subscribes to the agreement of the Council of Graduate Schools of the United States, under which successful applicants for awards of financial
support are given until April 15 to accept or decline such awards. An award accepted from one of the member universities may be resigned at any time
through April 15. However, an acceptance given or left in force after that date commits the student to not accepting another appointment without first
obtaining formal release for that purpose from the awarding institution.
Regents’, UCI Chancellor’s Fellowships, and other merit-based fellowships are awarded by some schools to a number of promising students entering
graduate study at UCI leading to the Doctor of Philosophy or Master of Fine Arts degree. Awards may include a stipend, all required tuition and student
fees, and, if applicable, Nonresident Supplemental Tuition. Other fellowships are offered, including tuition awards for outstanding applicants who are not
residents of California. In many cases, fellowship stipends may be supplemented by partial assistantship appointments. Fellowship awards are typically
made by the student’s academic unit.
Entering or continuing graduate students may be awarded research or teaching assistantships for all or part of the academic year. The types of
assistantships, number available, and required duties vary according to the activities of the academic unit. A graduate assistant who is not a California
resident also may receive a tuition fellowship. While enrolled as a graduate student at UCI, students are limited in their employment with the University
to no more than 50 percent time during each academic quarter. Fellowship support as well as research or teaching assistantships all require students to
maintain satisfactory academic progress as defined by UC and UCI policy as well as by their academic units.
Through the Graduate Division’s diversity programs, a number of diversity fellowships are awarded to entering and continuing domestic graduate
students who may have been disadvantaged in higher education. Departments nominate candidates on the basis of their merit and contribution to the
diversity of the department or discipline, as well as demonstrated scholastic achievement, full-time status, and U.S. citizenship or permanent residency.
Individuals from diverse cultural, geographic, and socioeconomic backgrounds are especially encouraged to apply to UCI’s graduate programs. In
conformance with State law, applicants may not be given preferential treatment on the basis of race, ethnicity, gender, religion, or national origin.
174 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 175
Claire Trevor School of the Arts
On This Page:
• Overview
• Degrees
• Change of Major
• Special Programs of Study
• Creative Connections Opportunities
• Scholarships
Stephen Barker, Interim Dean
Office of Student Affairs
101 Mesa Arts Building
949-824-6646
http://www.arts.uci.edu/
Overview
The Claire Trevor School of the Arts is one of the nation’s most acclaimed and innovative centers for the creation, performance, and study of the arts
within the context of their history and theory. The School consists of four departments, including Art, Dance, Drama, and Music, offering undergraduate
B.A., B.F.A., and B.M. degrees, and M.F.A. degrees in all four disciplines. The Drama Department offers a doctorate in Drama and Theatre, jointly with
UC San Diego. The Music Department offers a doctorate in Integrated Composition, Improvisation, and Technology (ICIT). The Art Department also
offers minors in Digital Arts and Digital Filmmaking.
The School’s departments are located near each other in the Arts Plaza, providing possibilities for daily interaction among students and faculty in all
Arts disciplines. Facilities in the School include studios and technologically enhanced classrooms, four theatres, a theatre/concert hall, the University
Art Gallery, the Donald R. and Joan F. Beall Center for Art and Technology, the Gassman Electronic Music Studio, the Motion Capture Studio, the Arts
Media Center, the Arts Computing Laboratory, the Digital Arts Teaching and Research Laboratories, a television studio, professionally managed and
staffed production shops, and publicity and box offices supporting the School’s extensive production, performance, and exhibition schedule.
The Steven Ehrlich-designed Contemporary Arts Center, the latest major expansion of the School, provides 59,000 new square feet of technology-driven
instructional and research spaces, as well as a new 4,000-square-foot gallery and a “black-box” performance space. Along with its new motion-capture
studio, these facilities enhance the School’s and UCI’s place at the forefront of these fields.
Arts students regularly participate in dance and drama productions, choirs, instrumental ensembles, and art exhibitions. Students from other academic
areas are also eligible to participate in many of these activities and are encouraged to do so. Some of the School’s productions take place in the Irvine
Barclay Theatre located on the UCI campus.
The artists, performers, and scholars of the Arts faculty are regularly augmented by distinguished artist/teachers featured in numerous School activities.
Students receive assistance with program planning and a variety of other services from the professional and student-support staff in the School’s Office
of Student Affairs; the staff also provide academic counseling to Arts students.
Degrees
Art B.A., M.F.A.
Dance B.A., B.F.A., M.F.A.
Drama B.A., M.F.A
1
Drama and Theatre Ph.D.
Integrated Composition, Improvisation, and Technology M.A., Ph.D.
Music B.A., B. Mus., M.F.A.
Music Theatre B.F.A.
1
UCI and UCSD joint program.
Change of Major
Students wishing to change to an Arts major should contact the Arts Student Affairs Office for information about change-of-major requirements,
procedures, and policies. Additionally, students should refer to the Change of Major Criteria website (http://www.changeofmajor.uci.edu) for more
information.
UCI General Catalogue 2016-2017 175
176 Claire Trevor School of the Arts
Special Programs of Study
Minor in Religious Studies
The interdisciplinary minor in Religious Studies focuses on the comparative study of religions in various cultural settings around the world. The
curriculum seeks to provide a wide-ranging academic understanding and knowledge of the religious experience in society through study in the Schools
of Humanities, Social Science, Social Ecology, and the Arts. See the School of Humanities section for additional information.
Campuswide Honors Program
The Campuswide Honors Program is available to selected high-achieving students from all academic majors from their freshman through senior years.
For more information contact the Campus-wide Honors Program, 1200 Student Services II; 949-824-5461; [email protected]; or visit the Campuswide
Honors Program website (http://honors.uci.edu).
UC Education Abroad Program
Upper-division and, in some cases, graduate students have the opportunity to experience a different culture while making progress toward degree
objectives through the University’s Education Abroad Program (UCEAP). UCEAP is an overseas study program which operates in cooperation with host
universities and colleges throughout the world. For additional information, visit the Study Abroad Center website (http://www.studyabroad.uci.edu).
Honors
Students who have distinguished themselves academically will be considered for honors at graduation. General criteria are that students must have
completed at least 72 units in residence at a University of California campus and must have a cumulative grade point average of 3.5 or better, including
the grades from the final quarter. In keeping with the Academic Senate Resolution, no more than 12 percent of the graduating seniors may receive such
academic honors. For additional information, visit the Honors Recognition page. Individual departments may offer other special honors to students who
have excelled in their major subject.
Creative Connections Opportunities
Arts Outreach at the Claire Trevor School of the Arts partners with local school districts, arts organizations, and community centers to share the School’s
talents and knowledge beyond the UCI campus. One such outreach program is Creative Connections, which provides exceptional opportunities for
School of the Arts students to earn valuable practical experience in K–12 classrooms and in community settings. Projects range from integrating arts
into core curriculum in K–6, to workshops in the arts for middle and high schools, to college application mentorship for high school juniors and seniors
interested in arts majors. One to four units of independent study credit are available, and in some cases stipends may be available. All Claire Trevor
School of the Arts students who hold a minimum 3.0 GPA may apply for these programs.
Scholarships
The Claire Trevor School of the Arts has some scholarship monies available to incoming and to continuing students on both the undergraduate and
graduate levels.
Edna Helen Beach Scholarship: Provides $1,000 per year for two years for an incoming freshman student, and $1,000 for one year for an incoming
transfer student. Recipient must be gifted and talented, and will be selected from eligible students with special emphasis on those from underprivileged
backgrounds who would not otherwise be able to attend a major research institution.
Steven Criqui Memorial Scholarship: Up to $2,375 awarded to outstanding undergraduate students majoring in Art or Art History with financial need.
Kris and Linda Elftmann Scholarship: Up to $3,000 awarded to an outstanding student.
Leo Freedman Graduate Fellowship: For outstanding applicants from Orange County, California, preferably from Anaheim; two fellowships of
approximately $7,000 each for the academic year.
William J. Gillespie Foundation Scholarships: Several scholarships in varying amounts, awarded to outstanding Dance majors with an emphasis in
ballet.
William C. Holmes Fellowship: For graduate students studying Music.
Cloud Hsueh Foundation Scholarship: Up to $3,000 awarded to outstanding undergraduate students.
Alice Lowell Memorial Scholarship: For students majoring in Music.
Steve Lyle Memorial Scholarship: $2,000 awarded to continuing students in Drama; selected by application and recommendation.
Norma Barnard MacLeod Scholarship: For Music students studying Guitar or Lute.
Margie McDade Memorial Scholarship: For students majoring in Music and studying piano.
Medici Circle Scholarship: Up to $1,425 awarded to students participating in research, exhibitions, festivals, or conferences.
176 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 177
Gregory Browne Osborne Memorial Scholarship: Several scholarships in varying amounts, awarded to outstanding Dance majors with an emphasis
in ballet.
Shiela K. and James J. Peterson Community Spirit Scholarships: $1,500–$3,000 awarded to students with financial need and who have contributed
to community services.
Marjorie and Robert Rawlins Scholarship: For full-time students majoring in Music and studying piano, violin, viola, or cello.
Frederick & Sylvia Reines Music Scholarship: For undergraduate and graduate students studying Music.
Sylvia Reines Dance Scholarship: $1,000 awarded to graduate and undergraduate students in Dance.
Harry and Marjorie Ann Slim Memorial Scholarship: For students majoring in Music.
Winifred W. Smith Scholarship: For students majoring in Music and studying cello, violin, or piano (preferably cello).
Elizabeth and Thomas Tierney Scholarship: Up to $3,000 awarded annually to an outstanding student.
UCI Town and Gown Music Scholarships: For students majoring in Music.
Phyllis Kovach Vacca Memorial Scholarship: For students majoring in Music and studying cello, piano, or violin.
Bette and Steven Warner Scholarship: For outstanding students in the Music Department’s voice program and the Drama Department.
H.B. and Isabelle Yolen Memorial Scholarship: Up to $2,000 awarded to students majoring in Art or Drama with financial need.
Undergraduate Programs
The following majors are offered:
Art, B.A.
Dance, B.A.
Dance, B.F.A.
Drama, B.A.
Music, B.A.
Music - Performance, B.Mus.
Music Theatre, B.F.A.
The following minors are offered:
Digital Arts
Digital Filmmaking
Graduate Program
Degrees
Art - M.F.A.
Dance - M.F.A.
Drama - M.F.A.
Drama and Theatre - Ph.D.
Integrated Composition, Improvisation, and Technology - M.A., Ph.D.
Music - M.F.A.
Overview
The primary endeavor of the Claire Trevor School of the Arts is the creative act. Research activities are pursued both as an end in themselves and as a
source that can inform both performance and the studio experience. The intellectual activity of theoretical, literary, and historical courses complements
the practical work in studio workshops and performance. The aim of the M.F.A. programs in Art, Dance, Drama, and Music is, thus, to produce artists
literate in both traditional and digital media who are disciplined, responsive to intellectual stimuli, and capable of integrating existing knowledge into
creative projects. The UCI-UCSD joint doctoral program in Drama and Theatre provides opportunity for significant crossover research and teaching
between the two campuses in a wide range of areas in drama and the theatre. The M.A. and Ph.D. program in Integrated Composition Improvisation
and Technology (ICIT) is taught by a core faculty whose work embraces diverse forms of music making, challenging conventional distinctions between
UCI General Catalogue 2016-2017 177
178 Claire Trevor School of the Arts
classical composition, computer music, improvisation, and jazz. It is the strong belief of the UCI Claire Trevor School of the Arts that intellectual integrity
and creative excellence cannot exist without each other.
Refer to the Departments of Art, Dance, Drama, and Music for detailed information about the graduate programs.
Admission to the Program
Applications are accepted for fall quarter admission only, and ordinarily must be completed by January 15 for the Ph.D. in Drama and Theatre, the
M.F.A. in Art, the M.F.A. in Dance, and the M.F.A. in Music, and by March 1 for the M.F.A. in Art with a concentration in Critical and Curatorial Studies.
Applications for the M.A. and Ph.D. in ICIT must be submitted by December 1. The number of graduate students that can be admitted to the Claire
Trevor School of the Arts is limited. Applicants are advised to arrange for auditions, interviews, and the submission of portfolios, compositions, and
dossiers by the appropriate deadlines. Students applying for scholarships and fellowships should do so by January 15, and are also encouraged to apply
for financial assistance through the Office of Financial Aid and Scholarships. The Claire Trevor School of the Arts has a modest number of teaching
assistantships available in all areas, and all candidates are automatically reviewed for teaching assistantship positions; the School informs successful
candidates by June 1 for the following academic year.
Upon admission to the program the student is assigned an advisor. Students should discuss with their advisor the scope of undergraduate preparation to
determine any areas which may need strengthening if full benefit from graduate study is to be derived.
Faculty
Kei Akagi, B.A. International Christian University, Professor of Music; Asian American Studies
Lonnie R. Alcaraz, M.F.A. University of California, Irvine, Professor of Drama (lighting design, digital imaging)
David Allan, Choreographer/Former Soloist, National Ballet of Canada; Choreographer, ballet companies, operas, film, and television, Professor
Emeritus of Dance (ballet, pas de deux, choreography)
Rhea Anastas, Ph.D. The Graduate Center of The City University of New York, Associate Professor of Art (20th century experimentalism in the visual
arts, critical theory, cultural theory)
Kevin H. Appel, M.F.A. University of California, Los Angeles, Department Chair and Professor of Art (painting)
Stephen F. Barker, Ph.D. University of Arizona, Interim Dean of the Claire Trevor School of the Arts and Professor of Drama (post-modern theatre,
Beckett, critical theory)
Cynthia M. Bassham, M.F.A. American Conservatory Theatre, Lecturer with Security of Employment of Drama (voice, speech for actors, acting)
Amy M. Bauer, Ph.D. Yale University, Associate Professor of Music
Haroutune Bedelian, M.A. Royal Academy of Arts, Professor of Music
Lorna Griffitt Bedelian, D.M.A. Indiana University, Senior Lecturer with Security of Employment of Music
Frances L. Bennett, B.F.A. University of California, Irvine, Lecturer of Music
Anna J. Bosler, D.M.A. University of Southern California, Lecturer of Music
Shaun D. Boyle, M.A. Trinity Laban Conservatoire of Music and Dance, Assistant Professor of Dance (ballet, repertory, choreography)
Richard A. Brestoff, M.F.A. New York University, Head of Acting and Professor of Drama (film and television acting)
David Brodbeck, Ph.D. University of Pennsylvania, Professor of Music
Robin T. Buck, M.M. University of Southern California, Professor of Drama; Music
Daniel Gary Busby, D.M.A. University of California, Los Angeles, Department Chair and Associate Professor of Drama (music theatre, singing,
conducting)
Juli C. Carson, Ph.D. Massachusetts Institute of Technology, Artistic Director of the University Art Galleries and Professor of Art (art history, critical
theory, curatorial practice )
Dennis R. Castellano, M.F.A. University of California, Irvine, Head of Music Theatre and Senior Lecturer with Security of Employment of Drama (music
theatre)
Ellie Choate, M.A. California State University, Long Beach, Lecturer of Music
Patricia C. Cloud, M.M. University of Southern California, Lecturer of Music
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University of California, Irvine 2016-2017 179
Robert S. Cohen, D.F.A. Yale University, Professor Emeritus of Drama (acting theory, acting, directing)
Miles C. Coolidge, M.F.A. California Institute of the Arts, Professor of Art (photography)
Mary E. Corey, M.A. University of California, Riverside; Certified Professional Labanotator, Professor of Dance (dance history, dance notation and
reconstruction)
John L. Crawford, Media Artist and Software Designer, Graduate Advisor and Associate Professor of Dance; Informatics (dance film, interactive media,
telematic performance, motion capture, digital arts)
Jonathan D. Davis, D.M.A. Juilliard School, Lecturer of Music
Myrona L. DeLaney, M.F.A. University of California, Irvine, Lecturer with Security of Employment of Drama (music theatre, singing, acting)
Tony Delap, Claremont Graduate University, Professor Emeritus of Art
Michael Dessen, Ph.D. University of California, San Diego, Robert and Marjorie Rawlins Chair in Music and Associate Professor of Music
Diane L. Diefenderfer, Former Soloist, Los Angeles Ballet, Eglevsky Ballet Company, Frankfurt Ballet Company, Director of Pilates Program for Dance
Wellness, Lecturer with Security of Employment of Dance (ballet, pointe, repertory)
Theresa A. Dimond, D.M.A. University of Southern California, Lecturer of Music
John Christopher Dobrian, Ph.D. University of California, San Diego, Professor of Music; Informatics
Holly Durbin, M.F.A. University of California, Los Angeles, Professor of Drama (costume design)
Clifford L. Faulkner, M.A. California State University, Long Beach, Senior Lecturer with Security of Employment - Emeritus of Drama (scenery design,
history of design, gay theatre)
Nohema Fernandez, D.M.A. Stanford University, Professor Emerita of Music
Jennifer J. Fisher, Ph.D. University of California, Riverside; Decade diversity mentor, founder and editor of Dance Major Journal, Associate Professor of
Dance (dance history and theory)
Keith Fowler, D.F.A. Yale University, Professor Emeritus of Drama (directing, acting)
Israel Gabriel, Bat-Dor Dance Company; Former Assistant Artistic Director, Lecturer with Security of Employment Emeritus of Dance (ballet, modern,
pas de deux, repertory)
Clayton Garrison, Ph.D. Stanford University, Professor Emeritus of Drama (opera, musical theatre, movement, dramatic literature)
Michel Gervais, , Lecturer of Dance
Martha Gever, Ph.D. City College of the City University of New York, Professor Emerita of Art (history and criticism: video, media studies, popular
culture )
Douglas S. Goheen, Ph.D. University of Denver, Professor Emeritus of Drama (scenery design, digital imaging)
Frederick W. Greene, B.M. University of Southern California, Lecturer of Music
Charlotte Griffin, M.F.A. University of Texas, Austin, Assistant Professor of Dance (choreography, modern, screen dance)
Chad M. Hall, M.F.A. Ohio State University; Pilates Mat Certified, Assistant Professor of Dance (modern dance, choreography, improvisation)
Matthew Hare, D.M.A. University of Iowa, Lecturer of Music
Jason Harnell, Lecturer of Music
George C. Harvey, M.F.A. University of California, Irvine, Professor Emeritus of Drama (artistic direction, producing, lighting design)
Robert Hickok, B.M. Yale University, Professor Emeritus of Music
Donald D. Hill, M.F.A. University of Southern California; Associate Producer, Head of Stage Management and Senior Lecturer with Security of
Employment of Drama (stage management, directing, acting)
Michael K. Hooker, M.F.A. California Institute of the Arts, Professor of Drama (sound design)
Seth Houston, D.M.A. University of Southern California, Director of Choral Activities and Lecturer with Potential Security of Employment of Music
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180 Claire Trevor School of the Arts
Joseph B. Huszti, MM Northwestern University, Professor Emeritus of Music
Bryan Jackson, M.F.A. University of California, Los Angeles, Lecturer of Art (digital filmmaking)
Jesse C. Jackson, M.A. University of Toronto, Director of the Minor in Digital Arts and Assistant Professor of Art; Informatics
Ulysses S. Jenkins, M.F.A. Otis Art Institute, Professor of Art (video art production, performance art)
Ketu H. Katrak, Ph.D. Bryn Mawr College, Professor of Drama; Comparative Literature (drama and performance, African drama and Ancient Sanskrit
drama [from India], postcolonial literature and theory, women writers and feminist theory)
Jerzy S. Kosmala, D.M. Indiana University, Lecturer of Music
Madeline Kozlowski, M.F.A. Brandeis University, Professor Emerita of Drama (costume design)
Anthony James Kubiak, Ph.D. University of Wisconsin-Madison, Professor of Drama (American and modern drama, modern poetry, critical theory,
philosophy)
Antoinette Lafarge, M.F.A. School of Visual Arts, Professor of Art (digital media)
Daphne Pi-Wei Lei, Ph.D. Tufts University, Head of Doctoral Studies and Professor of Drama; Asian American Studies (Asian theatre, Asian American
theatre, intercultural theatre, gender theory, performance theory)
Simon Leung, B.A. University of California, Los Angeles, Professor of Art; Asian American Studies (new genres, critical theory, contemporary art history,
performance)
Joseph S. Lewis, M.F.A. Maryland Institute College of Art, Professor of Art (public art)
Lukas Ligeti, Assistant Professor of Music
Loretta Livingston, B.F.A. California Institute of the Arts; Certified Laban Movement Analyst; former principal with Bella Lewitzky Dance Company,
Graduate Advisor and Associate Professor of Dance (modern dance, choreography, improvisation, Laban movement analysis, teaching of dance)
Sandra T. Loh, B.S. California Institute of Technology, Associate Adjunct Professor of Drama (personal theatre making, artistic entrepreneurship)
Mara Jane Lonner, M.F.A. California Institute of the Arts, Lecturer with Security of Employment of Art (drawing, painting, 3D design)
Catherine B. Lord, M.F.A. State University of New York at Buffalo, Professor Emerita of Art (queer theory, feminism, photography)
Annie M. Loui, , Professor of Drama (movement, directing, acting)
Molly L. Lynch, M.F.A. University of California, Irvine; Pilates Certified; Choreographer/Artistic Director of the National Choreographers Initiative,
Associate Professor of Dance (ballet, pointe, repertory, partnering, arts management)
Monica Majoli, M.F.A. University of California, Los Angeles, Professor of Art (painting)
Mihai Maniutiu, Ph.D. Caragiale Academy of Theatrical Arts and Cinematography, UCI Distinguished Professor of Drama (directing)
Daniel J. Martinez, B.F.A. California Institute of the Arts, Claire Trevor Professor and Professor of Art (public art, sculpture, installation, performance)
David J. McDonald, Ph.D. Stanford University, Professor Emeritus of Drama (dramatic theory, Irish drama, theatre history, playwriting)
Donald McKayle, Choreographer/Director , Claire Trevor Professor and Professor Emeritus of Dance (choreography, modern dance)
Kevin McKeown, M.A. University of California, Los Angeles, Lecturer of Music
Yong Soon Min, M.F.A. University of California, Berkeley, Professor Emerita of Art; Asian American Studies; Culture and Theory (minority, diasporic, and
third cinemas; media, nationalism, and globalization; race, sexuality, and popular culture)
Nicole M. Mitchell, M.M. Northern Illinois University, Professor of Music
Elliott Moreau, M.M. University of Southern California, Lecturer of Music
Ian Andrew Munro, Ph.D. Harvard University, Associate Professor of Drama (European drama and performance, early modern popular culture, theatrical
performance of wit)
Margaret K. Murata, Ph.D. University of Chicago, Professor Emerita of Music
Gifford C. Myers, M.F.A. University of California, Irvine, Professor of Art (ceramics)
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University of California, Irvine 2016-2017 181
Lisa Marie Naugle, Ph.D. New York University, Department Chair and Professor of Dance (modern dance, choreography, dance and digital technology,
improvisation, teaching of dance)
Dariusz Oleszkiewicz, B.A. California Institute of the Arts, Lecturer of Music
Deborah Oliver, M.F.A. California Institute of the Arts, Lecturer of Art (performance art, new genres)
Vincent Olivieri, M.F.A. Yale University, Head of Design and Associate Dean of Graduate Affairs and Associate Professor of Drama (sound design)
Hossein Omoumi, Ph.D. University of Florence, Maseeh Professor in Persian Performing Arts and Professor of Music
Jane M. Page, M.F.A. Indiana University, Head of Directing and Assistant Professor of Drama (directing, acting)
Andrew A. Palermo, B.F.A. University of Cincinnati, College-Conservatory of Music, Assistant Professor of Drama (music theatre choreography)
Jennifer Pastor, M.F.A. University of California, Los Angeles, Professor of Art (sculpture)
Simon G. Penny, M.F.A. Hong Kong University of Science and Technology, Professor of Art; Informatics (informatics, robotic sculpture, interactive
environments, electronic media)
James W. Penrod, M.F.A. University of California, Irvine; C.M.A. Laban Institute of Movement Studies, Professor Emeritus of Dance (ballet, modern,
dance notation, choreography, movement analysis)
Litia T. Perta, Ph.D. University of California, Berkeley, Assistant Professor of Art (art writing)
Gerald Pinter, B.A. University of North Texas, Lecturer of Music
Janice G. Plastino, Ph.D. University of Southern California, Professor Emerita of Dance (kinesiology/anatomy, research methods, choreography, dance
science/medicine)
Yvonne Rainer, Claire Trevor Professor and Professor Emerita of Art (performance, dance, video)
Colleen A. Reardon, Ph.D. University of California, Los Angeles, Professor of Music
Janelle Reinelt, Ph.D. Stanford University, Professor Emerita of Drama (British theatre, political theory, performance)
Bryan R. Reynolds, Ph.D. Harvard University, (Shakespeare, Renaissance drama, critical theory, feminist theory, performance theory, cultural studies)
William S. Roberts, M.F.A. California Institute of the Arts, Lecturer with Security of Employment of Art (photography)
Bobby Rodriguez, D.M.A. University of California, Los Angeles, Lecturer of Music
Nancy L. Ruyter, Ph.D. Claremont Graduate University, Professor Emerita of Dance (dance history, Spanish dance, bibliography and research)
Constance J. Samaras, M.F.A. Eastern Michigan University, Professor of Art; Culture and Theory (photography, intermedia, cultural criticism)
John H. Schneiderman, M.F.A. University of California, Irvine, Senior Lecturer with Security of Employment of Music
Nina Scolnik, B.M. Oberlin College, Senior Lecturer with Security of Employment of Music
Kelli Sharp, DPT Chapman University, Assistant Professor of Dance (somatic practices, dance science, kinesiology, physical therapy)
Eli Simon, M.F.A. Brandeis University, UCI Chancellor's Professor and Professor of Drama (acting, directing)
H. Colin Slim, Ph.D. Harvard University, Professor Emeritus of Music
Jaymi Smith, B.F.A. DePaul University, Associate Professor of Drama (lighting design)
David B. Stetson, B.M. University of Southern California, Lecturer of Music
Darryl G. Taylor, D.M.A. University of Michigan, Professor of Music; African American Studies
Alan Terricciano, M.A. Eastman School of Music, Professor of Dance; Music
Philip D. Thompson, M.F.A. University of California, Irvine, Head of Acting and Professor of Drama (voice, speech for actors, acting)
David K. Trend, Ph.D. Miami University, Department Chair and Executive Director of the University Art Galleries and Professor of Art (visual culture)
Richard J. Triplett, M.A. Otis Art Institute, Professor Emeritus of Drama (scenery and costume design, history of design)
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Stephen E. Tucker, D.M.A. University of California, Los Angeles, Associate Professor of Music
Kojiro Umezaki, M.A. Dartmouth College, Associate Professor of Music; Computer Science
Joel R. Veenstra, M.F.A. University of California, Irvine, Lecturer with Potential Security of Employment of Drama (stage management, acting)
Amanda Jane Walker, M.F.A. University of California, Los Angeles, Lecturer of Music
Tong Wang, M.F.A. University of Utah; Principal dancer with the Shanghai Ballet, Tulsa Ballet Theatre, Dayton Ballet, Ballet West, Assistant Professor of
Dance (ballet, choreography, men's ballet)
David W. Washburn, M.A. New England Conservatory Music, Lecturer of Music
Robert K. Weimann, Ph.D. Humboldt State University, Professor Emeritus of Drama (theory, criticism, literature)
Frank B. Wilderson III, Ph.D. University of California, Berkeley, Professor of African American Studies; Culture and Theory; Drama (Afro-Pessimism, film
theory, Marxism, dramaturgy, narratology.)
Sheron C. Wray, M.A. Middlesex University, Associate Professor of Dance; African American Studies (jazz, choreography, improvisation)
Bruce N. Yonemoto, M.F.A. Otis Art Institute, Professor of Art (video, experimental media, film theory)
Arts Courses
ARTS 1. ArtsCore. 4 Units.
An introduction to the arts in general, and to the arts at UCI. Concentration on (1) the interdisciplinary nature of the arts, and (2) the content of particular
arts disciplines.
(IV)
ARTS 75. Digital Media: Exhibition. 4 Units.
A discussion and critique course in all media arts. Includes a review of key media arts concepts and the preparation of an end-of-quarter exhibition.
Prerequisite: (ARTS 11 and ARTS 12 and ARTS 50 and ARTS 60) and proposal submission.
ARTS 173. Athletics Bands . 1-2 Units.
Bands support athletics events. Includes Pep Band: Rehearsal and performance of band standards; Marching Band: Exercises and performance
involving marching fundamentals, formations, and half-time pageantry; and, Drumline: Study and rehearsal of rudiments, cadences, and arrangements.
Repeatability: Unlimited as topics vary.
ARTS 199. Independent Study. 1-4 Units.
Individual study or directed projects as arranged with faculty member.
Repeatability: May be repeated for credit unlimited times.
Art Courses
ART 1A. Art in Context: History, Theory, and Practice. 4 Units.
First in a three-quarter foundation sequence introducing students to a broad range of contemporary art, media, and practices in relation to their
twentieth-century cultural and historical antecedents. ART 1A deals specifically with contemporary painting and photography.
Restriction: Art majors have first consideration for enrollment.
(IV)
ART 1B. Art in Context: History, Theory, and Practice. 4 Units.
Deals with film/video/performance. Concerned with the development of modern/contemporary film, video, and performance, with a focus on experimental
and avant-garde production from the early twentieth-century to today.
Restriction: Art majors have first consideration for enrollment.
(IV)
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ART 1C. Art in Context: History, Theory, and Practice. 4 Units.
Third in a three-quarter foundation sequence introducing students to a broad range of contemporary art, media, and practice in relation to their twentieth-
century cultural and historical antecedents. Deals specifically with space and cyberspace.
Restriction: Art majors have first consideration for enrollment.
(IV)
ART 9A. Visual Culture: Media, Art, and Technology. 4 Units.
Examines creative activities in all spheres of life, including the "artistic" impulses that dwell in the individual. Culture is addressed in broad terms of the
many institutions and cultural forces that shape everyday activities of listening, seeing, doing.
Restriction: Art majors have first consideration for enrollment.
(IV)
ART 9B. Visual Culture: A Culture Divided. 4 Units.
Throughout the 1980s and 1990s controversies flourished in the mainstream media over purportedly obscene art, anti-American writing, and moral
decay, among other issues. Examines these new conflicts as they manifest themselves in public life and everyday experience.
Restriction: Art majors have first consideration for enrollment.
(IV)
ART 9C. Visual Culture: Thematic Investigations. 4 Units.
Considers a broad range of concerns and questions raised by various acts of appropriation in contemporary art and visual culture, such as originality,
authenticity, authorship, translation, audience and aesthetics, temporal dimensions of a work, and context.
Restriction: Art majors have first consideration for enrollment.
(IV)
ART 11A. Topics in History of Contemporary Art. 4 Units.
Surveys mid-nineteenth and twentieth-century art production, from modernity through post-modernity, in a historical and cultural context.
Prerequisite: ART 9A.
Repeatability: May be taken for credit 2 times as topics vary.
Restriction: Art majors only.
ART 11B. Media Art and Design History. 4 Units.
Survey of the roots of modern techno-media arts in both the history of visual arts and the history of devices such as automata, animatronics, robots,
miniature theatres, optical machines, communications technologies, calculators, and computers.
Restriction: Art majors only.
ART 12A. Art, Design, and Electronic Culture. 4 Units.
Introduction to historical and theoretical foundations of digital media art, tracing how information technologies seeded growth of new expressive medium.
Considers how today's pervasive digital culture evolved through interdisciplinary collaborations between artists, engineers, scientists, scholars. Course
may be offered online.
(IV)
ART 12B. Art, Science and Society: Steam to Steampunk. 4 Units.
An overview of current practice and research in digital media art. Examines the effects of recent technological, scientific, cultural, and political
developments. Addresses the increasing overlap of artistic and scientific practices and issues related to new and emerging technologies.
(IV)
ART 12C. Intelligences of Arts. 4 Units.
Introduces contemporary neuroscience and new approaches to cognition – embodied, enactive, extended, situated, distributed. Reviews the history
of related ethological, biological, psychological, technological, and philosophical traditions. Considers arts and cultural practices from these and other
perspectives, and considers case studies.
(III)
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ART 20A. Basic Drawing I. 4 Units.
Encourages an investigation of the premises and limits of drawing, primarily, but not inevitably, as a two-dimensional medium. Includes slide
presentations and discussions of the historical uses of a wide range of drawing.
Restriction: Art majors have first consideration for enrollment.
ART 20B. Basic Drawing II. 4 Units.
Continuation of the investigation initiated in ART 20A, with an emphasis on experimentation, personal investigation, and development of conceptual
working premises, as well as the acquisition of necessary skills. Group discussion and critique are emphasized.
Prerequisite: ART 20A or ART 20.
Restriction: Art majors have first consideration for enrollment.
ART 30A. Basic Painting I. 4 Units.
Examination of the fundamental components of painting: color, form, space, surface, scale, and content. Studio work, slide presentations, and critiques
of student work.
Restriction: Art majors have first consideration for enrollment.
ART 30B. Basic Painting II. 4 Units.
Further examinations of the essential qualities of painting: color, form, space, surface, scale, and content. Studio work, slide presentations, and critiques
of student work.
Prerequisite: ART 30A.
Restriction: Art majors have first consideration for enrollment.
ART 40. Basic Sculpture. 4 Units.
The practice of sculpture in the contemporary arts; inclusion of spatial interventions, site-specific and environmental design, appropriation of found
materials; techniques in cutting joining, and assembly of wood, metals, and plastics. May include casting, welding, and ceramics. Materials fee.
Restriction: Art majors have first consideration for enrollment.
ART 50A. Matter and Media . 4 Units.
A project-based introduction to tools and approaches for creating and sharing digital media content within Internet-mediated social environments, with a
particular emphasis on art-making and personal expression. Includes an overview of basic user experience and interaction design principles.
ART 50B. Interaction and Experience. 4 Units.
An overview of digital video and audio production for the Web, emphasizing art-making and personal expression. Includes digital media aesthetics and
conceptual design, basic audio and video recording, and fundamentals of desktop video, audio, and Web authoring software applications.
Prerequisite: ART 50A.
ART 50C. Digital Media: Interaction Design. 4 Units.
Principles and practices of interaction design for interactive digital media systems that provide for active involvement of the participant. Students gain
experience with interaction design issues through a series of media art projects, emphasizing art-making and personal expression.
Prerequisite: (ARTS 11 or ART 12A) and (ARTS 12 or ART 12B) and (ARTS 50 or ART 50A) and (ARTS 60 or ART 50B).
ART 51. Basic Ceramic Sculpture. 4 Units.
Exploration of use of clay as sculptural basis with an emphasis on development of an idea and its relation to contemporary and experimental art practice.
Hand-building, glazing, finishing processes, and use of other structural materials. Materials fee.
Restriction: Art majors have first consideration for enrollment.
ART 65A. Foundations in Media Design. 4 Units.
Provides an overview of media design in the digital age, covering principles of design for different media (2D, time-based, interactive); history of
relationship between art and design; and practice in working with different design approaches. Materials fee.
Restriction: Art majors have first consideration for enrollment.
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ART 65B. Foundations in Internet Art and Design. 4 Units.
Introduction to creating art for the Internet, covering history and structure of networks; key types of net-based interactivity; basics of Web design and
scripting. Materials fee.
Prerequisite: ART 65A. Recommended: ART 11B.
Restriction: Art majors have first consideration for enrollment.
ART 65C. Gizmology and Kinetics. 4 Units.
Provides students with basic skills in materials, construction and design applicable to making machines, musical instruments and things with moving
parts enabling work in kinetic sculpture, custom interactive systems, Mechatronics, Robotics, and Maker/DIY culture. Materials fee.
ART 65E. Mechatronic Art I. 4 Units.
Introduces the practice and theory of analog electronics, emphasizing the design and development of simple interactive systems and the integration of
such systems into real-world contexts of performance, installation, sculpture, and automated artifacts. Materials fee.
ART 71A. Introduction to Photography I. 4 Units.
Introduction to technical underpinnings emphasizing photography as a contemporary art practice. Topics include 35mm non-automatic camera
operation, exposure and lighting, black and white printing, introduction to digital photography, discussion of critical and historical issues. Materials fee.
Restriction: Art majors have first consideration for enrollment.
ART 71B. Introduction to Photography II. 4 Units.
Techniques covered include medium and large format cameras, digital photography, studio lighting, digital and analog color printing, mural room.
Conceptual direction is developed through critiques, critical readings, discussions, slide lectures. Materials fee.
Prerequisite: ART 71A.
Restriction: Art majors have first consideration for enrollment.
ART 81A. Digital Filmmaking Production I. 4 Units.
Introduction to three production stages of video making. Study of the narrative structure of cinema and acquisition of video production skills in camera,
lighting, sound, and editing. Production work, readings, and screenings outside of class are assigned. Materials fee.
Restriction: Art majors have first consideration for enrollment.
ART 81B. Digital Filmmaking Production II. 4 Units.
Focuses on video stage production, technical skills including camera operation, stage lighting, sound recording, and construction of basic scenic
elements. Emphasis is placed on the function and responsibilities of the production crew and proper working and safety procedures. Materials fee.
Prerequisite: ART 81A.
Restriction: Art majors have first consideration for enrollment.
ART 91. Basic Performance Art. 4 Units.
Exploration of objects, gesture, action, text, image, and media to create narrative or non-narrative works. Elements of theory and history of performance
art are discussed to illustrate techniques and styles to understand, identify, and articulate artistic vision and voice.
Repeatability: May be taken for credit 2 times.
Restriction: Art majors have first consideration for enrollment.
ART 95. SPECIAL TOPICS IN BASIC MEDIA. 4 Units.
Basic instruction in media or disciplines not otherwise represented in the regular curriculum. Topics vary according to the instructor.
Repeatability: Unlimited as topics vary.
Restriction: Art majors have first consideration for enrollment.
ART 100. Special Topics in Art. 4 Units.
Materials fee, topic dependent.
Prerequisite: ART 9A. Lower-division writing strongly recommended.
Repeatability: May be taken for credit 6 times as topics vary.
Restriction: Art majors only.
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ART 101W. Artists as Writers. 4 Units.
Contemporary art practice involves text, as final form or an integral element. Many contemporary artists consider writing as essential to their practice.
Covers historical and contemporary uses of text and image as well as artists' writing.
Prerequisite: ART 9A and ART 11A. Satisfactory completion of the lower-division writing requirement.
Restriction: Art majors only.
(Ib)
ART 103. Intermediate Painting. 4 Units.
Continuation of the investigation initiated in basic painting, with an emphasis on experimentation, personal investigation, development of conceptual
working premises, as well as the acquisition of necessary skills. Group discussion and critique are emphasized.
Prerequisite: ART 1A and ART 1B and ART 1C and ART 30A and ART 30B.
Repeatability: May be taken for credit 2 times.
Restriction: Art majors only.
ART 104. Intermediate Sculpture. 4 Units.
Investigation of three-dimensional space, including the construction of objects and the manipulation of the environment. Students define personal
projects and translate personal, social, and political experience into visual meaning. Range of artists' works introduced. Group discussion and critiques.
Materials fee.
Prerequisite: ART 1A and ART 1B and ART 1C and ART 40.
Repeatability: May be taken for credit 2 times.
Restriction: Art majors only.
ART 105. Intermediate Ceramic Sculpture. 4 Units.
Further investigation of the use of clay as a medium, with an emphasis on experimental practice and the relationship to contemporary visual art.
Emphasizes discussion of ideas, and provides information on clay body, fabrication, glazing, and firing. Materials fee.
Prerequisite: ART 1A and ART 1B and ART 1C and ART 51.
Repeatability: May be taken for credit 2 times.
Restriction: Art majors only.
ART 106A. Programming for Artists. 4 Units.
Programming as a means to create interactive artworks with an emphasis on the integration of video, sound, text, and stills. Topics include basic
concepts in programming, understanding the limits of code, working with video and audio files, interface design. Materials fee.
Prerequisite: ART 65A. Recommended: ART 11B.
Repeatability: May be taken for credit 2 times.
Restriction: Art majors only.
ART 106B. Game Studies. 4 Units.
Critical analysis of various genres of computer games and gaming theory and practice through playing, writing, and discussion. The focus is on creating
a Design Document for the student's own gaming environment using gaming metaphors, design principles, and technologies. Materials fee.
Prerequisite: ART 65A. Recommended: ART 11B.
Restriction: Art majors only.
Concurrent with
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ART 106C. Design for Print. 4 Units.
Investigates the use of print for communication as an artist. Covers the fundamentals of print design and output using digital media. Materials fee.
Prerequisite: ART 65A. Recommended: ART 11B.
Repeatability: May be taken for credit 2 times.
Restriction: Art majors only.
ART 107. Intermediate Projects in Photography. 4 Units.
Students begin learning how to develop photographic projects of their own making. Focuses on employing and expanding upon previously learned
technical and critical skills specific to students' individual interests and ideas. Critiques, readings, lectures, labs. Materials fee.
Prerequisite: ART 1A and ART 1B and ART 1C and ART 71A and ART 71B.
Repeatability: May be taken for credit 2 times.
Restriction: Art majors only.
ART 108. Digital Filmmaking Project I. 4 Units.
Students learn to conceive, develop, and produce original video works building directly upon previously learned skills. Use of video stage and post-
production editing facilities. Lectures on video/film subjects, production strategies, readings, screening, field trips, and group critiques. Materials fee.
Prerequisite: ART 81A and ART 81B.
Restriction: Art majors only.
ART 109. Performance and the Camera. 4 Units.
Surveys the development of contemporary artists who use performance strategies in the making of videos and films. Students analyze the artist's
conceptual approach to performative gestures, actions, and landscapes created for their video or film art.
Prerequisite: ART 1B or ART 81A or ART 91 or ART 128.
Restriction: Art majors only.
ART 110B. Mechatronic Art II. 4 Units.
Introduces the practice and theory of embedded microcontrollers, digital electronics, coding, sensor interfacing, motor control and output stages along
with mechanical and electromechanical design and construction, emphasizing the integration of such systems into real-world contexts of performance,
installation, and art-making. Materials fee.
Prerequisite: ART 65E.
ART 110C. Mechatronic Art III. 4 Units.
As the capstone to the Mechatronic Art series, this course permits students to develop major projects utilizing electronics, microcontrollers, sensors, and
electromechanical devices, in a methodical and supervised context, with technical, design, and aesthetic advice and critique. Materials fee.
Prerequisite: ART 65E.
ART 111. 3D Methods and Materials. 4 Units.
Presents a wide variety of concepts, materials, tools, and fabrication techniques vital to art production. Wood tools, clay, castable rubber, urethane foam,
fiberglass, plaster, steel, and welding are introduced. Projects are based on conceptual problems incorporating these materials. Materials fee.
Prerequisite: ART 1A and ART 1B and ART 1C.
Repeatability: May be taken for credit 2 times.
Restriction: Art majors only.
ART 117. Issues in Popular Culture. 4 Units.
In-depth investigation of the relationship between visual art practices and popular culture.
Prerequisite: ART 9A. Recommended: satisfactory completion of the upper-division writing requirement strongly recommended.
Repeatability: Unlimited as topics vary.
Restriction: Art majors only.
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ART 119. Issues in Contemporary Painting. 4 Units.
Investigation of issues in modern and contemporary art work and criticism, wherein an assessment of Modernist influences is followed by the
examination of contemporary painting as a cross-disciplinary practice employing popular culture, "high art," theory, and new technology.
Prerequisite: ART 9A. Recommended: satisfactory completion of the upper-division writing requirement strongly recommended.
Repeatability: May be taken for credit 2 times.
Restriction: Art majors only.
ART 119A. Issues in Contemporary Drawing. 4 Units.
Investigation of drawing as a primary practice rather than a developmental tool. Explores the relationship between Conceptualism, process and content,
and considers the historical changes in method, presentation, and theory, from past to present.
Prerequisite: ART 9A.
ART 120. Issues in Narrative. 4 Units.
Emphasizes the construction of narratives in different media--painting, photography, sculpture, video. Particular attention paid to the development of
personal and community histories as a working base.
Prerequisite: ART 9A. Recommended: satisfactory completion of the upper-division writing requirement strongly recommended.
Repeatability: May be taken for credit 2 times.
Restriction: Art majors only.
ART 121A. Afro-Futurism I. 4 Units.
First of a two-part course on the futuristic artistic vision of Black film, video, and cyberspace. Deals with critical analyses of the Black image in Western
Art history, and its association to contemporary Hip Hop culture, art, and music.
Prerequisite: ART 9A. Satisfactory completion of upper-division writing strongly recommended.
Restriction: Art majors only.
ART 121B. Afro-Futurism II. 4 Units.
Second of a two-part course on the futuristic artistic visions of Black film, video, and cyberspace. Deals with modern techno-culture, digital activism, and
designing technology based on African aesthetic principles of contemporary Hip Hop International Culture.
Prerequisite: ART 9A. Satisfactory completion of upper-division writing strongly recommended.
Restriction: Art majors only.
ART 125. Issues in Photography. 4 Units.
Rigorous investigation of photographic practices and critical writings, the relationship of photography to the construction and maintenance of cultural
institutions, the circulation of photographic ideas in society, and photography and technology.
Prerequisite: ART 1A or ART 71A or ART 71B or ART 152A or ART 152B or ART 152C or ART 152D or ART 152E or ART 190B. Recommended:
Satisfactory completion of the Upper-Division Writing requirement.
Repeatability: May be taken for credit 2 times.
Restriction: Art majors only.
ART 126. Issues in Media and Migration: Asia. 4 Units.
Media and migration are profound, twinned influences on contemporary globalized experience. A discourse on Asian cultural production and of its
transnational dimensions. Students will explore migration in its multiple facets to include migrations of people, ideas, and technologies.
Prerequisite: ART 9A.
ART 126B. Issues in Techno-Arts. 4 Units.
Addresses issues related to artmaking practices that emerge in tandem with new technologies. Topics include sociopolitical contexts of techno-art;
utopic/dystopic framings; key moments in the history of techno-arts.
Prerequisite: ART 9A. Recommended: ART 11B.
Restriction: Art majors only.
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ART 127A. Issues in Video History and Criticism. 4 Units.
Investigation of historical development of video as artistic practice. Topics include relationships between art and video technology, critiques of television,
experimentation with image processing/synthesis, performances designed for video, experiments in documentary representation, video installation.
Readings and screenings assigned. Materials fee.
Prerequisite: ART 9A.
Restriction: Art majors only.
ART 127B. Issues in Experimental Film History. 4 Units.
A critical study of experimental film/video art genres and production techniques considering their narrative, structural, iconographic, and cultural aspects.
Hollywood narrative, Nouvelle Vague, American Independent, and Video Art compared in terms of production innovation, design, and conceptual
content. Materials fee.
Prerequisite: ART 9A.
Restriction: Art majors only.
ART 128. Issues in New Genres. 4 Units.
Investigates issues in post-studio practices, including concepts of time, relational aesthetics, site-specificity, institutional critique, and the post-medium
condition.
Prerequisite: ART 9A. Recommended: satisfactory completion of the upper-division writing requirement strongly recommended.
Repeatability: Unlimited as topics vary.
Restriction: Art majors only.
ART 130B. Topics in Game Design. 4 Units.
Investigates interaction paradigms, game mechanics, game development processes, and methods for analysis and critique of games; and provides
opportunities for experimental game design.
Prerequisite: ART 106B.
Restriction: Art majors only.
ART 131. Projects in Installation. 4 Units.
Investigates interior installation in particular spaces. Working in teams, students install, discuss, and remove projects. Technical information and hands-
on experience with various media is provided. Materials fee.
Prerequisite: Art 40.
Repeatability: May be repeated for credit unlimited times.
ART 132A. Digital Filmmaking Pre-Production. 4 Units.
Examines the preparatory and planning stages of video production, including script writing, story boarding, location scouting, script breakdown, and
budgeting. Projects may encompass one or more of these stages which will be explored through readings, discussions, and demonstrations. Materials
fee.
Prerequisite: ART 81A and ART 81B.
Restriction: Art majors only.
ART 132B. Digital Filmmaking Post-Production. 4 Units.
Examines procedures and techniques utilized in video production after principal shooting is completed, including effects processing, composting, sound
design, and DVD authoring. Projects focus on these processes, and are explored through readings, discussions, and demonstrations. Materials fee.
Prerequisite: ART 81A and ART 81B.
Restriction: Art majors only.
ART 133. The Graphic Novel . 4 Units.
An intensive workshop during which students will create a short graphic novel, taking the process all the way from concept to publication. Course work
will focus on understanding how narrative emerges from a combination of visual and textual elements.
Prerequisite: ART 65A. Strongly recommended: ART 106C.
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ART 138. Place Making and Public Art. 4 Units.
How do art interventions in public spaces inform our definition of "place" and develop culturally informed audiences? Students will engage in class
projects and group investigations that question the traditional and institutional conceptual boundaries of exhibition/distribution.
Prerequisite: ART 40 and ART 9A.
Restriction: Art majors only.
ART 141. Digital Filmmaking Advanced Project I. 4 Units.
Incorporating narrative structures in a multi-screen context. Students design and produce an active space in which activities will move from one screen
to another. Materials fee.
Prerequisite: ART 81A and ART 81B.
Restriction: Art majors only.
ART 143. Projects in Computer Painting. 4 Units.
Study and utilization of the computer as a digital sketchbook and design tool for the creation of paintings. Discussion of the issues related to benefits and
limitations of new technology in the art-making process.
Prerequisite: ART 1A and ART 1B and ART 1C and ART 30A and ART 30B.
Restriction: Art majors only.
ART 144. Artist Books as Objects. 4 Units.
Are artist books still relevant in the contemporary creative community? Focusing on intellectual content and raw physicality, students will explore this
question and image/text relationships by creating handmade one-of-a-kind or edition book projects utilizing various mechanical reproduction techniques.
Prerequisite: (ART 20A or ART 30A or ART 40 or ART 51 or ART 65A or ART 71A or ART 81A or ART 91) and ART 9A.
ART 146. The Artist Archives. 4 Units.
Addresses ways in which artistic production and archival practice intermingle and overlap. Examines critical works on the nature of knowledge and the
archive, and uncovers methodologies of knowledge production and how these inform what we think of as art.
Prerequisite: ART 1A and ART 1B and ART 1C and ART 9A and ART 11A.
Restriction: Art majors only.
ART 150. Advanced Studio Topics--Painting. 4 Units.
Provides an intensive and specialized working environment. Thematic issues and material strategies will be explored. Materials fee.
Prerequisite: ART 30B.
Repeatability: Unlimited as topics vary.
Restriction: Art majors only.
ART 150C. Advanced Drawing . 4 Units.
Advanced studio problems in visual exploration. Students pursue individual solutions to self-defined and presubscribed projects. Techniques/materials
are individual choice. Continual analysis of the personal process.
Prerequisite: ART 20B.
Repeatability: May be repeated for credit unlimited times.
Restriction: Art majors only.
ART 150F. Advanced Figure Drawing. 4 Units.
Students develop technical skills in rendering the figure. Live model sessions and an introduction to anatomy. Investigates use of the figure in
contemporary art. Materials fee.
Prerequisite: ART 20B.
Repeatability: May be taken for credit 2 times.
Restriction: Art majors only.
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ART 151. Advanced Studio Topics--Sculpture. 4 Units.
Provides an intensive and specialized working environment. Thematic issues and material strategies will be explored. Materials fee.
Prerequisite: ART 40.
Repeatability: May be repeated for credit unlimited times.
Restriction: Art majors only.
ART 152A. Advanced Studio Topics: Photography. 4 Units.
Focused investigation of a range of issues in photographic practice, with an emphasis on developing individual student projects, refining critical thinking,
and conceptual framing. Technical topics covered as required. Readings, lectures, critiques, labs. Materials fee.
Prerequisite: ART 71B.
Repeatability: May be repeated for credit unlimited times.
Restriction: Art majors only.
ART 152B. Documentary Photography. 4 Units.
Documentary practice is examined through the realization of photo-based projects. Thematic focus of student's choosing will be refined through lectures,
discussion, technical demonstrations, field trips, labs, and individual meetings. Materials fee.
Prerequisite: ART 71B.
Repeatability: May be repeated for credit unlimited times.
Restriction: Art majors only.
ART 152C. The Public Image. 4 Units.
Strategies for artistic intervention in the public circulation of images are examined alongside the role images play in constructing public identity.
Individual or collaborative student projects will be directed around course themes. Materials fee.
Prerequisite: ART 71B.
Repeatability: May be repeated for credit unlimited times.
Restriction: Art majors only.
ART 152D. The Photographic Tableau. 4 Units.
Examines and develops photographic projects intended for traditional artistic venues (i.e., galleries and museums). In addition to exploring appropriate
techniques and presentation strategies, students consider the interdependency between construction of images and semantic shaping of traditional art
venues. Materials fee.
Prerequisite: ART 71B.
Repeatability: May be repeated for credit unlimited times.
Restriction: Art majors only.
ART 152E. The Constructed Image. 4 Units.
A studio investigation of theoretical ideas, critical possibilities, historical precedents, and various techniques involving the production of fabricated
images. Techniques may include montage, digital, chemical and in-camera manipulations, studio constructions, appropriations, performance, and
projected images. Materials fee.
Prerequisite: ART 71B.
Repeatability: May be repeated for credit unlimited times.
Restriction: Art majors only.
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ART 152F. Seminar Production Component. 4 Units.
Photographic and/or inter-media production course tied to a specific Issues course (for example, Issues in Photography, Issues in Feminism, Issues in
New Genres). Critiques, labs, field trips, discussion, demonstrations. Materials fee.
Prerequisite: ART 71B.
Repeatability: May be repeated for credit unlimited times.
Restriction: Art majors only.
ART 153. Digital Filmmaking Advanced Project II. 4 Units.
Directed to the production of individual or collaborative videotapes, using studio, portable camera, editing facilities, and sound and computer elements.
Emphasis will be on individually initiated projects. Readings and screenings are assigned. Materials fee.
Prerequisite: ART 81A and ART 81B.
Restriction: Art majors only.
ART 154. Advanced Studio Topics: Performance. 4 Units.
An intensive investigation of the practice of performance art, with an emphasis on the development of individual projects, and the refinement of various
technical skills, as well as audiences, spaces, and cultural connections.
Prerequisite: ART 91 or ART 109.
Repeatability: May be taken for credit 3 times.
Restriction: Art majors only.
ART 156. Advanced Studio Topics: Ceramic Sculpture. 4 Units.
Discussion of ideas, techniques, and personal control of form. Clay body, fabrication, glazing, and firing. Emphasis on development of personal direction.
Materials fee.
Prerequisite: ART 51.
Repeatability: May be repeated for credit unlimited times.
Restriction: Art majors only.
ART 166A. Digital Filmmaking Web Series. 4 Units.
Original video projects produced in collaborative teams combining advanced video students with students from other areas, including Dance, Drama,
and Music. Shoots may be carried out on the video stage as well as field locations. Materials fee.
Prerequisite: ART 81A and ART 81B.
Restriction: Art majors only.
ART 170. Advanced Projects. 4 Units.
Students working in different mediums will focus on ambitious research, planning, development, and experimentation, leading to a single work or
focused series that is large in scope. The project will be exhibited and documented at the end of the quarter.
Prerequisite: ART 150 or ART 150C or ART 151 or ART 152A or ART 152B or ART 152C or ART 152D or ART 152E or ART 152F or ART 153 or
ART 166A or ART 190 or ART 190B or ART 190C.
Restriction: Art majors only.
ART 189. Critical Aesthetics . 4 Units.
Surveys critical thought that has influenced twentieth-century art production, preparing the student to engage contemporary art with a critical eye,
specifically addressing aesthetic and political debates of the historical avant-garde, the neo-avant garde, and postmodern culture.
Prerequisite: ART 1A and ART 1B and ART 1C.
Restriction: Upper-division students only. Art majors only.
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ART 190. Senior Project and Critique. 4 Units.
Directed-study critique class in preparation for final project and life after graduation; documentation and portfolio preparation for graduate school.
Investigation of exhibition spaces and funding opportunities, participation in artists' communities outside the university, and artists' rights issues.
Repeatability: May be repeated for credit unlimited times.
Restriction: Seniors only. Art majors only.
ART 190B. Senior Projects and Critique in Photography. 4 Units.
Directed group study focused on production of photographic projects of significant scope and ambition. Emphasis on preparation for continued study
and/or practice in photography in advanced settings beyond the undergraduate university experience. Materials fee.
Prerequisite: ART 1A and ART 1B and ART 1C and ART 71A and ART 71B.
Repeatability: May be repeated for credit unlimited times.
Restriction: Seniors only. Art majors only.
ART 190C. Senior Projects and Critique in Video. 4 Units.
Directed group study focused on production and exhibition of individual video projects of significant scope and ambition. Emphasis is placed on critical
evaluation. Assignments include work documentation, graduate school preparation, and investigation for future opportunities outside the University.
Materials fee.
Prerequisite: ART 81A and ART 81B.
Repeatability: May be taken for credit 2 times.
Restriction: Seniors only. Art majors only.
ART 197. Art Internship. 1-4 Units.
Under faculty supervision, students participate directly in a variety of art institution settings, including museums, galleries, and nonprofit organizations.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 2 times.
Restriction: Juniors only.
ART 198. Honors Exhibition. 4 Units.
Preparation, installation, and participation in the annual honors exhibition. Materials fee.
Grading Option: Pass/no pass only.
Restriction: Juniors or seniors only. Art Honors students only.
ART 199. Independent Study. 1-4 Units.
Individual study or directed creative projects as arranged with faculty member. Materials fee.
Repeatability: May be repeated for credit unlimited times.
ART 210. First-Year Graduate Seminar. 4 Units.
Introductory theory class to contemporary art: intellectual history, theoretical antecedents, and current critical concerns.
Restriction: Graduate students only.
ART 211. Methods and Materials Workshop. 4 Units.
Comprised of a series of workshops introducing graduates to production and facilities in photography, video, digital media, and sculpture.
Repeatability: May be taken for credit 3 times.
Restriction: Graduate students only.
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ART 215. Graduate Seminar Topics. 4 Units.
In-depth discussion of contemporary art production in relation to a variety of theoretical, cultural, and historical topics. Material is determined by the given
instructor's current research interest. Topics vary.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
ART 220. Graduate Seminar: Issues in Contemporary Art. 4 Units.
Classroom interaction with artists, curators, critics, lecturers from fields outside of the arts or from cross-disciplines. Includes recommended readings,
discussions, panel participation, writing assignments.
Prerequisite: ART 210.
Repeatability: May be taken for credit 3 times.
Restriction: Graduate students only.
ART 230. Graduate Group Critique. 4 Units.
Focus on studio production. Students are expected to help foster and develop an environment in which serious and sophisticated peer critique can take
place.
Repeatability: May be taken for credit 9 times.
Restriction: Graduate students only.
ART 236. Graduate Topics in Studio Production. 4 Units.
Graduate group study of a specific medium or art practice (e.g., painting; video, installation, photography, sculpture/3D, performance, digital media,
public art, sound art; film). Includes consideration of technical, theoretical, historical, and/or formal issues.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
ART 240. Interdisciplinary Projects. 4 Units.
Intensive faculty-led discussion of in-progress graduate studio projects--can be discipline driven or working across fields in a rigorous interdisciplinary
studio environment where students meet with the professor both individually and in small groups.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
ART 250. Directed Reading and Research. 4 Units.
Independent study with a supervising faculty member to direct academic research, develop bibliographies, and discuss assigned readings.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
ART 251. Special Topics Seminar. 4 Units.
Directed reading and/or study group on a given research topic. Agreed-upon meeting structure may be flexible in order to accommodate off-campus field
trips and travel.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
ART 255. Graduate Interdisciplinary and Collaborative Projects. 4 Units.
For graduate students working collaboratively across the School of the Arts or cross-university. May be team taught with one of the faculty members
based in the Department of Art.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
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ART 261. Graduate Thesis Writing Seminar. 4 Units.
Seminar for writing as a component of the thesis. Different models of writing, text, and spoken word will be discussed. Required second year.
Corequisite: ART 262.
Prerequisite: ART 210 and ART 215 and ART 220.
Restriction: Graduate students only.
ART 262. Graduate Thesis Independent Study. 1-4 Units.
Tutorials and directed study in thesis writing, research and/or studio production with thesis committee chair and/or thesis committee members to be
taken during final quarters of study.
Corequisite: ART 261.
Prerequisite: ART 210 and ART 215 and ART 220.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
ART 263. Graduate Thesis, Exhibition Critique. 4 Units.
Group critique required for matriculating M.F.A. students during the quarter in which their thesis exhibitions are scheduled. Public presentation/lecture on
student's work required.
Prerequisite: ART 210 and ART 215 and ART 220 and ART 230 and ART 240 and ART 261 and ART 262.
Restriction: Graduate students only.
ART 264. Critical and Curatorial Thesis Exhibition. 8 Units.
Intensive tutorial geared toward execution of professional gallery exhibition, which is one half of the degree requirement for the M.F.A. concentration in
Critical and Curatorial Studies. Must be taken under direction of Committee Chair.
ART 280. Contemporary Exhibition Systems. 4 Units.
Investigates contemporary case studies of curatorial practice. Sometimes taught in collaboration with a host institution. The history, theory and criticism
or curatorial practice are tested through the explication of real exhibitions.
Prerequisite: ART 280A.
Repeatability: May be taken for credit 4 times.
ART 280A. Introduction to Exhibition Systems. 4 Units.
Introduces the basics of curating, covering the fundamentals of collection, research, fundraising, publicity, and installation. Also introduces the related
categories of public programming and art criticism.
Restriction: M.F.A. students only.
ART 399. University Teaching. 4 Units.
Limited to Teaching Associates working under the active guidance and supervision of a regular rank faculty member responsible for curriculum and
instruction at the University.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be taken for credit for 12 units.
Restriction: Graduate students only.
Dance Courses
DANCE 2. Dance Health and Injury Prevention. 4 Units.
An overview of factors that affect the health of dancers. Includes evaluation of general health measures and prevention and management of common
dance injuries.
Restriction: Dance majors only.
DANCE 3. Scientific Concepts of Health. 4 Units.
Introduction to the scientific foundations of health, emphasizing those pertaining to success in college and lifetime wellness. Includes principles of
cardiorespiratory, musculoskeletal, flexibility, and nutritional fitness. A variety of learning experiences will be offered to apply science to real life.
(II)
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DANCE 4. Introduction to Quantitative Research in Exercise Science. 4 Units.
Introduction to quantitative scientific inquiry as it pertains to exercise science and related fields. Includes evaluation of primary scientific research
literature, research design, data collection and analysis, and research communication.
(II)
DANCE 12A. Studio Workshop in Spanish Dance. 2 Units.
Principles of Spanish dance with focus on basic movement techniques, castanet work, and introduction to flamenco and other Spanish dance genres.
Repeatability: May be taken for credit 3 times.
DANCE 12B. Studio Workshop in Spanish Dance. 2 Units.
Principles of Spanish dance with focus on basic movement techniques, castanet work, and introduction to flamenco and other Spanish dance genres.
Prerequisite: DANCE 12A.
Repeatability: May be taken for credit 3 times.
DANCE 12C. Studio Workshop in Spanish Dance. 2 Units.
Principles of Spanish dance with focus on basic movement techniques, castanet work, and introduction to flamenco and other Spanish dance genres.
Prerequisite: DANCE 12B.
Repeatability: May be taken for credit 3 times.
DANCE 14. Social Dance. 2 Units.
Contemporary and historical forms. Current ballroom, disco, and Western square dance forms; Latin ballroom dances; dances from the 20s, 30s, and
40s.
Grading Option: Pass/no pass only.
DANCE 21A. Music for Dancers. 4 Units.
Emphasis on the development of musical skills most pertinent to the dancer: vocabulary, notational literacy, rhythmic and melodic acuity, score reading,
and fundamental analysis; working with live accompaniment.
Restriction: Dance majors only.
DANCE 30A. Studio Workshop in Ballet I. 2 Units.
Beginning ballet: fundamentals and principles of classical ballet with an emphasis on technique.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 2 times.
DANCE 30B. Studio Workshop in Ballet I. 2 Units.
Beginning ballet: fundamentals and principles of classical ballet with an emphasis on technique.
Prerequisite: DANCE 30A.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 2 times.
DANCE 30C. Studio Workshop in Ballet I. 2 Units.
Beginning ballet: fundamentals and principles of classical ballet with an emphasis on technique.
Prerequisite: DANCE 30A and DANCE 30B.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 2 times.
DANCE 34. Men's Studio Workshop in Ballet. 2 Units.
Emphasis on men's traditional ballet, techniques, and movements.
Prerequisite: DANCE 30A and DANCE 30B and DANCE 30C.
Repeatability: May be repeated for credit unlimited times.
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DANCE 40A. Studio Workshop in Modern I. 2 Units.
Fundamentals of modern dance: principles of modern tradition developed from Graham, Humphrey, and Wigman.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 2 times.
DANCE 40B. Studio Workshop in Modern I. 2 Units.
Fundamentals of modern dance: principles of modern tradition developed from Graham, Humphrey, and Wigman.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 2 times.
DANCE 40C. Studio Workshop in Modern I. 2 Units.
Fundamentals of modern dance: principles of modern tradition developed from Graham, Humphrey, and Wigman.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 2 times.
DANCE 50A. Studio Workshop on Jazz I. 2 Units.
Fundamentals of jazz: principles of jazz dance and contemporary forms incorporating the personal point of view of the instructor.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 2 times.
DANCE 50B. Studio Workshop on Jazz I. 2 Units.
Fundamentals of jazz: principles of jazz dance and contemporary forms incorporating the personal point of view of the instructor.
Prerequisite: DANCE 50A.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 2 times.
DANCE 50C. Studio Workshop on Jazz I. 2 Units.
Fundamentals of jazz: principles of jazz dance and contemporary forms incorporating the personal point of view of the instructor.
Prerequisite: DANCE 50B.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 2 times.
DANCE 52A. Workshop in Tap I. 2 Units.
Beginning tap: principles of rhythm and basic tap steps.
Repeatability: May be taken for credit 2 times.
DANCE 52B. Workshop in Tap I. 2 Units.
Beginning tap: principles of rhythm and basic tap steps.
Prerequisite: DANCE 52A.
Repeatability: May be taken for credit 2 times.
DANCE 52C. Workshop in Tap I. 2 Units.
Beginning tap: principles of rhythm and basic tap steps.
Prerequisite: DANCE 52B.
Repeatability: May be taken for credit 2 times.
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DANCE 60A. Choreography. 4 Units.
Beginning-to-intermediate study of principles of dance composition. May include composition assignments for stage and video. By audition, works may
be shown quarterly in public studio performances.
Restriction: Dance Majors only.
DANCE 60B. Choreography. 4 Units.
Beginning-to-intermediate study of principles of dance composition. May include composition assignments for stage and video. By audition, works may
be shown quarterly in public studio performances.
Prerequisite: DANCE 60A.
Restriction: Dance majors only.
DANCE 60C. Choreography. 4 Units.
Beginning-to-intermediate study of principles of dance composition. May include composition assignments for stage and video. By audition, works may
be shown quarterly in public studio performances.
Prerequisite: DANCE 60A and DANCE 60B.
Restriction: Dance majors only.
DANCE 80. Introduction to Ballet and Modern Dance. 4 Units.
Survey of nineteenth and twentieth-century ballet, modern dance, and theatre dance.
Overlaps with DANCE 90B, DANCE 90C, DANCE 90A.
Restriction: Non-major only.
(IV, VIII)
DANCE 81. American Ballet and Modern Dance since 1900. 4 Units.
A survey of American ballet and modern dance in the twentieth and twenty-first centuries. Lectures are supplemented by video.
Overlaps with DANCE 90C.
Restriction: Non-major only. Dance 81 and Dance 90C may not both be taken for credit.
(IV)
DANCE 82. Topics in World Dance. 4 Units.
Various topics in world dance studies focusing on historical, social, and cultural contexts.
Repeatability: May be repeated for credit unlimited times.
(VIII)
DANCE 83. Dance in Feature Film. 4 Units.
Dance in film musicals and commercial dance films, concentrating especially on films from the 1930s through the 1970s.
(IV)
DANCE 85. Gender, Meaning, and Culture in Ballet. 4 Units.
Explores the way ballet as an art form and as a practice reflects culture, as well as embodying new ideas that read counter to conventional narratives.
(IV)
DANCE 90A. Dance History 1A. 4 Units.
Global perspectives. Topics and histories of dance and movement practices from various parts of the world.
Overlaps with DANCE 80.
Restriction: Dance majors have first consideration for enrollment.
(IV, VIII)
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DANCE 90B. Dance History 1B. 4 Units.
The history of dance in the western tradition from the Renaissance through the nineteenth century.
Prerequisite: DANCE 90A
Overlaps with DANCE 80.
Restriction: Dance majors have first consideration for enrollment.
(IV, VIII)
DANCE 90C. Dance History 1C. 4 Units.
The history of dance in the western tradition: the twentieth and twenty-first centuries.
Prerequisite: DANCE 90B
Overlaps with DANCE 80, DANCE 81.
Restriction: Dance majors have first consideration for enrollment.
(IV, VIII)
DANCE 100. Kinesiology for Dance. 4 Units.
The study of the production of dance movement by the musculoskeletal system. Anatomical and dynamic analysis of dance movement.
Restriction: Dance majors only.
DANCE 103. Pilates. 2 Units.
Basics of technique emphasizing alignment, breath control, correction of muscular imbalances.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors only.
DANCE 104. Pilates Reformer. 2 Units.
Utilizes the Universal Reformer apparatus, aiding the student in core stabilization, correcting muscular imbalances, increasing flexibility, and improving
strength.
Prerequisite: DANCE 103.
Restriction: Dance majors only.
DANCE 110. World Dance . 2 Units.
Studio workshop of dances and movement sources of specified countries or areas.
Repeatability: May be taken for credit 6 times as topics vary.
DANCE 125A. Teaching of Dance. 4 Units.
Pedagogy. The methods and theory of teaching dance forms.
Prerequisite: DANCE 133A and DANCE 133B and DANCE 133C and DANCE 143A and DANCE 143B and DANCE 143C.
Restriction: Dance majors only. Upper-division students only.
DANCE 127A. Costume Design for Dance. 4 Units.
Costume design and construction specific to the body in motion. Theoretical study and practical execution.
Restriction: Dance majors only.
DANCE 130A. Pointe Class. 2 Units.
Beginning and intermediate pointe work; principles of classical ballet with an emphasis on technique.
Prerequisite: DANCE 132A and DANCE 132B and DANCE 132C.
Repeatability: May be taken for credit 3 times.
Restriction: Dance majors only.
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DANCE 132A. Studio Workshop in Ballet II. 2 Units.
Intermediate ballet and beginning pointe work; principles of classical ballet with an emphasis on technique.
Prerequisite: (DANCE 30A and DANCE 30B and DANCE 30C) or audition. Prerequisites are for non-Dance majors only.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors have first consideration for enrollment.
DANCE 132B. Studio Workshop in Ballet II. 2 Units.
Intermediate ballet and beginning pointe work; principles of classical ballet with an emphasis on technique.
Prerequisite: DANCE 132A.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors have first consideration for enrollment.
DANCE 132C. Studio Workshop in Ballet II. 2 Units.
Intermediate ballet and beginning pointe work; principles of classical ballet with an emphasis on technique.
Prerequisite: DANCE 132A and DANCE 132B.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors have first consideration for enrollment.
DANCE 133A. Advanced Studio Workshop in Ballet III. 2 Units.
Advanced intermediate ballet and pointe work; principles of classical ballet with an emphasis on technique.
Prerequisite: (DANCE 132A and DANCE 132B and DANCE 132C) or audition.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors only.
DANCE 133B. Advanced Studio Workshop in Ballet III. 2 Units.
Advanced intermediate ballet and pointe work; principles of classical ballet with an emphasis on technique.
Prerequisite: DANCE 133A.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors only.
DANCE 133C. Advanced Studio Workshop in Ballet III. 2 Units.
Advanced intermediate ballet and pointe work; principles of classical ballet with an emphasis on technique.
Prerequisite: DANCE 133A and DANCE 133B.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors only.
DANCE 134A. Advanced Studio Workshop in Ballet IV. 4 Units.
Advanced ballet, pointe work, and performance styles: principles of classical ballet.
Prerequisite: (DANCE 133A and DANCE 133B and DANCE 133C) or audition. DANCE 133C with a grade of B+ or better.
Repeatability: May be taken for credit 3 times.
Restriction: Dance majors only.
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DANCE 134B. Advanced Studio Workshop in Ballet IV. 4 Units.
Advanced ballet, pointe work, and performance styles: principles of classical ballet.
Prerequisite: DANCE 134A.
Repeatability: May be taken for credit 3 times.
Restriction: Dance majors only.
DANCE 134C. Advanced Studio Workshop in Ballet IV. 4 Units.
Advanced ballet, pointe work, and performance styles: principles of classical ballet.
Prerequisite: DANCE 134A and DANCE 134B.
Repeatability: May be taken for credit 3 times.
Restriction: Dance majors only.
DANCE 135A. Advanced Studio Workshop in Ballet V. 4 Units.
Advanced ballet, pointe work, and performance styles: principles of classical ballet.
Prerequisite: (DANCE 134A and DANCE 134B and DANCE 134C) or audition. DANCE 134C with a grade of B+ or better.
Repeatability: May be taken for credit 3 times.
Restriction: Dance majors only.
DANCE 135B. Advanced Studio Workshop in Ballet V. 4 Units.
Advanced ballet, pointe work, and performance styles: principles of classical ballet.
Prerequisite: DANCE 135A.
Repeatability: May be taken for credit 3 times.
Restriction: Dance majors only.
DANCE 135C. Advanced Studio Workshop in Ballet V. 4 Units.
Advanced ballet, pointe work, and performance styles: principles of classical ballet.
Prerequisite: DANCE 135A and DANCE 135B.
Repeatability: May be taken for credit 3 times.
Restriction: Dance majors only.
DANCE 137. Repertory . 2 Units.
Rehearsal and performance of repertoire from established ballet, modern, or jazz choreographers.
Prerequisite: (DANCE 133A and DANCE 133B and DANCE 133C) or (DANCE 143A and DANCE 143B and DANCE 143C).
Repeatability: May be taken for credit 3 times.
Restriction: Dance majors only.
DANCE 139. Partnering. 2 Units.
Principles of partnering techniques in various dance performance styles.
Prerequisite: DANCE 133A and DANCE 133B and DANCE 133C and DANCE 143A and DANCE 143B and DANCE 143C.
Repeatability: May be taken for credit 4 times.
Restriction: Dance majors only.
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DANCE 142A. Studio Workshop in Modern II. 2 Units.
Introduction to the principles of motion, including the use of breath, gravity, spatial awareness, and time values.
Prerequisite: DANCE 40A and DANCE 40B and DANCE 40C. Prerequisites are for non-Dance majors only.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors have first consideration for enrollment.
DANCE 142B. Studio Workshop in Modern II. 2 Units.
Introduction to the principles of motion, including the use of breath, gravity, spatial awareness, and time values.
Prerequisite: DANCE 142A.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors have first consideration for enrollment.
DANCE 142C. Studio Workshop in Modern II. 2 Units.
Introduction to the principles of motion, including the use of breath, gravity, spatial awareness, and time values.
Prerequisite: DANCE 142A and DANCE 142B.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors have first consideration for enrollment.
DANCE 143A. Advanced Studio Workshop in Modern III. 2 Units.
Builds on fundamentals of Dance 142A-B-C and introduces performance techniques.
Prerequisite: DANCE 142A and DANCE 142B and DANCE 142C.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors only.
DANCE 143B. Advanced Studio Workshop in Modern III. 2 Units.
Builds on the fundamentals of DANCE 142A-DANCE 142B-DANCE 142C and introduces performance techniques.
Prerequisite: DANCE 143A.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors only.
DANCE 143C. Advanced Studio Workshop in Modern III. 2 Units.
Builds on fundamentals of DANCE 142A-DANCE 142B-DANCE 142C and introduces performance techniques.
Prerequisite: DANCE 143A and DANCE 143B.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors only.
DANCE 144A. Advanced Studio Workshop in Modern IV. 2 Units.
Synthesis of fundamentals and performance technique. Aims to bring students to the preprofessional level.
Prerequisite: DANCE 143A and DANCE 143B and DANCE 143C.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors only.
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DANCE 144B. Advanced Studio Workshop in Modern IV. 2 Units.
Synthesis of fundamentals and performance technique. Aims to bring students to the preprofessional level.
Prerequisite: DANCE 144A.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors only.
DANCE 144C. Advanced Studio Workshop in Modern IV. 2 Units.
Synthesis of fundamentals and performance technique. Aims to bring students to the preprofessional level.
Prerequisite: DANCE 144A and DANCE 144B.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors only.
DANCE 152A. Intermediate Studio Workshop in Jazz II. 2 Units.
Intermediate jazz: principles of jazz dance and contemporary forms incorporating the personal views of the instructor.
Prerequisite: DANCE 50A and DANCE 50B and DANCE 50C. Prerequisites are for non-Dance majors only.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors have first consideration for enrollment.
DANCE 152B. Intermediate Studio Workshop in Jazz II. 2 Units.
Intermediate jazz: principles of jazz dance and contemporary forms incorporating the personal views of the instructor.
Prerequisite: DANCE 152A.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors have first consideration for enrollment.
DANCE 152C. Intermediate Studio Workshop in Jazz II. 2 Units.
Intermediate jazz: principles of jazz dance and contemporary forms incorporating the personal views of the instructor.
Prerequisite: DANCE 152A and DANCE 152B.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors have first consideration for enrollment.
DANCE 153A. Advanced Studio Workshop in Jazz III. 2 Units.
Advanced jazz: principles of jazz dance and contemporary forms incorporating the personal views of the instructor.
Prerequisite: DANCE 152A and DANCE 152B and DANCE 152C.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors only.
DANCE 153B. Advanced Studio Workshop in Jazz III. 2 Units.
Advanced jazz: principles of jazz dance and contemporary forms incorporating the personal views of the instructor.
Prerequisite: DANCE 153A.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors only.
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DANCE 153C. Advanced Studio Workshop in Jazz III. 2 Units.
Advanced jazz: principles of jazz dance and contemporary forms incorporating the personal views of the instructor.
Prerequisite: DANCE 153A and DANCE 153B.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors only.
DANCE 154A. Advanced Jazz: Performance Techniques IV. 2 Units.
Advanced jazz emphasizing performance techniques.
Prerequisite: DANCE 153A and DANCE 153B and DANCE 153C.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors only.
DANCE 154B. Advanced Jazz: Performance Techniques IV. 2 Units.
Advanced jazz emphasizing performance techniques.
Prerequisite: DANCE 154A.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors only.
DANCE 154C. Advanced Jazz: Performance Techniques IV. 2 Units.
Advanced jazz emphasizing performance techniques.
Prerequisite: DANCE 154A and DANCE 154B.
Repeatability: May be taken for credit 2 times.
Restriction: Prerequisite required and Dance majors only
DANCE 160. Improvisation. 2 Units.
Structured and experiential improvisation to heighten the personal intuitive processes, the kinesthetic sense, spatial and temporal awareness, and
to encourage insights into the potential movement resources of the individual for performance and choreography. Course encourages freedom of
exploration.
Repeatability: May be taken for credit 2 times.
DANCE 162A. Choreography II. 4 Units.
Directed choreographic projects for stage or video integrating the elements of stagecraft. In process or completed works may be shown quarterly in
public studio or stage performances.
Prerequisite: DANCE 60A and DANCE 60B and DANCE 60C. Audition required.
Restriction: Dance majors only.
DANCE 162B. Choreography II. 4 Units.
Directed choreographic projects for stage or video integrating the elements of stagecraft. In process or completed works may be shown quarterly in
public studio or stage performances.
Prerequisite: DANCE 162A. Audition required.
Restriction: Dance majors only.
DANCE 162C. Choreography II. 4 Units.
Directed choreographic projects for stage or video integrating the elements of stagecraft. In process or completed works may be shown quarterly in
public studio or stage performances.
Prerequisite: DANCE 162A and DANCE 162B. Audition required.
Restriction: Dance majors only.
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DANCE 163. Dance and Video Technology. 4 Units.
Introduction to video and audio documentation of dance performance. Integrating dance performance within the film aesthetic. Techniques and
technologies of video cameras, formats, editing, and projection. Overview of video compression and DVD authoring.
Prerequisite: DANCE 60A.
Restriction: Dance majors only.
DANCE 164. Screendance. 4 Units.
Overview of dance for film and choreography for the camera. Aesthetics of creating dance for the screen. Approaches for delivery of dance films to an
audience, including projection, DVD, Web, and mobile devices. A final dance film project is required.
Prerequisite: DANCE 163.
Restriction: Dance majors only.
DANCE 165. Choreographic Projects. 1-4 Units.
Supervised choreographic projects for workshop productions.
Prerequisite: Audition required.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors only.
DANCE 170. Dance Performance. 1-4 Units.
Rehearsal and performance in a faculty-choreographed production.
Prerequisite: Audition required.
Repeatability: May be repeated for credit unlimited times.
DANCE 171. Dance Workshop. 1-4 Units.
Rehearsal and performance in a student-choreographed production.
Prerequisite: Audition required.
Repeatability: May be repeated for credit unlimited times.
DANCE 172. Master of Fine Arts Concert. 1-4 Units.
Rehearsal and performance in a graduate student-choreographed production.
Prerequisite: Audition required.
Repeatability: May be repeated for credit unlimited times.
DANCE 174. UCI Dance Ensemble Performance. 1-4 Units.
Performance with the UCI Dance Ensemble.
Repeatability: May be taken for credit 6 times.
Restriction: Sophomores, juniors, and seniors only.
DANCE 176. UCI Jazz Dance Ensemble. 2-4 Units.
Rehearsal and performance in theatrical jazz dance, designed to provide an experience in assimilating various styles of jazz dance and in refining dance
performance techniques. Students will master aspects of dance company promotion.
Prerequisite: DANCE 152A and DANCE 152B and DANCE 152C.
Repeatability: May be taken for credit 6 times.
Restriction: Sophomores, juniors, and seniors only.
DANCE 177. UCI Spanish Dance Ensemble. 1-4 Units.
Rehearsal and performance with the UCI Spanish Dance Ensemble. Flamenco and other Spanish dance genres are presented throughout the year for
campus and off-campus events.
Repeatability: May be taken for credit 12 times.
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DANCE 179. UCI Etude Ensemble. 4 Units.
Repertory and performances by undergraduate Dance majors. Concert presentations on and off campus. Faculty directed, student/faculty
choreographed.
Prerequisite: Audition required.
Repeatability: May be taken for credit 9 times.
Restriction: Sophomores, juniors, and seniors only.
DANCE 180A. Laban Studies. 4 Units.
Elementary Labanotation and motif writing.
Prerequisite: DANCE 21A and DANCE 180C.
Restriction: Dance majors only.
DANCE 180C. Laban Studies. 4 Units.
Laban movement analysis.
Prerequisite: DANCE 21A.
Restriction: Dance majors only.
DANCE 185. Critical Issues in Dance. 4 Units.
Critical thinking and writing about dance, with a section on dance criticism and a major emphasis on persuasive writing about significant issues in the
dance world. Course may be offered online.
Prerequisite: DANCE 90A and DANCE 90B and DANCE 90C. Satisfactory completion of the lower-division writing requirement.
Restriction: Dance majors only.
DANCE 185W. Critical Issues in Dance. 4 Units.
Critical thinking and writing about dance, with a section on dance criticism and a major emphasis on persuasive writing about significant issues in the
dance world. Course may be offered online.
Prerequisite: DANCE 90A and DANCE 90B and DANCE 90C. Satisfactory completion of the lower-division writing requirement.
Restriction: Dance majors only.
(Ib)
DANCE 193. Selected Topics in Dance. 1-4 Units.
Directed group studies of topics in dance.
Repeatability: May be taken for credit 3 times as topics vary.
DANCE 194. Topics Vary. 4 Units.
Seminar in Dance Studies. Variable topics related to gender, race, politics, and dance writing, and criticism, with attention to linking dance practices to
the wider world.
Prerequisite: DANCE 90A and DANCE 90B and DANCE 90C.
Repeatability: Unlimited as topics vary.
DANCE 195. Arts Management. 4 Units.
Designed for students interested in the developmental and management of nonprofit arts organizations. Examines the organizational structure and areas
of operation such as marketing, fundraising, budgeting, production, and administration.
Repeatability: May be taken for credit 2 times.
DANCE 197. Independent Study. 1-4 Units.
Individual independent projects in experimental laboratory, library, field, performance, under instructor's direction. Students can receive conceptual,
creative, and theoretical instruction in the successful completion of a written report or performance.
Repeatability: May be repeated for credit unlimited times.
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DANCE 199. Senior Thesis. 4 Units.
Directed research or creative activity for senior Dance majors. Research consists of a substantial essay on dance history, research in dance science, or
the creation of original or reconstructed choreography.
Grading Option: Pass/no pass only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Dance majors only.
DANCE 201. Seminar in Kinesiology for Dance. 4 Units.
Introduction to the anatomical, biomechanical, and physiological principles of dance movement.
Prerequisite: DANCE 100.
DANCE 210. Graduate Studio: World Dance. 2 Units.
Principles, techniques, and styles of selected genres of world dance such as those of Mexico, Spain, Japan, or other cultures.
Repeatability: May be taken for credit 6 times.
Restriction: Dance grad students only and consent of instructor to enroll.
DANCE 222. Musical Resources. 4 Units.
Detailed study of music as it relates to dance. Historical overview of musical form, style, and other elements. Analysis of various affinities between music
and dance. Practical applications.
DANCE 225. Seminar in the Teaching of Dance Techniques. 4 Units.
Principles and theories of teaching dance techniques. Supervised presentation and teaching of technique class.
DANCE 231A. Graduate Studio: Ballet. 2 Units.
Advanced ballet, pointe work, and performance style: principles of the classical ballet with an emphasis on technique.
Repeatability: May be repeated for credit unlimited times.
Restriction: Audition required.
DANCE 231B. Graduate Studio: Ballet. 2 Units.
Advanced ballet, pointe work, and performance style: principles of the classical ballet with an emphasis on technique.
Prerequisite: DANCE 231A.
Repeatability: May be repeated for credit unlimited times.
Restriction: Audition required.
DANCE 231C. Graduate Studio: Ballet. 2 Units.
Advanced ballet, pointe work, and performance style: principles of the classical ballet with an emphasis on technique.
Prerequisite: DANCE 231B.
Repeatability: May be repeated for credit unlimited times.
Restriction: Audition required.
DANCE 241A. Graduate Studio: Modern. 2 Units.
Advanced modern dance: synthesis of fundamentals and performance technique. Aims to bring students to the preprofessional level.
Repeatability: May be repeated for credit unlimited times.
Restriction: Audition required.
DANCE 241B. Graduate Studio: Modern. 2 Units.
Advanced modern dance: synthesis of fundamentals and performance technique. Aims to bring students to the preprofessional level.
Prerequisite: DANCE 241A.
Repeatability: May be repeated for credit unlimited times.
Restriction: Audition required.
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DANCE 241C. Graduate Studio: Modern. 2 Units.
Advanced modern dance: synthesis of fundamentals and performance technique. Aims to bring students to the preprofessional level.
Prerequisite: DANCE 241B.
Repeatability: May be repeated for credit unlimited times.
Restriction: Audition required.
DANCE 251A. Graduate Studio: Jazz. 2 Units.
Principles of jazz dance and contemporary forms, incorporating the personal views of the instructor.
Repeatability: May be repeated for credit unlimited times.
Restriction: Audition required.
DANCE 251B. Graduate Studio: Jazz. 2 Units.
Principles of jazz dance and contemporary forms, incorporating the personal views of the instructor.
Prerequisite: DANCE 251A.
Repeatability: May be repeated for credit unlimited times.
Restriction: Audition required.
DANCE 251C. Graduate Studio: Jazz. 2 Units.
Principles of jazz dance and contemporary forms, incorporating the personal views of the instructor.
Prerequisite: DANCE 251B.
Repeatability: May be repeated for credit unlimited times.
Restriction: Audition required.
DANCE 252A. Graduate Studio: Tap. 2 Units.
An overview of tap concentrating on the development of various technique forms using basic and intermediate principles.
Repeatability: May be taken for credit 4 times.
DANCE 252B. Graduate Studio: Tap. 2 Units.
An overview of tap concentrating on the development of various technique forms using basic and intermediate principles.
Prerequisite: DANCE 252A.
Repeatability: May be taken for credit 4 times.
DANCE 252C. Graduate Studio: Tap. 2 Units.
An overview of tap concentrating on the development of various technique forms using basic and intermediate principles.
Prerequisite: DANCE 252B.
Repeatability: May be taken for credit 4 times.
DANCE 261A. Graduate Studio in Choreography. 4 Units.
Graduate work in dance composition emphasizing the individual aesthetic. Assignments in movement discovery, solo and group forms, with the main
emphasis on independent work.
Repeatability: May be repeated for credit unlimited times.
DANCE 261B. Graduate Studio in Choreography. 4 Units.
Graduate work in dance composition emphasizing the individual aesthetic. Assignments in movement discovery, solo and group forms, with the main
emphasis on independent work.
Prerequisite: DANCE 261A.
Repeatability: May be repeated for credit unlimited times.
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DANCE 264. Screendance. 4 Units.
Overview of dance for film and choreography for the camera. Aesthetics of creating dance for the screen. Approaches for delivery of dance films to an
audience, including projection, DVD, Web, and mobile devices. A final dance film project is required.
Prerequisite: DANCE 281.
DANCE 265. Performance Capture. 4 Units.
Projects in performance capture, motion capture, motion tracking, and computer animation. Introduction to techniques for sensing and recording human
movement and transforming the result into digital representations using computer technology. Discussion of aesthetic issues related to movement
representation. Choreographic projects.
Prerequisite: DANCE 264 and DANCE 281.
DANCE 281. Dance and Video Technology. 4 Units.
Introduction to video and audio documentation of dance performance. Integrating dance performance within the film aesthetic. Techniques and
technologies of video cameras, formats, editing, and projection. Overview of video compression and DVD authoring.
DANCE 282. Seminar in Movement Analysis. 4 Units.
Theories of movement analysis and nonverbal communication applied to dance.
DANCE 283. Critical Issues in Dance. 4 Units.
Reading, writing, discussing, and presenting key issues that relate to dance studies. Basics of dance analysis and criticism. Special emphasis on
effective ways of defining, clarifying, and arguing for points of view.
Prerequisite: DANCE 284.
DANCE 284. Bibliography and Research. 4 Units.
Understanding the field of dance studies, available resources, research methods, and academic formats in preparation for thesis writing.
DANCE 285. Graduate Projects. 4 Units.
Projects may be educational, choreographic, scientific, historical, or philosophical in scope and must have faculty advisor approval.
Repeatability: May be taken for credit 6 times.
DANCE 286. Thesis. 4 Units.
Substantial research in a topic approved by the student's graduate committee. Results of the research must be written in approved thesis style.
Repeatability: May be taken for credit 6 times.
DANCE 287. Graduate Lectures in Dance. 1-4 Units.
A series of lectures and discussions of announced topics in dance. Content may be from history, ethnology, notation, medicine, music, or other areas in
the field.
Repeatability: Unlimited as topics vary.
DANCE 296. Proseminar in Dance History. 4 Units.
Discussion seminar with emphasis on reading and thinking about problems in dance history; presentation of oral and written reports.
Repeatability: May be taken for credit 2 times as topics vary.
DANCE 297. Directed Reading. 1-4 Units.
Topic to be approved by instructor. Paper required.
Repeatability: May be repeated for credit unlimited times.
DANCE 399. University Teaching. 4 Units.
Limited to Teaching Assistants.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Dance graduate students only.
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Drama Courses
DRAMA 10. Introduction to Theatre. 4 Units.
An interactive introduction to the world of theatre that serves to develop an appreciation of theatrical arts, to establish an awareness of landmarks within
the performance history, and to create an understanding of the collaborative roles and departments that exist.
(IV)
DRAMA 11. The Rock and Roll Spectacle Show. 4 Units.
A thorough overview to the development and cultural significance of the Rock 'n' Roll Spectacle show. Focus on historical and recent developments of
the spectacle show, trends in the aesthetics of the field, and various sub-genres.
(IV)
DRAMA 14. Performing Rock 'N' Roll. 4 Units.
Explores major movements in the history of rock 'n' roll in terms of performance, not virtuosity necessarily of the performers as musicians, rather as
performances of aesthetics in modes of embodied ideology, iconoclastic spectacle, mixed media fashion, and subcultural formation.
DRAMA 15. Performance Now. 4 Units.
Exposes students to what is most current in the world of performance and theatre. Begins with a series of lectures on the idea of performance, and the
various theories that frame it.
Restriction: Drama and Music Theatre majors have first consideration for enrollment.
(IV)
DRAMA 16. Performing Culture. 4 Units.
Culture, aesthetics, and ideology (combined in the concept "subculture") work to fashion social identities. Using theories and methodologies of
performance studies, with an emphasis on American culture, this course explores why and how culture is reinforced through performance.
(IV)
DRAMA 20A. Culture in Performance. 4 Units.
A three-quarter foundation series exploring the rich depth of theatre, drama, and other genres of performance across a wide variety of worldwide forms,
for performer and audience.
(IV)
DRAMA 20B. Culture in Performance. 4 Units.
A three-quarter foundation series exploring the rich depth of theatre, drama, and other genres of performance across a wide variety of worldwide forms,
for performer and audience.
(IV)
DRAMA 20C. Culture in Performance. 4 Units.
A three-quarter foundation series exploring the rich depth of theatre, drama, and other genres of performance across a wide variety of worldwide forms,
for performer and audience.
(IV)
DRAMA 30A. Acting. 4 Units.
A one-year course in basic acting technique and discipline. Stage technique and stage discipline. Freeing vocal and physical movement and liberating
emotional power. Elementary stage movement and voice. Elimination of regionalisms in speech. Overcoming stage fright. Readings in acting theory.
Repeatability: May be taken for credit 2 times.
Restriction: Drama and Music Theatre majors have first consideration for enrollment.
DRAMA 30B. Acting. 4 Units.
A one-year course in basic acting technique and discipline. Improvisations and scenes. Rehearsal and presentation of at least two scenes with different
partners. Developing stage contact with tactics in a “play” situation.
Prerequisite: DRAMA 30A.
Repeatability: May be taken for credit 2 times.
Restriction: Drama and Music Theatre majors have first consideration for enrollment.
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DRAMA 30C. Acting. 4 Units.
A one-year course in basic acting technique and discipline. Characterization, scenes and auditioning. Development of character in at least three
rehearsed scenes from different plays. Script analysis and performance technique. Preparation of audition pieces. The profession of acting.
Prerequisite: DRAMA 30A and DRAMA 30B.
Repeatability: May be taken for credit 2 times.
Restriction: Drama and Music Theatre students have the first consideration for enrollment.
DRAMA 34. Movement for Actors. 4 Units.
A studio course in fundamentals of stretch, strength, and alignment; exploring spatial awareness and physical control through mime isolations,
techniques, and related improvisation.
Repeatability: May be taken for credit 3 times.
DRAMA 35. Speech for the Theatre. 4 Units.
A course aimed at (1) improving natural, clear, unaffected speech and (2) eliminating negative habits and regional accents: exercises for physical
tension, vocal support, tone production, vocal quality, and articulation.
Repeatability: May be repeated for credit unlimited times.
Restriction: Drama and Music Theatre majors only.
DRAMA 40A. Development of Drama. 4 Units.
The development of Western Drama, concentrating on the drama’s intellectual, social, and artistic foundations. About 10 plays and supplementary
critical material are read each quarter. Greek Drama through Shakespeare.
Prerequisite: Prerequistie or corequisite: DRAMA 10.
Restriction: Drama and Music Theatre majors have first consideration for enrollment.
(IV, VIII)
DRAMA 40B. Development of Drama. 4 Units.
The development of Western Drama, concentrating on the drama’s intellectual, social, and artistic foundations. About 10 plays and supplementary
critical material are read each quarter. Restoration Drama through Ibsen.
Prerequisite: Prerequisite or corequisite: DRAMA 10.
Restriction: Drama and Music Theatre majors have first consideration for enrollment.
(IV, VIII)
DRAMA 40C. Development of Drama. 4 Units.
The development of Western Drama, concentrating on the drama’s intellectual, social, and artistic foundations. About 10 plays and supplementary
material are read each quarter. Contemporary Drama. Post Naturalistic theatre.
Prerequisite: Prerequisite or corequisite: DRAMA 10.
Restriction: Drama and Music Theatre majors have first consideration for enrollment.
(IV, VIII)
DRAMA 50A. Introduction to Costume Design. 4 Units.
Introduction to the process and procedures employed by the costume designer for the theatre. The elements of design are discussed in the context of
character development, historical period, and style. Exercises extend to drawing, rendering, and investigation of human proportions.
Prerequisite: Prerequisite or corequisite: DRAMA 10.
Restriction: Drama and Music Theatre majors only.
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DRAMA 50B. Introduction to Scenic Design. 4 Units.
Introduction to the principles and practice of scenic design. Weekly problems include research into various periods and styles of production with an
emphasis on the conceptual idea. Perspective drawing, rendering, and model building are covered in studio exercises and assignments.
Prerequisite: Prerequisite or corequisite: DRAMA 10.
Restriction: Drama and Music Theatre majors only.
DRAMA 50C. Introduction to Lighting Design. 4 Units.
Introduction to the principles, theories, and equipment employed by the lighting designer for the stage. Areas of investigation include history, technology,
and script analysis. Detailed studio attention is given to the theory and practice of design.
Prerequisite: Prerequisite or corequisite: DRAMA 10.
Restriction: Drama and Music Theatre majors only.
DRAMA 50D. Introduction to Sound Design. 4 Units.
Principles, theories, equipment use, and terminology employed by the sound designer for the stage. Areas of study include history, technology, and
script analysis. Focuses on the theory and practice of design.
Prerequisite: Prerequisite or corequisite: DRAMA 10.
Restriction: Drama and Music Theatre majors only.
DRAMA 50E. Introduction to Stage Management. 4 Units.
A basic study of theatrical, dance, and opera stage management practices, forms, and methods, from first script reading to closing night. Opportunity to
observe professionals at work in regional and touring situations as available.
Prerequisite: Prerequisite or corequisite: DRAMA 10.
Restriction: Drama and Music Theatre majors only.
DRAMA 50F. History and Theories of Scenography. 4 Units.
Explores the aesthetics of the stage and the evolution of scenery and costume in live performance as inspiration for today’s theatre analysts. Topics
include shared vocabulary, historical trends, shifts in approaches, and focus briefs on leaders in the field.
Prerequisite: Prerequisite or corequisite: DRAMA 10.
Restriction: Drama and Music Theatre majors only.
DRAMA 60. Topics in Advanced Stage Management. 4 Units.
Nurtures a greater appreciation for the stage manager and his or her process, and supports students who are interested in pursuing a career in
professional stage management.
Repeatability: May be taken for credit 3 times as topics vary.
DRAMA 65. Music Theatre Workshop I. 2 Units.
Basic vocal technique and characterization of musical theatre repertoire explored.
Prerequisite: Audition required.
Repeatability: May be taken for credit 2 times.
DRAMA 80. Directing I . 4 Units.
Introduction to comprehensive directing process from pre-production to opening. Focus on fundamental skills: analysis, staging, action, actor coaching,
and elements of design. Skills applied to scripted theatrical material. Develop a language for commenting on theatrical production. Attending and
critiquing productions.
Prerequisite: DRAMA 30A and DRAMA 30B.
DRAMA 100. University Theatre . 4 Units.
Rehearsal and performance in a faculty-directed,production.
Prerequisite: Audition required.
Repeatability: May be repeated for credit unlimited times.
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DRAMA 101A. Theatre Production: Costume. 1-6 Units.
The production courses are offered to give students the opportunity to participate in departmental productions. Students engage in the production and
construction of designed work as well as its applied execution during performance.
Repeatability: May be taken for credit for 24 units.
Restriction: May be taken for credit for a maximum of 24 units provided productions change.
DRAMA 101B. Theatre Production: Scenic. 1-6 Units.
The production courses are offered to give students the opportunity to participate in departmental productions. Students engage in the production and
construction of designed work as well as its applied execution during performance.
Repeatability: May be taken for credit for 24 units.
Restriction: May be taken for credit for a maximum of 24 units provided productions change.
DRAMA 101C. Theatre Production: Lighting. 1-6 Units.
The production courses are offered to give students the opportunity to participate in departmental productions. Students engage in the production and
construction of designed work as well as its applied execution during performance.
Repeatability: May be taken for credit for 24 units.
Restriction: May be taken for credit for a maximum of 24 units provided productions change.
DRAMA 101D. Theatre Production: Stage Management. 1-8 Units.
The production courses are offered to give students the opportunity to participate in departmental productions. Students engage in the production and
construction of designed work as well as its applied execution during performance.
Repeatability: May be taken for credit 24 times.
Restriction: May be taken for credit for a maximum of 24 units provided productions change.
DRAMA 101E. Theatre Production: Audio. 1-6 Units.
The production courses are offered to give students the opportunity to participate in departmental productions. Students engage in the production and
construction of designed work as well as its applied execution during performance.
Repeatability: May be taken for credit for 24 units.
Restriction: May be taken for credit for a maximum of 24 units provided productions change.
DRAMA 101S. Theatre Production: Theatre Management. 1-6 Units.
The production courses are offered to give students the opportunity to participate in departmental productions. Students engage in the production and
construction of designed work as well as its applied execution during performance.
Repeatability: May be taken for credit for 24 units.
Restriction: May be taken for credit for a maximum of 24 units provided productions change.
DRAMA 103. Lectures in Dramatic Literature. 4 Units.
Courses include Medieval and Tudor Drama, Elizabethan and Jacobean Drama, Shakespeare, Restoration and Eighteenth Century Drama, Modern
British Drama, Modern American Drama, Tragedy, and Comedy.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
DRAMA 103W. Lectures in Dramatic Literature. 4 Units.
Courses include Medieval and Tudor Drama, Elizabethan and Jacobean Drama, Shakespeare, Restoration and Eighteenth-Century Drama, Modern
British Drama, Modern American Drama, Tragedy, and Comedy.
Prerequisite: Satisfactory completion of the lower-division writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
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DRAMA 109. Special Topics in Theory and Criticism. 4 Units.
Discussion of recent major trends and ideas in critical theory, concentrating on in-depth readings and lectures in particular facets of theory and criticism:
Derrida, Butler, Lacan, Deleuze, and others.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
DRAMA 109W. Special Topics in Theory and Criticism. 4 Units.
Discussion of recent major trends and ideas in critical theory, concentrating on in-depth readings and lectures in particular facets of theory and criticism:
Derrida, Butler, Lacan, Deleuze, and others.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
(Ib)
DRAMA 110. Special Topics in Classical Dramas . 4 Units.
Designed to introduce students to various classical traditions-early Greek and Roman theatres, to be sure, but also, by way of comparison, the classical
traditions of non-European cultures.
Prerequisite: DRAMA 40A and DRAMA 40B and DRAMA 40C. Satisfactory completion of the lower-division writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
DRAMA 110W. Special Topics in Classical Dramas. 4 Units.
Designed to introduce students to various classical traditions-early Greek and Roman theatres, to be sure, but also, by way of comparison, the classical
traditions of non-European cultures.
Prerequisite: DRAMA 40A and DRAMA 40B and DRAMA 40C. Satisfactory completion of the lower-division writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
(Ib)
DRAMA 112. Special Topics in Early Modern and Neoclassical Theatre. 4 Units.
Investigates aspects of European theatre and culture in the sixteenth, seventeenth, and eighteenth centuries; individual courses may focus on specific
topics within this broad expanse.
Prerequisite: Satisfactory completion of the lower-division writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
DRAMA 112W. Special Topics in Early Modern and Neoclassical Theatre. 4 Units.
Investigates aspects of European theatre and culture in the sixteenth, seventeenth, and eighteenth centuries; individual courses may focus on specific
topics within this broad expanse.
Prerequisite: Satisfactory completion of the lower-division writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
(Ib)
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DRAMA 116. Special Topics in Nineteenth-Century Dramas. 4 Units.
Looks at the various trends and conventions of theatres in the nineteenth century, both Euro-American and beyond, paying special attention to the
culture and political milieu within which these various traditions appeared.
Prerequisite: DRAMA 40A and DRAMA 40B and DRAMA 40C. Satisfactory completion of the lower-division writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
DRAMA 116W. Special Topics in Nineteenth-Century Dramas. 4 Units.
Looks at the various trends and conventions of theatres in the nineteenth century, both Euro-American and beyond, paying special attention to the
culture and political milieu within which these various traditions appeared.
Prerequisite: DRAMA 40A and DRAMA 40B and DRAMA 40C. Satisfactory completion of the lower-division writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
(Ib)
DRAMA 118. Special Topics in Modern and Contemporary Drama. 4 Units.
An investigation into the many forms and permutations of modern (1880-1945), and contemporary (since 1945) drama, paying special attention to the
historical and philosophical interpretations of text and performance.
Prerequisite: DRAMA 40A and DRAMA 40B and DRAMA 40C. Satisfactory completion of the lower-division writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
DRAMA 118W. Special Topics in Modern and Contemporary Drama . 4 Units.
An investigation into the many forms and permutations of modern (1880-1945), and contemporary (since 1945) drama, paying special attention to the
historical and philosophical interpretations of text and performance.
Prerequisite: DRAMA 40A and DRAMA 40B and DRAMA 40C. Satisfactory completion of the lower-division writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
(Ib)
DRAMA 121. Introduction to Asian Theatre. 4 Units.
An introduction to some of the major traditional theatrical forms and dramatic texts from India, China, and Japan. Other than dramatic texts (in English
translation), attention is also paid to theory, history, and performance styles of traditional Asian theatre.
Restriction: Drama and Music Theatre majors only.
DRAMA 122. Asian American Theatre. 4 Units.
An introduction to the history and development of Asian American theatre and drama. Besides play analysis, special attention is also paid to the history
and politics of Asian American identity and experience, as well as to aspects of theatrical performance.
Prerequisite: DRAMA 40A and DRAMA 40B and DRAMA 40C.
Restriction: Drama and Music Theatre majors only.
DRAMA 123. Multicultural Theatres. 4 Units.
A study of the history, culture, aesthetics, and literature of various traditional performing arts and their connections to the contemporary multicultural
society.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
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DRAMA 126. African American Film and Drama. 4 Units.
A critical investigation of films and plays written by African Americans, with emphasis on dramaturgical and cinematic strategies, individual and collective
representation, and the legacy of African American political struggle.
Prerequisite: Satisfactory completion of the lower-division writing requirement.
Restriction: Drama and Music Theatre majors only.
DRAMA 126W. African American Film and Drama. 4 Units.
A critical investigation of films and plays written by African Americans, with emphasis on dramaturgical and cinematic strategies, individual and collective
representation, and the legacy of African American political struggle.
Prerequisite: Satisfactory completion of the lower-division writing requirement.
Restriction: Drama and Music Theatre majors only.
(Ib)
DRAMA 129. Advanced Topics in Performance. 4 Units.
Addresses particular issues in theatre and performance that typically lie outside of regular course offerings. May address such issues as the theatre of
the Avant Garde, performing gender, transversality and performance, body art, installation and performance art, among other topics.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
DRAMA 129W. Advanced Topics in Performance. 4 Units.
Addresses particular issues in theatre and performance that typically lie outside of regular course offerings. May address such issues as the theatre of
the Avant Garde, performing gender, transversality and performance, body art, installation and performance art, among other topics.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Repeatability: Unlimited as topics vary.
(Ib)
DRAMA 130. Intermediate Acting. 4 Units.
Rehearsal and presentation of scenes from contemporary material. Focus on connection with scene partner, playing actions, and text analysis.
Introduction to the credibility and theatricality of characterization and style.
Prerequisite: DRAMA 30A and DRAMA 30B and DRAMA 30C with an average grade of B or better. For transfer students: one year of beginning acting
with an average grade of B or better.
Repeatability: May be taken for credit 2 times.
Restriction: Drama and Music Theatre majors only.
DRAMA 132A. Writing for Performance. 4 Units.
Completion of a full-length play or its equivalent; discussion of student writing and of relevant literary texts.
Prerequisite: Satisfactory completion of the lower-division writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
DRAMA 132AW. Writing for Performance. 4 Units.
Completion of a full-length play or its equivalent; discussion of student writing and of relevant literary texts.
Prerequisite: Satisfactory completion of the lower-division writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
(Ib)
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DRAMA 134. Studio for Advanced Movement for Actors. 4 Units.
Studio course in conditioning and partnering techniques to the practice of contact improvisation. Contact improvisation is explored and applied in scene
study.
Prerequisite: DRAMA 34. DRAMA 34 with a grade of B or better.
Repeatability: May be taken for credit 3 times.
DRAMA 135. Master Classes in Acting. 1-4 Units.
Advanced acting in specialized areas including acting for the camera: situation comedy, commercials; auditioning and industry preparation;
Shakespeare; Molière; Chekov; improvisation; advanced movement and voice and speech for the actor; self-starting; stage combat; repertory acting,
singing; comedy; clowning; and masks.
Prerequisite: DRAMA 130. DRAMA 130 with a grade of B or better.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
DRAMA 136. Music Theatre Acting. 4 Units.
An acting class exclusive to the students in the B.F.A. in Music Theatre program.
Prerequisite: DRAMA 30A and DRAMA 30B and DRAMA 30C.
Restriction: Music Theatre majors only.
DRAMA 142. Music Theatre Workshop II. 4 Units.
A workshop in audition technique and song interpretation.
Prerequisite: Audition required.
Repeatability: May be taken for credit 4 times.
DRAMA 143A. Music Theatre Workshop I. 4 Units.
Scene study and song repertoire examined by era for the advanced Music Theatre student. 1800's-1940.
Prerequisite: DRAMA 142. Audition required.
DRAMA 143B. Music Theatre Workshop II. 4 Units.
Scene study and song repertoire examined by era for the advanced Music Theatre student. 1940's-1970's.
Prerequisite: DRAMA 142. Audition required.
DRAMA 143C. Music Theatre Workshop III. 4 Units.
Scene study and song repertoire examined by era for the advanced Music Theatre student. 1970's-present.
Prerequisite: DRAMA 142. Audition required.
DRAMA 144. Music Theatre Workshop IV. 4 Units.
A performance class concentrating on role building. Work culminates with in-class performances of abbreviated versions of musicals.
Prerequisite: For B.F.A. students: DRAMA 143A, DRAMA 143B, DRAMA 143C, and audition. For Drama graduate students: audition required.
Repeatability: May be taken for credit 4 times.
Restriction: Music Theatre majors and Drama graduate students only.
DRAMA 145. Music Theatre Singing. 1 Unit.
Private weekly voice lessons for the advanced Music Theatre student.
Corequisite: DRAMA 143A or DRAMA 144.
Repeatability: May be taken for credit 9 times.
Restriction: Music Theatre majors only.
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DRAMA 146. NYSP-Preparation. 4 Units.
Class preparation for the New York Satellite Program (NYSP) - an immersion experience in New York City for the musical theatre performer.
Prerequisite: Admission is by audition and the following prerequisites: DRAMA 30C and two quarters of DRAMA 148A, DRAMA 148B, or DRAMA 148C
(if the 148 prerequisite is not complete at the time of auditions, student must enroll during the fall and winter quarters in the same year as the trip to New
York); senior Drama majors must have successfully completed DRAMA 40C and DRAMA 120C; non-Drama majors must have sophomore standing or
higher and must carefully plan their course schedule as many spring quarter classes cannot be taken while part of the NYSP.
Repeatability: May be taken for credit 2 times.
DRAMA 148A. History of American Musical Theatre. 4 Units.
A survey of the influential artists who produce, write, direct, and perform on America's musical stages. Surveys 1700s-1940s.
Restriction: Drama and Music Theatre majors only.
Concurrent with DRAMA 248A.
DRAMA 148B. History of American Musical Theatre. 4 Units.
A survey of the influential artists who produce, write, direct, and perform on America's musical stages. Surveys 1940s-1970s.
Restriction: Drama and Music Theatre majors only.
Concurrent with DRAMA 248B.
DRAMA 148C. History of American Musical Theatre. 4 Units.
A survey of the influential artists who produce, write, direct, and perform on America's musical stages. Surveys 1970s to present day.
Restriction: Drama and Music Theatre majors only.
Concurrent with DRAMA 248C.
DRAMA 149. Music Proficiency for Actors. 2 Units.
A musicianship class introducing basic musical terminology, theory, and sight singing skills.
Repeatability: May be taken for credit 2 times.
Restriction: Drama and Music Theatre majors only.
DRAMA 150. Costume Production Techniques. 4 Units.
Studio instruction in pattern making, draping, millinery, and construction techniques.
Prerequisite: DRAMA 50A.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
DRAMA 157. Lighting Composition. 4 Units.
Provides an opportunity for students to pursue stage lighting composition in a studio atmosphere. Laboratory practice includes weekly exercises in style
and genre. Emphasis is placed on the realization of conceptual ideas.
Prerequisite: DRAMA 50C.
Repeatability: May be repeated for credit unlimited times.
Restriction: Drama and Music Theatre majors only.
DRAMA 158. Topics in Theatre Design. 4 Units.
Examines the various functions of scenery and costume: locale, historical period, mood, and atmosphere, with special assignments in each area.
Discussion of problems in scenic metaphors and visualization, emphasizing techniques of planning and presentation (e.g., floor plans, models, and
rendering).
Prerequisite: DRAMA 50A OR DRAMA 50B.
Repeatability: May be repeated for credit unlimited times.
Restriction: Drama or Music Theatre majors only.
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DRAMA 159. Proseminar in Theatre Design. 4 Units.
Topics in theatre design.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
DRAMA 160. Light Plotting Techniques. 4 Units.
A study of the development of theatrical lighting plots from initial conceptualization through final documentation. Areas of emphasis include script
analysis, visual approaches, equipment selection, and compositional qualities of light.
Prerequisite: DRAMA 50C and DRAMA 157.
Restriction: Drama and Music Theatre majors only.
DRAMA 164A. History of Costume. 4 Units.
A study of the development of dress and the influence of cultural factors on clothing from the time of Egyptians to Early Baroque.
Prerequisite: DRAMA 50A.
Restriction: Drama and Music Theatre majors only.
DRAMA 164B. History of Costume. 4 Units.
A study of the development of dress and the influence of cultural factors on clothing from late Baroque to World War I.
Prerequisite: DRAMA 50A.
Restriction: Drama and Music Theatre majors only.
DRAMA 167. Fabric Modification Techniques. 4 Units.
Exploration of various dying, printing, painting, and texture modification techniques.
Prerequisite: DRAMA 50A.
Restriction: Drama and Music Theatre majors only.
DRAMA 168. Theatrical Mask Techniques. 4 Units.
Design and construction of theatrical masks including paper mache, leather, plastics, and latex. Projects employ traditional and contemporary
techniques.
Prerequisite: DRAMA 50A.
Restriction: Drama and Music Theatre majors only.
DRAMA 169. Costume Rendering Techniques. 4 Units.
Development of costume rendering skills and techniques. Explores collage, pastel, and ink and emphasizes watercolor.
Prerequisite: DRAMA 50A.
Repeatability: May be taken for credit 2 times.
Restriction: Drama and Music Theatre majors only.
DRAMA 176. Script and Score. 4 Units.
A form and analysis seminar discussing the libretto and score of landmark musicals.
Prerequisite: Two courses from DRAMA 148A or DRAMA 148B or DRAMA 148C.
Restriction: Drama and Music Theatre majors only.
DRAMA 177. Song Repertoire. 2 Units.
A song coaching class culminating in a song recital or showcase. Each quarter will feature a different composer, lyricist, or musical style.
Repeatability: May be taken for credit 6 times.
Restriction: Music Theatre majors only.
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DRAMA 179. Intermediate Sound Design. 4 Units.
A project-based analysis of the principles of sound design for the theatre. Projects are executed in the sound design studio and may include sound
manipulation and recording. Emphasis is placed on the realization of conceptual ideas.
Prerequisite: DRAMA 50D.
Restriction: Drama and Music Theatre majors only.
DRAMA 180. Contemporary Dramatic Criticism and Theory. 4 Units.
Reading and analysis of theories and critical approaches to contemporary theatre: Brecht, Artaud, and others who have contributed to the form and idea
of the modern theatre. Writing of assigned exercises in dramatic criticism.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
DRAMA 180W. Contemporary Dramatic Criticism and Theory. 4 Units.
Reading and analysis of theories and critical approaches to contemporary theatre: Brecht, Artaud, and others who have contributed to the form and idea
of the modern theatre. Writing of assigned exercises in dramatic criticism.
Prerequisite: Satisfactory completion of the lower-division writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
(Ib)
DRAMA 181. Acting Theory. 4 Units.
A study of the theory of acting, with readings in Plato, Aristotle, Quintilian, Shakespeare, Diderot, Stanislavsky, Brecht, Strasberg, Meisner, Grotowski,
and other theorists, ancient to contemporary.
Prerequisite: DRAMA 130.
Restriction: Drama and Music Theatre majors only. Juniors only.
Concurrent with DRAMA 224.
DRAMA 182A. Dance Technique, Level I. 4 Units.
Advanced beginner and intermediate dance training including musical theatre, ballet, jazz and contemporary modern techniques and repertoire. Body
conditioning is also a major component of the course.
Prerequisite: DRAMA 65 or DRAMA 142. Audition required.
Repeatability: May be taken for credit 4 times.
Restriction: Drama and Music Theatre majors only.
DRAMA 182B. Dance Technique, Level I. 4 Units.
Advanced beginner and intermediate dance training including musical theatre, ballet, jazz and contemporary modern techniques and repertoire. Body
conditioning is also a major component of the course.
Prerequisite: (DRAMA 65 or DRAMA 142) and DRAMA 182A. Audition required.
Repeatability: May be taken for credit 4 times.
Restriction: Drama and Music Theatre majors only.
DRAMA 183A. Dance Technique, Level II. 4 Units.
Intermediate and advanced dance training including musical theatre, ballet, jazz and contemporary modern techniques and repertoire. Body conditioning
is also a major component of the course.
Prerequisite: DRAMA 65 or DRAMA 142. Audition required.
Repeatability: May be taken for credit 4 times.
Restriction: Drama and Music Theatre majors only.
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DRAMA 183B. Dance Technique, Level II. 4 Units.
Intermediate and advanced dance training including musical theatre, ballet, jazz and contemporary modern techniques and repertoire. Body conditioning
is also a major component of the course.
Prerequisite: (DRAMA 65 or DRAMA 142) and DRAMA 183A. Audition required.
Repeatability: May be taken for credit 4 times.
Restriction: Drama and Music Theatre majors only.
DRAMA 184. Directing II. 4 Units.
The principles of stage directing, covering the director's functions in the areas of interpretation, composition, coaching, and styling a theatrical
production. Directing exercises and projects; the final project is the preparation of a hypothetical proposal for a play production.
Prerequisite: DRAMA 30A and DRAMA 30B and DRAMA 30C and DRAMA 40A and DRAMA 40B and DRAMA 40C.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theater majors only.
DRAMA 185. Advanced Directing. 4 Units.
A seminar in directorial organization and research. Student prepares a textual and dramaturgical analysis, a production timetable, and a hypothetical
production book of an assigned play.
Prerequisite: DRAMA 184.
Repeatability: May be repeated for credit unlimited times.
Restriction: Drama and Music Theatre majors only.
DRAMA 190. NYSP-Acting. 1-4 Units.
New York Satellite Program acting classes taught by guest faculty in New York.
Prerequisite: DRAMA 146.
Repeatability: May be taken for credit 2 times.
DRAMA 191. NYSP - Dance. 4 Units.
New York Satellite Program dance classes in ballet, tap, jazz, and musical theatre styles taught by guest faculty in New York.
Prerequisite: DRAMA 146.
Repeatability: May be taken for credit 2 times.
DRAMA 192. NYSP - Singing. 4 Units.
New York Satellite Program private and group lessons in musical theatre singing taught by guest faculty in New York.
Prerequisite: DRAMA 146.
Repeatability: May be taken for credit 2 times.
DRAMA 193. NYSP - Performance. 4 Units.
New York Satellite Program rehearsals and public, staged readings of original musicals in New York.
Prerequisite: DRAMA 146.
Repeatability: May be taken for credit 2 times.
DRAMA 194. NYSP-UCI Residency. 4 Units.
New York Satellite Program follow-up classes and performances back on Irvine campus upon the return from New York.
Prerequisite: DRAMA 146.
Repeatability: May be taken for credit 2 times.
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DRAMA 195. Music Theatre Dance - Special Topics. 1-4 Units.
Advanced dance classes in specialized areas including the dance styles of a choreographer (de Mille, Fosse, Robbins, Tune, Stroman), genre (tap,
ballroom, jazz, swing, hip-hop), or in musical theatre choreography.
Prerequisite: DRAMA 182A or DRAMA 182B or DRAMA 182C or DRAMA 183A or DRAMA 183B or DRAMA 183C. Audition required.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
DRAMA 198. Director Class Project. 1-8 Units.
For students who are involved in the Director Class Projects at UCI as actors, directors, designers, stage managers and their assistants. M.F.A.
Directors and the Head of Directing (HoD) supervise the projects.
Grading Option: Pass/no pass only.
Repeatability: Unlimited as topics vary.
DRAMA H198. Honors Director Class Project. 1-4 Units.
For graduate student actors and undergraduate directors who are candidates for Honors in Directing and involved in the Director Class Projects. The
Head of Directing (HoD) supervises these students.
Repeatability: Unlimited as topics vary.
DRAMA 199. Project in Theatre . 1-4 Units.
Independent theatre projects with Drama faculty.
Repeatability: Unlimited as topics vary.
DRAMA 200. Graduate Studio: Acting. 4 Units.
Work in graduate studio taken in tandem with graduate studios in stage voice (DRAMA 201), stage speech (DRAMA 202), and stage movement
(DRAMA 203).
Repeatability: May be repeated for credit unlimited times.
Restriction: Drama graduate students and Drama and Theatre graduate students only.
DRAMA 201. Graduate Studio: Voice. 1 Unit.
Graduate studio in vocal production for actors.
Repeatability: Unlimited as topics vary.
Restriction: Drama graduate students and Drama and Theatre graduate students only.
DRAMA 202. Graduate Studio: Speech. 1 Unit.
Graduate studio in speech for actors.
Repeatability: Unlimited as topics vary.
Restriction: Drama graduate students and Drama and Theatre graduate students only.
DRAMA 203. Graduate Studio: Movement. 2 Units.
Work in graduate studio: stage movement taken in tandem with nine graduate studios in acting (DRAMA 200), voice (DRAMA 201), speech
(DRAMA 202), and voice/movement dynamics (DRAMA 206).
Repeatability: May be repeated for credit unlimited times.
Restriction: Drama graduate students and Drama and Theatre graduate students only.
DRAMA 206. Graduate Studio: Voice/Movement Dynamics. 2 Units.
Daily conditioning exercises.
Repeatability: May be repeated for credit unlimited times.
Restriction: Drama graduate students and Drama and Theatre graduate students only.
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DRAMA 211. Graduate Studio: Directing. 4 Units.
Graduate studio in directing.
Repeatability: Unlimited as topics vary.
Restriction: Drama graduate students only.
DRAMA 212. Graduate Studio: Playwriting. 4 Units.
Completion of a full-length play or its equivalent and production of a staged reading of the play at the end of the spring quarter. Discussion of relevant
literary texts and student writings.
Repeatability: May be repeated for credit unlimited times.
Restriction: Drama graduate students and Drama and Theatre graduate students only.
DRAMA 219. Graduate Master Class. 1-4 Units.
Various topics such as Shakespeare, comedy, Molière, improvisation, Kabuki, television acting.
Repeatability: May be repeated for credit unlimited times.
Restriction: Drama graduate students and Drama and Theatre graduate students only.
DRAMA 220. Seminar in Dramatic Literature. 4 Units.
Topics in Dramatic Literature.
Repeatability: Unlimited as topics vary.
Restriction: Drama graduate students and Drama and Theatre graduate students only.
DRAMA 221. Seminar in Criticism. 4 Units.
Topics in criticism.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Graduate students only.
DRAMA 225. Seminar on Theatre Pedagogy. 4 Units.
A seminar on the major teaching systems in the dramatic arts with particular attention to professional arts training. Required prior to applying for
Teaching Assistantships in studio areas.
Restriction: Drama graduate students only.
DRAMA 227. Communication Skills for Graduate Students. 2 Units.
Teaches basic public speaking techniques to graduate students, aids students in presenting persuasively for audiences large and small.
Grading Option: Satisfactory/unsatisfactory only.
DRAMA 240. Graduate Projects . 1-4 Units.
Various projects depending on student’s concentration (acting, design, musical theatre, directing).
Repeatability: May be repeated for credit unlimited times.
Restriction: Drama graduate students and Drama and Theatre graduate students only.
DRAMA 241. Singing Pedagogy . 2 Units.
Learning how to teach voice lessons and coach musical theatre singing. Experiences include both private voice lessons and observing the lessons given
to the B.F.A./Music Theatre students.
Repeatability: May be taken for credit 3 times.
Restriction: Graduate Music Direction students only.
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DRAMA 242. Conducting . 2 Units.
Private conducting instruction to develop freedom of movement/expression, baton technique, ear training, and tempo memory for both rehearsal and
performance situations in musical theatre.
Repeatability: May be taken for credit 9 times.
Restriction: Graduate Music Directors only.
DRAMA 243. Script and Score . 4 Units.
A form and analysis seminar discussing the libretto and score of landmark musicals.
Restriction: M.F.A. in Music Direction students only.
Concurrent with DRAMA 176.
DRAMA 244. Dramaturgy: Theory and Methods. 4 Units.
Examines the practice, place, and theory of dramaturgy. Explores plays in terms of how they work: dramatic form and structure, historical context, and
more. Study includes dramaturgy as a theatrical practice.
Restriction: Drama M.F.A. and Ph.D. students only.
DRAMA 246A. Musical Scene Study I. 4 Units.
Musically directing scenes from musicals of various time periods. Features works from the late 19th and early 20th centuries, including songwriters
Gilbert and Sullivan, Irving Berlin, George Gershwin, Rodgers and Hart, and Cole Porter.
Repeatability: May be taken for credit 3 times.
Restriction: Graduate Music Director students only.
DRAMA 246B. Musical Scene Study II. 4 Units.
Musically directing scenes from musicals of various time periods. Features works from the middle of the 20th century including songwriters Rodgers and
Hammerstein, Lerner and Loewe, Julie Styne, Kander and Ebb, and Jerry Herman.
Repeatability: May be taken for credit 3 times.
Restriction: Graduate Music Directors only.
DRAMA 246C. Musical Scene Study III. 4 Units.
Musically directing scenes from musicals of various time periods. Features works from the late 20th and early 21st centuries including songwriters
Stephen Sondheim, Andrew Lloyd Webber, Stephen Schwartz, Flaherty and Ahrens, and Jeanine Tesori.
Repeatability: May be taken for credit 3 times.
Restriction: Graduate Music Directors only.
DRAMA 247. Musicals Abridged . 4 Units.
Musically directing abridged versions of musicals from various time periods and genres.
Repeatability: May be taken for credit 3 times.
Restriction: Graduate Music Directors only.
DRAMA 248A. History of American Music Theatre. 4 Units.
A survey of the influential artists who produce, write, direct, and perform on America's musical stages. Surveys 1700s-1940s.
Restriction: Graduate only.
Concurrent with DRAMA 148A.
DRAMA 248B. History of American Musical Theatre. 4 Units.
A survey of the influential artists who produce, write, direct and perform on America's musical stages. Surveys 1940s-1970s.
Restriction: Graduate only.
Concurrent with DRAMA 148B.
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DRAMA 248C. History of American Musical Theatre. 4 Units.
A survey of the influential artists who produce, write, direct and perform on America's musical stages. Surveys 1970s to present day.
Concurrent with DRAMA 148C.
DRAMA 249. Graduate Music Direction. 4 Units.
Various musical direction activities including the vocal direction, accompanying, and conducting of musical theatre performances.
Repeatability: May be taken for credit 9 times.
Restriction: M.F.A. in Music Direction students only.
DRAMA 251A. Foundations of Theatre. 4 Units.
Seeks to create greater understanding in the roots and theories of theatrical models, aesthetics, action vs. reaction of differing thoughts in theatrical
doctrine, and art, architecture, music, and fashion that contributed to the style and practice of theatre.
Restriction: Drama graduate students only.
DRAMA 251B. Foundations of Theatre. 4 Units.
Seeks to create greater understanding in the roots and theories of theatrical models, aesthetics, action vs. reaction of differing thoughts in theatrical
doctrine, and art, architecture, music, and fashion that contributed to the style and practice of theatre.
Restriction: Drama graduate students only.
DRAMA 251C. Foundations of Theatre. 4 Units.
Seeks to create greater understanding in the roots and theories of theatrical models, aesthetics, action vs. reaction of differing thoughts in theatrical
doctrine, and art, architecture, music, and fashion that contributed to the style and practice of theatre.
Restriction: Drama graduate students only.
DRAMA 254. Graduate Stage Management. 4 Units.
Studio exercises and projects in stage management.
Repeatability: Unlimited as topics vary.
Restriction: Open only to Drama graduate students pursuing Stage Management emphasis.
DRAMA 255. Graduate Design Seminar. 4 Units.
Projects, lectures, and critical discussion in costume, scenery, lighting, and sound design.
Restriction: Open only to Drama graduate students pursuing Design emphasis.
DRAMA 256. Survival and Professional Practice in Design. 4 Units.
Provides an in-depth examination of business skills needed to survive as a theatrical designer. Required 'Bridge' course in the Design MFA programs,
relevant to all disciplines.
Restriction: Drama graduate students only.
DRAMA 257A. Costume Thesis Project. 4 Units.
Development of thesis project with focus on organization, research, timeline, and execution.
Prerequisite: DRAMA 240.
Restriction: Drama graduate students only.
DRAMA 257B. Scenic Thesis Project. 4 Units.
Development of thesis project with focus on organization, research, timeline, and execution.
DRAMA 257E. Thesis Writing Project-Stage Management. 4 Units.
Development of thesis topic with focus on organization, research, timeline, and execution.
Prerequisite: 12 units of DRAMA 254.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Drama graduate students only.
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DRAMA 258. Drawing for Designers. 2 Units.
A multi-skill level course in drawing technique focusing on skills essential to stage designers including line, proportion, perspective and creating dynamic
compositions. Focus will primarily be in figure drawing but may include still-life, landscape, and architectural drawings. Materials fee.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be taken for credit 9 times.
DRAMA 259. Theatre Colloquium. 1 Unit.
Exposes students to a wider range of theatrical practitioners, theories, and topics through guest lecturers, special projects, and cross-disciplinary
dialogue.
Repeatability: May be repeated for credit unlimited times.
Restriction: Drama graduate students and Drama and Theatre graduate students only.
DRAMA 260A. Digital Costume Rendering. 4 Units.
A studio course in costume rendering for the theatre using computer image manipulation. Instruction in compositing and painting techniques and
performance design conventions.
DRAMA 260B. Digital Textile Design and Printing. 4 Units.
A studio course in textile design using digital printing and embossing techniques. Instruction in state-of-the-art software and output manipulation for
artistic expression.
DRAMA 261. Digital Design: Drawing/Painting/Rendering. 4 Units.
A studio course in scenic or costume rendering for the theatre using the computer for drawing/painting through the use of the digital pen/tablet.
Repeatability: May be taken for credit 2 times.
Restriction: Drama graduate students and Drama and Theatre graduate students only.
DRAMA 262. Digital Design: 2D/3D Modeling. 4 Units.
A studio course in CAD's 2D drafting and 3D modeling capabilities for theatrical design. Instruction in state-of-the-art software for 2D and 3D object
creation and theatrical presentation conventions.
Restriction: Drama graduate students and Drama and Theatre graduate students only.
DRAMA 263. Digital Design: 3D Rendering. 4 Units.
A studio course in theatrical design through 3d modeling on computer and use of state-of-the-art rendering software. Instruction emphasizes
collaborative design process through the use of scenic designer/lighting designer teams for all projects.
Prerequisite: DRAMA 262.
Restriction: Drama graduate students and Drama and Theatre graduate students only.
DRAMA 264. Lighting Graphics. 4 Units.
A studio course in the various graphic methods employed by lighting designers in the theatre. Projects include manual and CAD techniques for Light Plot
and Paperwork creation.
Prerequisite: DRAMA 262.
Restriction: Drama graduate students and Drama and Theatre graduate students only.
DRAMA 265. Digital Design: 2D CAD. 4 Units.
A studio course in theatrical design and architectural lighting design on the computer. Instruction in state-of-the-art software for 2D object creation.
Theatrical and architectural standards implemented in performance design.
Prerequisite: DRAMA 262.
Restriction: Drama graduate students and Drama and Theatre graduate students only.
DRAMA 266. Digital Design: Digital Audio Systems. 4 Units.
Comprehensive tutorial on digital audio including hard disk recording, editing, data compression, and ethernet audio distribution. Focus is on recording,
editing, and delivery of audio as used by the sound designer in the digital domain.
Restriction: Drama graduate students only.
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DRAMA 267. Digital Design: Creating Sounds from Scratch. 4 Units.
The process of analyzing sounds for their core timbral components and using that data to create new sounds - from realistic to fantastic - by means of
digital manipulation.
Prerequisite: DRAMA 266.
Restriction: Open only to Drama graduate students pursuing Sound Design emphasis.
DRAMA 271. Conceptual Sound Design. 4 Units.
An intensive, project-based seminar for exploring relationships between sound and sight. Synesthesia, creative intent vs. audience perception, and
sound/movement are typical of the many topics to be explored. A series of creative projects are assigned and critiqued in peer review.
Prerequisite: DRAMA 266.
Restriction: Open only to Drama graduate students pursuing Sound Design emphasis.
DRAMA 272. Musical Theatre Sound/Concert Sound. 4 Units.
A concept-to-opening study of the process of designing sound systems for musicals and live/touring sound. Special attention given to the paperwork and
documentation required to package, build, and mix these shows.
Restriction: Open only to Drama graduate students pursuing Sound Design emphasis.
DRAMA 277. Critical Listening. 4 Units.
Exploration of the many variables that affect (and effect) the audio chain. Perceiving and understanding these parameters unlocks the art of controlling
sound and stylizing cues. Also includes the process of equalizing/aligning sound systems and the art of audio mastering.
Prerequisite: DRAMA 266.
Restriction: Open only to Drama graduate students pursuing Sound Design emphasis.
DRAMA 279. Advanced Sound Design. 4 Units.
An in-depth investigation into sound design for the theatre. Special emphasis is placed on text analysis, design conception, content creation, content
delivery, and design organization. Class projects include creating paper designs and paperwork for different texts.
DRAMA 280A. Techniques in Costume Design. 4 Units.
Student exercises in the techniques and implementation of costume design.
Repeatability: Unlimited as topics vary.
Restriction: Open only to Drama graduate students pursuing Costume Design emphasis.
DRAMA 280B. Techniques in Scenery Design. 4 Units.
Student exercises in the techniques and implementation of scenic design.
Repeatability: Unlimited as topics vary.
Restriction: Open only to Drama graduate students pursuing Scenic Design emphasis.
DRAMA 280C. Techniques in Lighting Design. 4 Units.
Student exercises in the techniques and implementation of lighting design.
Repeatability: Unlimited as topics vary.
Restriction: Open only to Drama graduate students pursuing Lighting Design emphasis.
DRAMA 280D. Techniques in Sound Design. 4 Units.
Student exercises in the techniques and implementation of sound design.
Repeatability: Unlimited as topics vary.
Restriction: Open only to Drama graduate students pursuing Sound Design emphasis.
DRAMA 282. Stage Electronics/Introduction to Show Control. 4 Units.
Using computers and dedicated hardware to cue, control or automate sound, scenery, and lighting for live performance and themed entertainment
applications.
Restriction: Drama graduate students and Drama and Theatre graduate students only.
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DRAMA 290. Dramatic Literature and Theatre History Prior to 1900. 4 Units.
Studies in selected areas of dramatic literature and theatre history prior to 1900. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
DRAMA 291. Dramatic Literature and Theatre History, 1900 to Present. 4 Units.
Studies in selected areas of dramatic literature and theatre history, 1900 to present. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
DRAMA 292. Cultural and Critical Theory. 4 Units.
Studies in selected areas of cultural and critical theory. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
DRAMA 293. Directed Studies. 4-12 Units.
Directed study with Drama faculty.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: Unlimited as topics vary.
DRAMA 294. Dissertation Research. 4-12 Units.
Dissertation research with Drama faculty.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
DRAMA 295. Professional Internship. 1-12 Units.
An arranged internship at the South Coast Repertory Theatre, or other equity theatre company, for qualifying M.F.A. students. A stipend and equity
points are provided by the theatre company.
Repeatability: May be repeated for credit unlimited times.
Restriction: Drama graduate students only.
DRAMA 297. Dramaturgy Practicum. 4 Units.
Requires doctoral students to identify two plays from the Drama Department's season to work as dramaturges. Students write a Dramaturgy Booklet
recording their research and interactions with director, actors, and the design team. Students will work with doctoral faculty.
Restriction: Drama doctoral students only.
DRAMA 399. University Teaching. 4 Units.
Limited to Teaching Assistants.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Graduate students only.
Music Courses
MUSIC 3. Introduction to Music. 4 Units.
Introduction to musical concepts and active listening skills. Students develop musical understanding through critical readings, selected repertoire,
fundamental concepts related to rhythm, pitch, and genre. Students apply those concepts to music from a wide range of historical and cultural origins.
Course may be offered online.
(IV)
MUSIC 4. Introduction to Opera. 4 Units.
Introduces students with no musical background to the dramatic and performance conventions of opera, and suggests ways of developing a critical
stance vis-a-vis the social, political, gender-related and moral conflicts that are presented by composers and librettists.
(IV)
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MUSIC 8. The Beatles and the Sixties. 4 Units.
Through a study of the music of the Beatles, students are introduced to selected broader historical and cultural themes (e.g., race and music, gender
and music, music and the counterculture) while developing an understanding of the basic elements of music.
(IV)
MUSIC 9. Rock: The Early Years. 4 Units.
Surveys the social and cultural fabric of the post-World War II United States (from the late 1940s through the early 1970s) as seen through the prism of
music - rock and roll music.
(IV)
MUSIC 10. Piano for Majors. 1 Unit.
For Music majors with little or no piano experience. Provides the necessary background for realizing keyboard exercises required in the theory and
harmony courses, and develops skills to play and sight-read simple music from different periods.
Repeatability: May be taken for credit 3 times.
Restriction: Music and Music Performance majors only.
MUSIC 14A. European and American Music 1700 - Twentieth Century. 4 Units.
Survey of European and American music from the Baroque period through the twentieth century. Baroque and Classical music with adequate attention
given to the Medieval and Renaissance periods. May be taken in any order.
(IV)
MUSIC 14B. European and American Music 1700 - Twentieth Century. 4 Units.
Survey of European and American music from the Baroque period through the 20th century. The nineteenth and twentieth centuries. May be taken in
any order.
(IV)
MUSIC 14C. European and American Music 1700 - Twentieth Century. 4 Units.
Survey of European and American music from the Baroque period through the twentieth century. Selected topics in American music. May be taken in
any order.
(IV)
MUSIC 15A. Musicianship I. 2 Units.
Interval and chord quality identification, melodic and harmonic dictation, tonal and chromatic sight-singing, and rhythmic reading and dictation.
Corequisite: MUSIC 16A.
Restriction: Music and Music Performance majors only.
MUSIC 15B. Musicianship II. 2 Units.
Interval and chord quality identification, melodic and harmonic dictation, tonal and chromatic sight-singing, and rhythmic reading and dictation.
Corequisite: MUSIC 16B.
Prerequisite: MUSIC 15A and MUSIC 16A. MUSIC 15A with a grade of C- or better. MUSIC 16A with a grade of C- or better.
Restriction: Music and Music Performance majors only.
MUSIC 15C. Musicianship III. 2 Units.
Interval and chord quality identification, melodic and harmonic dictation, tonal and chromatic sight-singing, and rhythmic reading and dictation.
Corequisite: MUSIC 16C.
Prerequisite: MUSIC 15B and MUSIC 16B. MUSIC 15B with a grade of C- or better. MUSIC 16B with a grade of C- or better.
Restriction: Prerequisite required and Music and Music Performance majors only.
MUSIC 16A. Music Theory. 4 Units.
Review of music fundamentals. Triad and seventh chords, musical texture, chord spacing, embellishing tones, and introduction to diatonic harmony.
Part-writing and model composition with tonic, dominant seventh, and subdominant harmonies.
Corequisite: MUSIC 15A.
Restriction: Music and Music Performance majors only.
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MUSIC 16B. Music Theory. 4 Units.
Introduction to phrase structure. Part-writing and harmonization with predominants, linear dominants, 6/4 embellishing chords, leading-tone and other
diatonic seventh chords. Advanced meters and rhythmic-metric dissonance. Diatonic sequence. Introduction to tonicization and modulation through
motion to V and III.
Corequisite: MUSIC 15B.
Prerequisite: MUSIC 15A and MUSIC 16A. MUSIC 15A with a grade of C- or better. MUSIC 16A with a grade of C- or better.
Restriction: Music and Music Performance majors only.
MUSIC 16C. Music Theory. 4 Units.
Tonicization and modulation to closely related keys. Simple binary and ternary forms. Voice-leading reductions and simple forms. Diatonic sequence
with seventh chords. Introduction to chromatic harmony I: modal exchange and mixture chords, the Neapolitan and augmented sixth chords.
Corequisite: MUSIC 15C.
Prerequisite: MUSIC 15B and MUSIC 16B. MUSIC 15B with a grade of C- or better. MUSIC 16B with a grade of C- or better.
Restriction: Music and Music Performance majors only.
MUSIC 16D. Theory/Musicianship. 4 Units.
Extended homophonic and contrapuntal formal designs (continuous variations, rondo form, sonata form, invention, fugue). Embellishing chromatic
chords, dominant prolongation, modulations to foreign keys, extended harmonies, chromatic sequence, chromatic voice-leading and symmetrical
divisions of the octave.
Prerequisite: MUSIC 15C and MUSIC 16C. MUSIC 15C with a grade of C- or better. MUSIC 16C with a grade of C- or better.
Restriction: Music and Music Performance majors only.
MUSIC 21A. Keyboard Skills. 1 Unit.
Designed to develop the foundational skills of sight-reading, harmonization, transposition, improvisation, figured bass realization, and score reading.
Repeatability: May be taken for credit 6 times.
Restriction: Music and Music Performance majors only. Lower-division students only.
MUSIC 21B. Keyboard Skills. 1 Unit.
Designed to develop the foundational skills of sight-reading, harmonization, transposition, improvisation, figured bass realization, and score reading.
Repeatability: May be taken for credit 6 times.
Restriction: Music and Music Performance majors only. Lower-division students only.
MUSIC 21C. Keyboard Skills. 1 Unit.
Designed to develop the foundational skills of sight-reading, harmonization, transposition, improvisation, figured bass realization, and score reading.
Repeatability: May be taken for credit 6 times.
Restriction: Music and Music Performance majors only. Lower-division students only.
MUSIC 25. Music Fundamentals. 4 Units.
Basic concepts and materials. Major and minor scales, intervals between pitches, key signatures, elements of rhythm, diatonic chords in root position
and inversion. Simple and compound meters. Formerly Music 25A.
MUSIC 40B. History of European Music: From the Renaissance through the Baroque. 4 Units.
An introduction to the analysis of musical styles and forms, to the sources for constructing music history and reconstructing historical music, and to J.S.
Bach.
Prerequisite: MUSIC 16C. MUSIC 16C with a grade of C- or better.
Restriction: Music and Music Performance majors have first consideration for enrollment.
(IV, VIII)
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MUSIC 40C. History of European Music: Hasse to Mahler. 4 Units.
An introduction to the analysis of musical styles and forms, and to the sources for constructing music history and reconstructing historical music, to
Richard Wagner.
Prerequisite: MUSIC 40B. MUSIC 40B with a grade of D or better. MUSIC 16D recommended.
Restriction: Music and Music Performance majors have first consideration for enrollment.
(IV, VIII)
MUSIC 40D. 20th Century Music. 4 Units.
Survey of principal composers, movements, and compositional techniques of Western art music of the modern era.
Prerequisite: MUSIC 16C. MUSIC 16C with a grade of C- or better.
Restriction: Music and Music Performance majors have first consideration for enrollment.
(IV, VIII)
MUSIC 41. Major Composer. 4 Units.
Study of the works of an important composer with emphasis on their significance in historical and social contexts. Composers selected represent a wide
variety of historical periods, nationalities, and stylistic orientations.
Repeatability: May be taken for credit 2 times as topics vary.
(IV)
MUSIC 42. Music and Gender. 4 Units.
Explores various intersections between music and gender. Examines ways in which gender and sexuality have played a vital role in the creation,
dissemination, and consumption of music ranging from medieval Christian mysticism to contemporary hip-hop artists.
(IV, VIII)
MUSIC 44. Classical Music in Society. 4 Units.
Examines some ways in which classical music has played an integral role in aspects of society. Studies pieces from different cultural, political, and
historical contexts in order to understand how musical meaning is created and interpreted.
(IV, VIII)
MUSIC 45. History of Film Music. 4 Units.
Course provides an overview of film music history. Special emphasis will be placed on developing an analytic vocabulary for musical elements and
cultivating an understanding of how music can function within a film. Materials fee.
(IV)
MUSIC 49A. Asian in Western Music. 4 Units.
Traces and critiques western musical representations of Far East culture and figures, reviewing the reception and significance of these works by
present-day Asian consumers of western culture.
Prerequisite: Satisfactory completion of the lower-division writing requirement recommended.
(VIII)
MUSIC 51. Music Technology and Computers. 4 Units.
A study of the influence of technology on the musical culture and aesthetics from the 20th century to the present, with particular emphasis on the role of
the computer. Work includes lectures, readings, listenings, discussions, demonstrations, writing, and experimentation. Course may be offered online.
(IV)
MUSIC 65. Piano for Music Majors. 4 Units.
Private weekly lessons. Materials fee.
Repeatability: May be taken for credit 6 times as topics vary.
Restriction: Music majors only.
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MUSIC 66. Strings for Music Majors. 4 Units.
Private weekly lessons. Materials fee.
Repeatability: May be taken for credit 6 times as topics vary.
Restriction: Music majors only.
MUSIC 67. Winds for Music Majors. 4 Units.
Private weekly lessons. Materials fee.
Repeatability: May be taken for credit 6 times as topics vary.
Restriction: Music majors only.
MUSIC 68. Voice for Music Majors. 4 Units.
Private weekly lessons. Materials fee.
Repeatability: May be taken for credit 6 times.
Restriction: Music majors only.
MUSIC 69. Percussion for Music Majors. 4 Units.
Private weekly lessons. Materials fee.
Repeatability: May be taken for credit 6 times as topics vary.
Restriction: Music majors only.
MUSIC 70. Guitar, Lute, and Other Plucked Instruments for Music Majors. 4 Units.
Private weekly lessons. Materials fee.
Repeatability: May be taken for credit 6 times.
Restriction: Music majors only.
MUSIC 78. History of Jazz. 4 Units.
Development of jazz from African and African American folk origins through blues, early jazz, swing, bebop, "cool" jazz, fusion, free jazz, and
contemporary trends.
Overlaps with MUSIC 78A, MUSIC 78B.
(IV, VII)
MUSIC 82A. Pish Radif: Introduction to Classical Persian Music. 4 Units.
Survey of art music in Iran and the basic structures of classical Persian music. Students learn through vocal exercises how Persian music evolved and
how it was influenced by Persian poetry. An interest in vocal music is strongly recommended. Mahur.
Repeatability: May be repeated for credit unlimited times.
MUSIC 82B. Pish Radif: Introduction to Classical Persian Music. 4 Units.
Survey of art music in Iran and the basic structures of classical Persian music. Students learn through vocal exercises how Persian music evolved and
how it was influenced by Persian poetry. An interest in vocal music is strongly recommended. Homayun.
Repeatability: May be repeated for credit unlimited times.
MUSIC 82C. Pish Radif: Introduction to Classical Persian Music. 4 Units.
Survey of art music in Iran and the basic structures of classical Persian music. Students learn through vocal exercises how Persian music evolved and
how it was influenced by Persian poetry. An interest in vocal music is strongly recommended. Shur.
Repeatability: May be repeated for credit unlimited times.
MUSIC 122A. Piano Literature. 2 Units.
Survey of stringed keyboard literature from the English Virginalists through twentieth-century composers. Historical, formal, and stylistic considerations
of music presented. Performances by class participants and occasional outside guests.
Prerequisite: MUSIC 16A and MUSIC 16B and MUSIC 16C.
Restriction: Music and Music Performance majors only. Upper-division students only.
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MUSIC 122B. Piano Literature. 2 Units.
Survey of stringed keyboard literature from the English Virginalists through twentieth-century composers. Historical, formal, and stylistic considerations
of music presented. Performances by class participants and occasional outside guests.
Prerequisite: MUSIC 16A and MUSIC 16B and MUSIC 16C.
Restriction: Music and Music Performance majors only. Upper-division students only.
MUSIC 122C. Piano Literature. 2 Units.
Survey of stringed keyboard literature from the English Virginalists through twentieth-century composers. Historical, formal, and stylistic considerations
of music presented. Performances by class participants and occasional outside guests.
Prerequisite: MUSIC 16A and MUSIC 16B and MUSIC 16C.
Restriction: Music and Music Performance majors only. Upper-division students only.
MUSIC 126. Piano Pedagogy. 2 Units.
The materials and methods of piano instruction are examined and evaluated.
Restriction: Music and Music Performance majors only. Upper-division students only.
MUSIC 131. Post-Tonal Theory. 4 Units.
Significant harmonic, rhythmic, and structural practices since 1900. Analysis and written work exploring free atonality and serialism; neo-tonal practices
such as use of extended tertian harmonies, modalism, pandiatonicism, and non-tertian harmonies; structural principles such as aleatory, metric
modulation and minimalism.
Prerequisite: MUSIC 16D.
Restriction: Music and Music Performance majors only.
MUSIC 132. Jazz Theory. 4 Units.
Study of jazz harmony and melody construction in improvisation. Covered topics include terminology, chord symbols, notation, voicings, and scales as
commonly used in jazz and popular music. Issues regarding tonality and ramifications of the blue scale are also examined.
Prerequisite: MUSIC 16D.
Restriction: Music and Music Performance majors only.
MUSIC 136. Instrumentation. 4 Units.
Ranges and capabilities of modern orchestral instruments. Exercise in writing for various combinations of wind, string, and percussion instruments and
for full orchestra.
Prerequisite: MUSIC 16C.
Restriction: Music and Music Performance majors only.
MUSIC 140. Studies in Medieval Music. 4 Units.
Topics in Medieval Music.
Repeatability: May be taken for credit 2 times as topics vary.
Restriction: Music majors and Music Performance majors only.
MUSIC 141. Studies in Renaissance Music. 4 Units.
Topics in Renaissance Music.
Prerequisite: MUSIC 40B.
Repeatability: May be taken for credit 2 times as topics vary.
Restriction: Music majors and Music Performance majors only.
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MUSIC 142. Studies in Baroque Music. 4 Units.
Topics in Baroque Music.
Prerequisite: MUSIC 40B.
Repeatability: May be taken for credit 2 times as topics vary.
Restriction: Music majors and Music Performance majors only.
MUSIC 142W. Studies in Baroque Music . 4 Units.
Topics in Baroque Music.
Prerequisite: MUSIC 40B. Satisfactory completion of the Lower-Division Writing requirement.
Repeatability: May be taken for credit 2 times as topics vary.
Restriction: Music and Music Performance majors only.
(Ib)
MUSIC 143. Studies in Classical Music. 4 Units.
Topics in Classical Music.
Prerequisite: MUSIC 40C. Satisfactory completion of the lower-division writing requirement.
Repeatability: May be taken for credit 2 times as topics vary.
Restriction: Music majors and Music Performance majors only.
MUSIC 143W. Studies in Classical Music. 4 Units.
Topics in Classical Music.
Prerequisite: MUSIC 40C or equivalent. Satisfactory completion of the lower-division writing requirement.
Repeatability: May be taken for credit 2 times as topics vary.
Restriction: Music and Music Performance majors only.
(Ib)
MUSIC 144. Studies in Romantic Music. 4 Units.
Topics in Romantic Music.
Prerequisite: MUSIC 40C.
Repeatability: May be taken for credit 2 times as topics vary.
Restriction: Music majors and Music Performance majors only.
MUSIC 144W. Studies in Romantic Music. 4 Units.
Topics in Romantic Music.
Prerequisite: MUSIC 40C or equivalent.
Repeatability: May be taken for credit 2 times as topics vary.
Restriction: Music and Music Performance majors only.
(Ib)
MUSIC 145. Studies in Twentieth-Century Music. 4 Units.
Topics in Twentieth-Century Music.
Prerequisite: Satisfactory completion of the Lower-Division writing requirement.
Repeatability: May be taken for credit 2 times as topics vary.
Restriction: Music majors and Music Performance majors only. Upper-division majors only.
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MUSIC 145W. Studies in Twentieth-Century Music. 4 Units.
Topics in Twentieth-Century Music.
Prerequisite: Satisfactory completion of the lower-division writing requirement.
Repeatability: May be taken for credit 2 times as topics vary.
Restriction: Music and Music Performance majors only. Upper-division only.
(Ib)
MUSIC 146. Studies in Jazz Music. 4 Units.
Topics in Jazz Music.
Repeatability: May be taken for credit 2 times as topics vary.
Restriction: Music majors and Music Performance majors only.
MUSIC 147. Studies in Music Technology. 4 Units.
Specialized topics in electronic music, computer-aided music, and other aspects of music technology.
Repeatability: May be taken for credit 2 times as topics vary.
MUSIC 148. Studies in Ethnomusicology. 4 Units.
Topics in Ethnomusicology.
Repeatability: May be taken for credit 2 times.
Restriction: Music majors and Music Performance majors only.
MUSIC 149. Studies in Music History. 4 Units.
Specialized topics in musical genres; culture and social issues; performance practices; and interrelated arts.
Prerequisite: MUSIC 40B and MUSIC 40C and MUSIC 40D. Satisfactory completion of the lower-division writing requirement.
Repeatability: May be taken for credit 3 times as topics vary.
Restriction: Music majors and Music Performance majors only.
MUSIC 150. Composition. 4 Units.
Exercises and projects for diverse instrumental-vocal combinations; contemporary techniques and problems. Participation in the improvisation ensemble
and working with electronic media.
Prerequisite: MUSIC 16C.
Repeatability: May be repeated for credit unlimited times.
Restriction: Music and Music Performance majors only.
MUSIC 151. Computer Music Composition. 4 Units.
Exercises in the composition of music uniquely possible by computer, including digital signal processing, computer control of synthesizers and
processors, and algorithmic composition. Demonstrations and musical analyses in class; considerable studio work outside class.
Prerequisite: MUSIC 51.
MUSIC 152. Interactive Arts Programming. 4 Units.
Study of artistic issues and programming techniques involved in the development of interactive computer art and music. Theoretical background, basic
tenets of programming, and practical exercises in programming interactive computer multimedia art.
Prerequisite: MUSIC 51 or ART 65A or DANCE 163.
MUSIC 155. Analysis. 4 Units.
Methods of formal analysis applicable to all Western musical styles: additive, continuous, transformational, and hierarchic forms; rhythm, texture, and
sonority as form and process.
Prerequisite: MUSIC 16D.
Restriction: Music and Music Performance majors only.
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MUSIC 156A. Song Literature. 2 Units.
A survey of song literature. Designed as an overview of the song repertoire, German Lieder.
Restriction: Music and Music Performance majors only.
MUSIC 156B. Song Literature. 2 Units.
A survey of song literature. Designed as an overview of the song repertoire, French mélodie.
Restriction: Music and Music Performance majors only.
MUSIC 157. Advanced Study in Composition. 4 Units.
Individual weekly lessons in composition.
Prerequisite: MUSIC 150.
Repeatability: May be taken for credit 6 times.
Restriction: Music and Music Performance majors only. Upper-division students only.
MUSIC 158A. Diction. 2 Units.
In-depth study of the International Phonetic Alphabet (IPA), including its transcription and pronunciation, and its application for singers. Introduction to
IPA and Italian Diction.
Restriction: Music and Music Performance majors only.
MUSIC 158B. Diction. 2 Units.
In-depth study of the International Phonetic Alphabet (IPA), including its transcription and pronunciation, and its application for singers. German Diction.
Prerequisite: MUSIC 158A.
Restriction: Music and Music Performance majors only.
MUSIC 158C. Diction. 2 Units.
In-depth study of the International Phonetic Alphabet (IPA), including its transcription and pronunciation, and its application for singers. French Diction.
Prerequisite: MUSIC 158A and MUSIC 158B.
Restriction: Music and Music Performance majors only.
MUSIC 159. Vocal Pedagogy. 2 Units.
Survey about the physical structure of the singing mechanism, science and philosophy of studio instruction.
Restriction: Music and Music Performance majors only.
MUSIC 160. University Orchestra. 2 Units.
Study and performance of standard orchestral repertory and works by contemporary composers. Membership is open to all qualified students by audition
only.
Prerequisite: Audition required.
Repeatability: May be repeated for credit unlimited times.
MUSIC 161. Wind Ensemble. 2 Units.
Study and performance of works written for varying combinations of wind and percussion instruments. Membership is open to all qualified students by
audition only.
Prerequisite: Audition required.
Repeatability: May be repeated for credit unlimited times.
MUSIC 162. University Chorus. 2 Units.
Make-up of the ensembles varies and may include University Chorus, Chamber Choir, Madrigal Singers, Women's Chorus, and Reading Choir.
Membership is open to all qualified students by audition only.
Prerequisite: Audition required.
Repeatability: May be repeated for credit unlimited times.
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MUSIC 162L. Basic Voice Lab. 1 Unit.
Vocal technique and musicianship for selected singers in UCI's choral organizations.
Corequisite: MUSIC 162.
Repeatability: May be repeated for credit unlimited times.
Restriction: Not open to Music majors.
MUSIC 162P. University Chorus: Accompanying. 2 Units.
Keyboard accompanying for one of the UCI choral organizations, with individual coaching in sight reading, score reading, and other accompanying skills.
Repeatability: May be taken for credit 12 times.
MUSIC 164. Opera Workshop. 2-4 Units.
Preparation and performance of operatic repertoire, including arias, scenes, and fully staged operas, and/or stage training and role analysis.
Repeatability: May be repeated for credit unlimited times.
Restriction: Music and Music Performance majors only.
MUSIC 164P. Opera Workshop: Accompanying. 2-4 Units.
Training in techniques and operatic repertory for keyboard players.
Repeatability: May be repeated for credit unlimited times.
MUSIC 165. Piano for Music Performance Majors. 4 Units.
Private weekly lessons. Materials fee.
Repeatability: May be taken for credit 6 times.
Restriction: Music Performance majors only.
MUSIC 166. Strings for Music Performance Majors. 4 Units.
Private weekly lessons. Materials fee.
Repeatability: May be taken for credit 6 times.
Restriction: Music Performance majors only.
MUSIC 166P. String Accompaniment. 2 Units.
Chamber ensemble experience with the solo string repertory for keyboard, participation in the weekly string master class, performance in public recitals.
Repeatability: May be taken for credit 3 times.
MUSIC 167. Winds for Music Performance Majors. 4 Units.
Private weekly lessons. Materials fee.
Repeatability: May be taken for credit 6 times.
Restriction: Music Performance majors only.
MUSIC 168. Voice for Music Performance Majors. 4 Units.
Private weekly lessons. Materials fee.
Repeatability: May be taken for credit 6 times.
Restriction: Music Performance majors only.
MUSIC 169. Percussion for Music Performance Majors. 4 Units.
Private weekly lessons. Materials fee.
Repeatability: May be taken for credit 6 times.
Restriction: Music Performance majors only.
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MUSIC 170. Guitar, Lute, and Other Plucked Instruments for Music Performance Majors. 4 Units.
Private weekly lessons and a weekly master class/workshop for the discussion of solo repertory and performance practice, including special topics such
as historical notational systems, traditional American guitar styles, and demonstrations of period plucked instruments. Materials fee.
Repeatability: May be taken for credit 6 times.
Restriction: Music Performance majors only.
MUSIC 171. Chamber Singers. 2 Units.
A select ensemble specializing in vocal chamber music from all periods. Frequent performances on and off campus. Membership is open to all singers
by audition.
Repeatability: May be repeated for credit unlimited times.
MUSIC 172. Men in Blaque. 2 Units.
Men's chamber choir studying and performing music in original SATB and TTBB voicing. Gregorian chant, Renaissance motets and masses, part-songs
from the Romantic era by Schubert and Schumann, folksongs, spirituals, jazz and contemporary literature comprises majority of repertoire.
Repeatability: May be taken for credit 12 times.
MUSIC 176. Chamber Ensembles . 2 Units.
Make-up of the ensembles varies and may include various Classical ensembles, Latin Jazz Ensemble, Small Jazz Combos, Percussion Ensemble, and
Guitar Ensemble. Membership is open to all qualified students by audition only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Music and Music Performance majors have first consideration for enrollment.
MUSIC 178. Jazz Orchestra. 2 Units.
Rehearsal and performance of literature written for large jazz ensemble with emphasis on methods and materials. Laboratory setting for new arrangers
and/or composers of modern jazz pieces.
Repeatability: May be repeated for credit unlimited times.
MUSIC 180. Music Criticism . 4 Units.
Topics in Music Criticism.
Repeatability: Unlimited as topics vary.
Restriction: Music and Music Performance majors only.
MUSIC 180A. Music and Material Culture. 4 Units.
Examines the cultural value of secular music objects such as scores, musical instruments, and cassette tapes beyond the period of their use.
"Biographies" of not-sounding musical objects trace the changing social contexts in which they survived.
Prerequisite: Satisfactory completion of the lower-division writing requirement.
MUSIC 180AW. Music and Material Culture. 4 Units.
Examines the cultural value of secular music objects such as scores, musical instruments, and cassette tapes beyond the period of their use.
"Biographies" of not-sounding musical objects trace the changing social contexts in which they survived.
Prerequisite: Satisfactory completion of the lower-division writing requirement.
(Ib)
MUSIC 180W. Music Criticism . 4 Units.
Topics in Music Criticism.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Music and Music Performance majors only.
(Ib)
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MUSIC 181. Improvisation. 4 Units.
Improvisation has been central to all music traditions. Course explores real-time music-making in a variety of non-notated contexts. Different
improvisational styles are presented, including jazz, Asian improvisation, and experimental modern music. Emphasis on actual classroom performance.
Repeatability: May be repeated for credit unlimited times.
Restriction: Music and Music Performance majors only.
MUSIC 182. Advanced Jazz Combo. 2 Units.
Small-group jazz ensemble and improvisational workshop. Range of music covered encompasses the full traditional jazz from improvised ragtime up
through the most current avant-garde musical techniques.
Repeatability: May be repeated for credit unlimited times.
MUSIC 183A. Jazz Composition. 4 Units.
Performance and lecture course for writing and performing original jazz compositions. Emphasis is placed on composing as a way to create new
improvisational frameworks. Cyclical forms, modal compositions, blues-oriented compositions, ballad writing.
Prerequisite: MUSIC 78 and MUSIC 132.
Restriction: Music and Music Performance majors only.
MUSIC 183B. Jazz Composition. 4 Units.
Performance and lecture course for writing and performing original jazz compositions. Emphasis is placed on composing as a way to create new
improvisational frameworks. Non-functional harmony, contemporary forms, free-bop, and current trends.
Prerequisite: MUSIC 78 and MUSIC 132 and MUSIC 183A.
Restriction: Music and Music Performance majors only.
MUSIC 183C. Jazz Composition. 4 Units.
Performance and lecture course for writing and performing original jazz compositions. Emphasis is placed on composing as a way to create new
improvisational frameworks. Study of modern tonal-center compositions, intervallic compositions, and alternate rhythms.
Prerequisite: MUSIC 78 and MUSIC 132 and MUSIC 183A and MUSIC 183B.
Restriction: Music and Music Performance majors only.
MUSIC 189. Accompanying for Plucked Strings: Continuo and Changes. 2 Units.
Students apply theory to their instruments as they learn the basics of pre-1800 continuo playing and post-1900 jazz charts. Includes discussions of
appropriate repertory, treatment of harmonic progressions, and finer points of style and technique.
Prerequisite: MUSIC 16C.
Repeatability: May be repeated for credit unlimited times.
Restriction: Music and Music Performance majors only.
MUSIC 191. Tutorial in Music. 1-4 Units.
Independent supplemental instruction related to student's area of study.
Repeatability: May be repeated for credit unlimited times.
MUSIC 193. Conducting. 4 Units.
Introduces students to the basic techniques employed in the practice of conducting and includes score study and development of leadership skills.
Prerequisite: MUSIC 16D and MUSIC 40B and MUSIC 40C.
Restriction: Music and Music Performance majors only.
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240 Claire Trevor School of the Arts
MUSIC 195A. Senior Thesis. 2 Units.
With consultation in regularly scheduled meetings, students identify and study relevant texts and materials and prepare a prospectus for an original
thesis.
Prerequisite: Senior standing in the Honors Program in Music and Culture.
Grading Option: In progress only.
Restriction: Music and Music Performance majors only.
MUSIC 195B. Senior Thesis. 2 Units.
Students submit an outline and preliminary drafts of section of their thesis to the instructor, on a schedule supervised by the instructor. The final version
will address the instructor's comments and criticisms.
Prerequisite: MUSIC 195A.
Restriction: Music and Music Performance majors only.
MUSIC 197. Word and Music. 2 Units.
Performance class for advanced singers and pianists with emphasis on collaborative approach to vocal literature.
Repeatability: May be repeated for credit unlimited times.
Restriction: Music and Music Performance majors only.
MUSIC 199. Independent Study. 2 Units.
Research, writing, or composition work, under the guidance of a faculty member.
Repeatability: May be taken for credit 2 times.
Restriction: Music and Music Performance majors only.
MUSIC 200. Bibliography and Research. 4 Units.
Required of all entering students. A systematic introduction to the bibliographical tools both in the general field of music and in the student's areas of
specialization.
Repeatability: May be repeated for credit unlimited times.
Restriction: Music graduate students only.
MUSIC 201. Topics in Analysis . 4 Units.
Seminar focusing on different analytical methods, modal, tonal, and post-tonal, and their applications to repertories drawn from various historical periods
through to the present day.
Prerequisite: Placement into MUSIC 201.
Repeatability: Unlimited as topics vary.
Restriction: Music graduate students only.
MUSIC 203. Music Thesis . 4 Units.
Intensive work dedicated to researching and writing a Master's thesis under the supervision of a faculty advisor.
Prerequisite: MUSIC 200.
Repeatability: May be repeated for credit unlimited times.
Restriction: M.F.A. students in Musicology only.
MUSIC 209. Seminar in Creative Practices. 4 Units.
Core first-year seminar required for graduate students in the Integrated Composition, Improvisation, and Technology emphasis of the M.A. and Ph.D.
programs. Composition and presentation of original student works, lecture, and discussion.
Repeatability: May be taken for credit 3 times.
Restriction: Music graduate students only.
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MUSIC 210. Choral Conducting . 4 Units.
Intensive private instruction and study of the various choral literatures.
Repeatability: May be taken for credit 6 times.
Restriction: Music graduate students only.
MUSIC 211. Performance . 4 Units.
Contents vary according to the student's major instrument. Intensive private instruction and study of the various literatures.
Repeatability: May be taken for credit 6 times.
Restriction: Music graduate students only.
MUSIC 212. Composition. 4 Units.
Intensive work in composition geared to each student's level of competence.
Repeatability: May be repeated for credit unlimited times.
Restriction: Music graduate students only.
MUSIC 213. Orchestral Conducting. 4 Units.
Intensive private instruction in instrumental conducting.
Repeatability: May be repeated for credit unlimited times.
Restriction: Music graduate students only.
MUSIC 214. Graduate Recital.
Performance of public recital.
Repeatability: May be taken for credit 2 times.
Restriction: Music graduate students only.
MUSIC 215A. Computer Music Composition and Production. 4 Units.
Study of the composition and production of music made uniquely possible by the computer, including usage of prevalent digital music technology,
techniques of digital signal processing, and computer control of synthesizers and audio processors.
Restriction: Music graduate students only.
MUSIC 215B. Computer Music Programming. 4 Units.
Study of the artistic issues and programming techniques involved in the development of original applications for computer music composition and
interactive performance.
Restriction: Music graduate students only.
MUSIC 220. Seminar in Music History. 4 Units.
Topics in Music History.
Repeatability: Unlimited as topics vary.
Restriction: Music graduate students only.
MUSIC 230. Seminar in Contemporary Music. 4 Units.
Special seminar projects dealing with contemporary music with emphasis on analytical techniques and style criticism.
Repeatability: Unlimited as topics vary.
Restriction: Music graduate students only.
MUSIC 231. Improvisation. 4 Units.
Introduces the practice and history of improvisation in diverse fields of Western music since 1950. Performance projects and group critiques, weekly
reading and listening assignments, participation in a class concert, and a research paper.
Restriction: Music graduate students only.
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242 Claire Trevor School of the Arts
MUSIC 235. Critical Studies in Music. 4 Units.
A critical examination of Western music traditions, institutions, and aesthetics, employing new scholarship in music and new critical studies in other
disciplines.
Repeatability: May be repeated for credit unlimited times.
Restriction: Music graduate students only.
MUSIC 236. Theoretical ICIT Seminar. 4 Units.
Seminar studying new genres and topics that integrate composition, improvisation, new technologies, and non-classical cultures.
Repeatability: Unlimited as topics vary.
Restriction: Music graduate students only.
MUSIC 237. Practical ICIT Seminar. 4 Units.
Study of new practices and techniques that integrate composition, improvisation, new technologies, and non-classical cultures.
Repeatability: Unlimited as topics vary.
Restriction: Music graduate students only.
MUSIC 239. Thesis Colloquium. 1-2 Units.
ICIT students present their thesis work-in-progress for discussion and criticism. Faculty and visiting artists/scholars also present their current work.
Repeatability: May be taken for credit for 8 units.
Restriction: Music graduate students only.
MUSIC 240. Graduate Projects . 4 Units.
Substantial projects in performance, conducting, or composition (other than those specifically required for the degree), accompanied by a summary
paper.
Repeatability: Unlimited as topics vary.
Restriction: Music graduate students only.
MUSIC 250. Directed Reading. 4 Units.
Individual research projects, resulting in the writing of a substantial paper pertaining to the principal area of concentration.
Repeatability: Unlimited as topics vary.
Restriction: Music graduate students only.
MUSIC 276. Graduate Ensemble . 2 Units.
Chamber ensemble for the performance of contemporary music, including newly composed and improvised forms.
Repeatability: May be repeated for credit unlimited times.
Restriction: Music graduate students only.
MUSIC 399. University Teaching. 1-4 Units.
Limited to Teaching Assistants.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
Department of Art
Kevin Appel, Department Chair
3229 Art, Culture and Technology Building
949-824-6648
http://art.arts.uci.edu/
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Overview
The Department of Art in the Claire Trevor School of the Arts takes a wide-ranging, interdisciplinary view of contemporary art practice. With an emphasis
on experimentation and innovation, the Department of Art is viewed as a leader in genres addressing cultural identity and emerging technologies. The
Department provides students a solid theoretical and technical foundation from which to approach art making as both process and product. Each student
is encouraged to develop an individual, disciplined direction approach to media, materials, and techniques. To this end, the curriculum provides studio
experiences in drawing, painting, sculpture, photography, digital imaging, video, performance art, and new media. Visiting artists, theorists, curators, and
other arts professionals are an integral part of the program.
Requirements for the B.A. Degree in Art
All students must meet the University Requirements.
School Requirements: None.
Departmental Requirements for the Major in Art
A. Complete the following:
ART 1A Art in Context: History, Theory, and Practice
ART 1B Art in Context: History, Theory, and Practice
ART 1C Art in Context: History, Theory, and Practice (ART 1A, ART 1B, and ART
1C all taken the first year in residence.)
ART 9A Visual Culture: Media, Art, and Technology
ART 11A Topics in History of Contemporary Art
B. Select one of the following:
ART HIS 40A Ancient Egyptian, Greek, and Roman Art and Architecture
ART HIS 40B Arts of Europe: Medieval and Renaissance
ART HIS 40C Early Modern and Modern Art in Europe and America
ART HIS 42A History of Asian Art: Arts of India
ART HIS 42B History of Asian Art: Arts of China
ART HIS 42C History of Asian Art: Arts of Japan
ART HIS 42D History of Asian Art: Arts of Islam
C. Select four of the following:
Lower-division ART 20–99
D. Select six of the following:
Upper-division ART 100–115 (no more than three in this category),
Upper-division ART 130–195 (minimum of three in this category);
E. Select two of the following:
Issues courses from ART 116–129
Art Sample Program for Freshmen
Freshman
Fall Winter Spring
ART 1A ART 1B ART 1C
Art History Lower-Division Art Lower-Division Art
WRITING 39B General Education General Education
Lower-Division Art WRITING 39C General Education
Additional Information
Honors in Art
The Honors in Art program gives qualifying students a more rigorous course of study in contemporary art practices, thus challenging superior students
beyond the scholarly requirements demanded of the Art major. This program is designed to further develop students’ critical, analytical, research, and
technical skills. It is particularly suited to those wishing to go on to graduate school and/or exhibition careers.
Eligibility Requirements
1. One year in good standing as an Art major;
2. An overall GPA of 3.2 or higher with a GPA of at least 3.4 in ART courses.
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244 Claire Trevor School of the Arts
3. Completion of:
ART 1A Art in Context: History, Theory, and Practice
ART 1B Art in Context: History, Theory, and Practice
ART 1C Art in Context: History, Theory, and Practice
Four lower-division courses selected from ART 20–99
One Art History course from either the ART HIS 40 or 42 series.
Application Deadline
The annual application deadline is May 15. Late applications will not be accepted.
Application Requirements
All applicants must upload the following at https://ctsa.slideroom.com. There is a fee associated with submission of materials via Slideroom.
1. A portfolio of up to 10 images and/or other media samples. Images/media samples must include title of the work, size, year, medium, description,
and duration of the work, if time-based.
2. A brief statement (250 words maximum) of research and career goals; and
3. UCI transcript (downloadable from StudentAccess).
The applicant's name, UCI student ID number, and email address must be printed legibly on all submitted materials.
All applicants will be notified of their application status no later than the end of spring quarter finals week.
Students accepted to the program will share the Catherine Lord Undergraduate Honors Studio for the entire academic year. Students accepted to the
program must actively participate in programmatic activities. Students must follow the Department's studio occupancy guidelines in order to maintain
their studios. GPAs will be reviewed each quarter to ensure programmatic requirements.
Beyond fulfilling regular courses for the Art major, honors students must take the following:
Select two additional courses from the following: ART 100–191, 199;
Select one ART HIST course of the student’s choosing; and
Complete ART 198.
Honors Exhibition ART 198 (this course will prepare students for a mandatory, group interdisciplinary honors gallery exhibition to take place during
either winter or spring quarter of the student's matriculating year, at which time students will defend their thesis work to faculty on the Undergraduate
Committee).
Non-compliance with any of the requirements will result in dismissal from the program.
NOTE: Students may be assessed a course materials fee for certain courses. Consult the online Schedule of Classes on the University Registrar's
website (http://www.reg.uci.edu) for the most up-to-date information about which courses require a materials fee and the amount of the fee.
Careers for the Art Major
Departmental faculty and the range of artists whose work is represented in the University Art Gallery exhibitions provide diverse career models. Some
graduates go on to careers as exhibiting artists or teachers; others work in arts-related activities in museums, galleries, and artists’ organizations. A
bachelor’s degree in Art is usually required as preparation for graduate-level study in Art.
Minor in Digital Arts
Jesse C. Jackson, Director
The minor in Digital Arts provides opportunities to explore creativity through digital media arts. This program is open to students from all areas of UCI
who want to acquire a working knowledge of how digital media content is conceived, constructed, and performed. In the studio, students receive hands-
on experience with current software tools, creating and sharing digital media art projects, developing an appreciation of digital media aesthetics and
conceptual design, and learning the fundamentals of desktop video, audio, and Web authoring software applications. Lectures and discussions examine
how today’s pervasive digital culture evolves through interdisciplinary collaborations among artists, engineers, scientists, and scholars. Course work
considers relationships between digital media practices, touching on such areas as social networking, video/audio podcasting, interface design, digital
music, telematic performance, intelligent agents, virtual realities, artificial life, and ubiquitous computing. The program investigates critical issues related
to emerging technologies and the arts, and surveys recent works by leading digital media artists.
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University of California, Irvine 2016-2017 245
Prospective students should have basic proficiency with Web, email, word processing, and presentation software. It is highly recommended that
students have their own computer. Further information is available at the Digital Arts Minor website (http://sites.uci.edu/elad/minor).
Requirements for the Minor in Digital Arts
The minor in Digital Arts consists of a minimum of eight courses which fall into two categories: A. Required and B. Elective.
A. Complete the following:
ARTS 1 ArtsCore
ART 12A Art, Design, and Electronic Culture
ART 12B Art, Science and Society: Steam to Steampunk
ART 50A Matter and Media
ART 50B Interaction and Experience
ART 50C Digital Media: Interaction Design
B. Select two of the following
ART 65A Foundations in Media Design
ART 65B Foundations in Internet Art and Design
ART 81A Digital Filmmaking Production I
ART 81B Digital Filmmaking Production II
ART 100 Special Topics in Art
ART 106A Programming for Artists
ART 106B Game Studies
ART 106C Design for Print
ART 143 Projects in Computer Painting
ARTS 75 Digital Media: Exhibition
DANCE 163 Dance and Video Technology
DANCE 164 Screendance
MUSIC 51 Music Technology and Computers
MUSIC 147 Studies in Music Technology
MUSIC 151 Computer Music Composition
MUSIC 152 Interactive Arts Programming
Each of these courses may be taken one time only for credit toward the minor (with the exception of topics vary courses, e.g., ART 100 ). No course in
the requirements for the minor may be taken Pass/Not Pass.
Minor in Digital Filmmaking
Bruce Yonemoto, Director
The minor in Digital Filmmaking in the Claire Trevor School of the Arts provides opportunities to explore creative digital film production techniques and
structures basic to the creation of new film works. Undergraduate students from all areas of UCI will have the opportunity to produce digital film works
with content that contributes to the future of film as an art form.
Through the minor in Digital Filmmaking students will learn how traditional production techniques create content through form. Theories of studio
production and art film history will inform the production of new narrative, documentary, fictional, and experimental film works. Students will learn to
produce films which will lend themselves to emerging distribution platforms. The future of film as an art form depends on students to learn traditional as
well as experimental components of structure and content. In the studio, students will acquire advanced skills in camera, lighting, sound, re-production,
and post-production. Through issues and projects courses the program investigates experimental techniques developed by historical and contemporary
film artists.
Application
Application to the Minor in Digital Filmmaking is open to all undergraduate UCI students. There are no restrictions based on major or level. Admission is
on a competitive basis and students must submit an online application with a statement of purpose and links to online work samples. A limited number
of students are admitted to the minor on a quarterly basis. The quarterly deadline is Friday, Week 3 by 5:00 p.m. Applicants that meet the deadline will
be notified of their admission status via email by Week 7. Interested students are encouraged to obtain further information from the Digital Filmmaking
website (http://digifilmuci.com). Course Materials fees are required for all courses in the Minor.
Online Application Form: digifilm.arts.uci.edu/apply
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Requirements for the Minor in Digital Filmmaking
A. Complete the following:
ART 81A Digital Filmmaking Production I
ART 81B Digital Filmmaking Production II
ART 108 Digital Filmmaking Project I
ART 127A Issues in Video History and Criticism
or ART 127B Issues in Experimental Film History
ART 132A Digital Filmmaking Pre-Production
ART 132B Digital Filmmaking Post-Production
ART 141 Digital Filmmaking Advanced Project I
ART 153 Digital Filmmaking Advanced Project II
or ART 166A Digital Filmmaking Web Series
This minor requires eight four-unit quarter courses. Two courses in the minor may overlap with the Art major requirements. One course may be taken
Pass/No Pass (unless the course overlaps with Art major requirements).
On This Page:
• General Information and General Degree Requirements
• M.F.A. Admission
• M.F.A. Degree Requirements
• Master of Fine Arts with a Concentration in Critical and Curatorial Studies Program
• Admission
• Degree Requirements
Master of Fine Arts Program
General Information and General Degree Requirements
The program is designed to provide intensive professional training for independently motivated students wishing to pursue careers in the field
of contemporary art. The overall emphasis in the program is on studio production. Experimental and interdisciplinary approaches to art making are
emphasized. Students undergo a rigorous course of study combining seminar classes, intensive critique courses, and independent study.
Topic-based seminars cover a range of critical issues dealing with the relationship of culture to contemporary art and are designed for students
interested in positioning their art practices within an interdisciplinary discursive framework. All incoming students must take the First-Year Graduate
Seminar in preparation for further course work. As students progress in the program, they are required to take a series of additional seminars aimed
at training them to develop research skills and a written component augmenting their culminating thesis exhibitions. Various approaches to developing
text and word are considered, and students are encouraged to approach developing the thesis textual component following a path best suited to their
postgraduate interests (e.g., critical writing, spoken word/performance, critical memoir, digital narrative structures).
Throughout a three-year residence, students take a series of critique seminars in which work-in-progress is intensively discussed within a group context.
Each quarter, students also meet, on an independent basis, with faculty of their choice. Students are encouraged to work with a range of faculty
members. Towards the end of the second year, students select a thesis committee with whom they will work closely on the development of a thesis
exhibition in their third year. After selecting a thesis committee, a student may continue to work with a range of faculty, either independently or in a
critique seminar, to continue to explore a diversity of ideas and differing approaches to both studio production and art distribution systems.
During the first two years, students are required to take courses from a structured curriculum totaling a minimum of 12 units each quarter. Beyond that,
students can select additional course work from any sector of the department or University including approved upper-division undergraduate courses.
The third year is structured so that students can individualize their course of study through a wide selection of classes. For example, students wishing to
focus primarily on studio production can do so through a combination of independent studies and critique classes, or students can design their third year
to focus on both studio production and acquire additional course work in a given research area or graduate emphasis.
In addition to the graduate degree in Art, several emphases offered by the University are available to M.F.A. students. They include, but are not limited
to, emphases in Visual Studies, Critical Theory, Feminist Studies, and Asian American Studies (refer to the Visual Studies, Critical Theory Emphasis,
Department of Gender and Sexuality Studies, or the Department of Asian American Studies sections of the Catalogue for information).
Throughout the first two years, students must also undergo a series of progress checks including open studio reviews and a second-year exhibition
where they are evaluated by faculty committees. Satisfactory opinion by these committees, coupled with both satisfactory independent study
evaluations and grades of at least a B or above, will allow the student to progress to candidacy for the degree. During the third year, candidates must
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mount a thesis exhibition. In tandem with the final thesis exhibition, students are required to do a presentation on their work as part of the final defense
before their thesis committee. The normal time to degree for students in the M.F.A. program is three years. Residence is required.
Each M.F.A. candidate is provided with an individual or shared studio space. Facilities include photography laboratories (analog and digital), video
production studios, data laboratories, and sculpture laboratories for work in wood and metal. There are also facilities to support work in digital media,
painting, performance, drawing, and ceramics. Students have regular opportunities to exhibit in three galleries.
Various programs of visiting artists and lecturers are an integral part of the student experience. Visiting artists, curators, critics, and gallerists are invited
to give lectures and conduct studio visits with graduate students. Some Art faculty, in addition to their departmental appointment, are affiliated with other
UCI and UC programs, e.g., Asian American Studies, African American Studies, Gender and Sexuality Studies, Engineering, Information and Computer
Science, Critical Theory Emphasis, Visual Studies, Calit2 Gaming Studies Initiative, Center for Law, Society and Culture, Center for Asian Studies,
Center for Global Peace and Conflict Studies, and the UC Institute for Research in the Arts (UCIRA).
Admission
Applicants for admission to the M.F.A. program must meet the general requirements for admission to graduate study, hold a B.A. or B.F.A. in Art, have
completed one year of Twentieth-Century Art History (students who have not completed this will be required to do so as part of their graduate studies).
HOW TO APPLY
1. Complete the Online Application for Graduate Admissions (http://www.grad.uci.edu), which includes submission of a Statement of Purpose and three
(3) letters of recommendations (recommenders must submit letters via online application).
2. Submit a portfolio of 20 images and/or other media samples, to be uploaded at https://ctsa.slideroom.com. Images must include title of the work,
size, year, medium, description, and duration of the work, if time-based. Slideroom will ask for a "student number;" please enter the application number
given to you when you apply online,
3. One copy of transcripts from the Undergraduate institution(s) attended by the applicant. Undergraduate institutions must send transcripts directly to:
University of California, Irvine
Art Department
3229 Art Culture and Technology
Irvine, CA 92697-2775
Attn: Graduate Application
ALL PARTS OF THE APPLICATION MUST BE SUBMITTED BY JANUARY 15; THERE IS NO GRACE PERIOD.
Specific Degree Requirements
One hundred and eight units over a three-year course of study are required. Residency is required. Students must take a minimum of 12 units per
quarter.
First Year:
ART 210 First-Year Graduate Seminar
ART 215 Graduate Seminar Topics
or ART 251 Special Topics Seminar
ART 230 Graduate Group Critique (all three quarters)
ART 240 Interdisciplinary Projects (all three quarters)
ART 251 Special Topics Seminar
Second Year:
ART 215 Graduate Seminar Topics
or ART 251 Special Topics Seminar
ART 230 Graduate Group Critique (two quarters)
ART 240 Interdisciplinary Projects (two quarters)
ART 251 Special Topics Seminar
ART 262 Graduate Thesis Independent Study
Third Year:
ART 230 Graduate Group Critique
ART 261 Graduate Thesis Writing Seminar
ART 262 Graduate Thesis Independent Study (all three quarters)
ART 263 Graduate Thesis, Exhibition Critique
Two courses selected from the following:
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248 Claire Trevor School of the Arts
ART 215 Graduate Seminar Topics
ART 236 Graduate Topics in Studio Production
ART 250 Directed Reading and Research
ART 251 Special Topics Seminar
ART 255 Graduate Interdisciplinary and Collaborative Projects
Two courses selected from ART 215, ART 240, ART 251, ART 399, or outside 4-unit graduate courses (in any quarter).
Master of Fine Arts with a Concentration in Critical and Curatorial Studies Program
The M.F.A. in Art with a concentration in Critical and Curatorial Studies trains the student to enter the interdisciplinary field of contemporary art.
Upon graduating, the student will be well versed in debates that define art and visual culture from modernism to the present, capable of conceiving
new models of contemporary exhibition and criticism, and expertly trained to execute professional, innovative projects in the field. The University Art
Gallery plays a prominent role in the curriculum, serving as a “laboratory” for cultural research conducted by the Critical and Curatorial students. This
concentration has a core faculty in the Departments of Art, Art History, Film and Media Studies, Comparative Literature, and the program in Visual
Studies, who advise the student in the research and production of their final M.F.A. exhibition and accompanying publication. A written Master’s thesis is
also required.
Admission
Applicants for admission to the M.F.A. program must meet the general requirements for admission to graduate study, hold a B.A. or B.F.A., and have
completed one year of Twentieth-Century Art History (students who have not completed this will be required to do so as part of their graduate studies).
HOW TO APPLY
1. Complete the Online Application for Graduate Admissions (http://www.grad.uci.edu).
2. In addition, applications to the M.F.A. in Art with a Concentration in Critical & Curatorial Studies must include the following:
- Letter of Intent (sent directly to the Department). The Letter of Intent should address the seriousness of applicants' intentions, experience, and
motivation to enter the Critical & Curatorial Studies program. Applicants must clearly state what they want to study and what their research focus will be.
Applicants must further summarize their college and/or professional experience, and conclude with what intellectual and professional contributions they
wish to make in their fields of study upon completion of the degree. Length: 1000 words.
- Writing Sample (sent directly to the Department). The Writing Sample allows the admissions committee to access applicants' ability to craft an
argument that is founded upon thorough research of a given topic. It may be a publication; a college paper that reflects excellence in applicants' field of
study is also acceptable. Length: variable.
- Proposed project (sent directly to the Department). Applicants should imagine what a final project might be in their final year of study in the program.
While this section of the application is in no way a "contract" for the thesis, it allows the admissions committee to assess the seriousness and
preparedness of applicants' research. The proposal could be an exhibition, conference, critical writing pursuit, etc. Length: 1000 words.
- Three (3) letters of recommendation (via online application)
- Transcripts (sent directly to the Department from the institution attended by the applicant).
All materials sent should include the applicant's name and address.
Materials that must be sent via mail directly to the Department, should be mailed to:
University of California, Irvine
Art Department
3229 Art Culture and Technology
Irvine, CA 92697-2775
Attn: Critical & Curatorial Application
ALL PARTS OF THE APPLICATION MUST BE SUBMITTED BY JANUARY 15; NO GRACE PERIOD.
Specific Degree Requirements
First Year:
ART 210 First-Year Graduate Seminar
ART 215 Graduate Seminar Topics
or ART 251 Special Topics Seminar
ART 230 Graduate Group Critique
ART 240 Interdisciplinary Projects
ART 250 Directed Reading and Research
ART 280 Contemporary Exhibition Systems
ART 280A Introduction to Exhibition Systems
and select two Art or Visual Studies electives
Second Year:
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ART 215 Graduate Seminar Topics
ART 215 Graduate Seminar Topics
or ART 251 Special Topics Seminar
ART 230 Graduate Group Critique
ART 240 Interdisciplinary Projects
ART 250 Directed Reading and Research
ART 280 Contemporary Exhibition Systems
and select three Art or Visual Studies electives
Third Year:
ART 215 Graduate Seminar Topics
ART 230 Graduate Group Critique
ART 240 Interdisciplinary Projects
ART 262 Graduate Thesis Independent Study (all three quarters)
ART 264 Critical and Curatorial Thesis Exhibition
and select two Art or Visual Studies electives
NOTE: Students may be assessed a course materials fee for certain courses. Consult the online Schedule of Classes on the University Registrar’s
website (http://www.reg.uci.edu) at for the most up-to-date information about which courses require a materials fee and the amount of the fee.
Faculty
Rhea Anastas, Ph.D. The Graduate Center of The City University of New York, Associate Professor of Art (20th century experimentalism in the visual
arts, critical theory, cultural theory)
Kevin H. Appel, M.F.A. University of California, Los Angeles, Department Chair and Professor of Art (painting)
Juli C. Carson, Ph.D. Massachusetts Institute of Technology, Artistic Director of the University Art Galleries and Professor of Art (art history, critical
theory, curatorial practice )
Miles C. Coolidge, M.F.A. California Institute of the Arts, Professor of Art (photography)
Tony Delap, Claremont Graduate University, Professor Emeritus of Art
Martha Gever, Ph.D. City College of the City University of New York, Professor Emerita of Art (history and criticism: video, media studies, popular
culture )
Bryan Jackson, M.F.A. University of California, Los Angeles, Lecturer of Art (digital filmmaking)
Jesse C. Jackson, M.A. University of Toronto, Director of the Minor in Digital Arts and Assistant Professor of Art; Informatics
Ulysses S. Jenkins, M.F.A. Otis Art Institute, Professor of Art (video art production, performance art)
Antoinette Lafarge, M.F.A. School of Visual Arts, Professor of Art (digital media)
Simon Leung, B.A. University of California, Los Angeles, Professor of Art; Asian American Studies (new genres, critical theory, contemporary art history,
performance)
Joseph S. Lewis, M.F.A. Maryland Institute College of Art, Professor of Art (public art)
Mara Jane Lonner, M.F.A. California Institute of the Arts, Lecturer with Security of Employment of Art (drawing, painting, 3D design)
Catherine B. Lord, M.F.A. State University of New York at Buffalo, Professor Emerita of Art (queer theory, feminism, photography)
Monica Majoli, M.F.A. University of California, Los Angeles, Professor of Art (painting)
Daniel J. Martinez, B.F.A. California Institute of the Arts, Claire Trevor Professor and Professor of Art (public art, sculpture, installation, performance)
Yong Soon Min, M.F.A. University of California, Berkeley, Professor Emerita of Art; Asian American Studies; Culture and Theory (minority, diasporic, and
third cinemas; media, nationalism, and globalization; race, sexuality, and popular culture)
Gifford C. Myers, M.F.A. University of California, Irvine, Professor of Art (ceramics)
Deborah Oliver, M.F.A. California Institute of the Arts, Lecturer of Art (performance art, new genres)
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Jennifer Pastor, M.F.A. University of California, Los Angeles, Professor of Art (sculpture)
Simon G. Penny, M.F.A. Hong Kong University of Science and Technology, Professor of Art; Informatics (informatics, robotic sculpture, interactive
environments, electronic media)
Litia T. Perta, Ph.D. University of California, Berkeley, Assistant Professor of Art (art writing)
Yvonne Rainer, Claire Trevor Professor and Professor Emerita of Art (performance, dance, video)
William S. Roberts, M.F.A. California Institute of the Arts, Lecturer with Security of Employment of Art (photography)
Constance J. Samaras, M.F.A. Eastern Michigan University, Professor of Art; Culture and Theory (photography, intermedia, cultural criticism)
David K. Trend, Ph.D. Miami University, Department Chair and Executive Director of the University Art Galleries and Professor of Art (visual culture)
Bruce N. Yonemoto, M.F.A. Otis Art Institute, Professor of Art (video, experimental media, film theory)
Courses
ART 1A. Art in Context: History, Theory, and Practice. 4 Units.
First in a three-quarter foundation sequence introducing students to a broad range of contemporary art, media, and practices in relation to their
twentieth-century cultural and historical antecedents. ART 1A deals specifically with contemporary painting and photography.
Restriction: Art majors have first consideration for enrollment.
(IV)
ART 1B. Art in Context: History, Theory, and Practice. 4 Units.
Deals with film/video/performance. Concerned with the development of modern/contemporary film, video, and performance, with a focus on experimental
and avant-garde production from the early twentieth-century to today.
Restriction: Art majors have first consideration for enrollment.
(IV)
ART 1C. Art in Context: History, Theory, and Practice. 4 Units.
Third in a three-quarter foundation sequence introducing students to a broad range of contemporary art, media, and practice in relation to their twentieth-
century cultural and historical antecedents. Deals specifically with space and cyberspace.
Restriction: Art majors have first consideration for enrollment.
(IV)
ART 9A. Visual Culture: Media, Art, and Technology. 4 Units.
Examines creative activities in all spheres of life, including the "artistic" impulses that dwell in the individual. Culture is addressed in broad terms of the
many institutions and cultural forces that shape everyday activities of listening, seeing, doing.
Restriction: Art majors have first consideration for enrollment.
(IV)
ART 9B. Visual Culture: A Culture Divided. 4 Units.
Throughout the 1980s and 1990s controversies flourished in the mainstream media over purportedly obscene art, anti-American writing, and moral
decay, among other issues. Examines these new conflicts as they manifest themselves in public life and everyday experience.
Restriction: Art majors have first consideration for enrollment.
(IV)
ART 9C. Visual Culture: Thematic Investigations. 4 Units.
Considers a broad range of concerns and questions raised by various acts of appropriation in contemporary art and visual culture, such as originality,
authenticity, authorship, translation, audience and aesthetics, temporal dimensions of a work, and context.
Restriction: Art majors have first consideration for enrollment.
(IV)
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ART 11A. Topics in History of Contemporary Art. 4 Units.
Surveys mid-nineteenth and twentieth-century art production, from modernity through post-modernity, in a historical and cultural context.
Prerequisite: ART 9A.
Repeatability: May be taken for credit 2 times as topics vary.
Restriction: Art majors only.
ART 11B. Media Art and Design History. 4 Units.
Survey of the roots of modern techno-media arts in both the history of visual arts and the history of devices such as automata, animatronics, robots,
miniature theatres, optical machines, communications technologies, calculators, and computers.
Restriction: Art majors only.
ART 12A. Art, Design, and Electronic Culture. 4 Units.
Introduction to historical and theoretical foundations of digital media art, tracing how information technologies seeded growth of new expressive medium.
Considers how today's pervasive digital culture evolved through interdisciplinary collaborations between artists, engineers, scientists, scholars. Course
may be offered online.
(IV)
ART 12B. Art, Science and Society: Steam to Steampunk. 4 Units.
An overview of current practice and research in digital media art. Examines the effects of recent technological, scientific, cultural, and political
developments. Addresses the increasing overlap of artistic and scientific practices and issues related to new and emerging technologies.
(IV)
ART 12C. Intelligences of Arts. 4 Units.
Introduces contemporary neuroscience and new approaches to cognition – embodied, enactive, extended, situated, distributed. Reviews the history
of related ethological, biological, psychological, technological, and philosophical traditions. Considers arts and cultural practices from these and other
perspectives, and considers case studies.
(III)
ART 20A. Basic Drawing I. 4 Units.
Encourages an investigation of the premises and limits of drawing, primarily, but not inevitably, as a two-dimensional medium. Includes slide
presentations and discussions of the historical uses of a wide range of drawing.
Restriction: Art majors have first consideration for enrollment.
ART 20B. Basic Drawing II. 4 Units.
Continuation of the investigation initiated in ART 20A, with an emphasis on experimentation, personal investigation, and development of conceptual
working premises, as well as the acquisition of necessary skills. Group discussion and critique are emphasized.
Prerequisite: ART 20A or ART 20.
Restriction: Art majors have first consideration for enrollment.
ART 30A. Basic Painting I. 4 Units.
Examination of the fundamental components of painting: color, form, space, surface, scale, and content. Studio work, slide presentations, and critiques
of student work.
Restriction: Art majors have first consideration for enrollment.
ART 30B. Basic Painting II. 4 Units.
Further examinations of the essential qualities of painting: color, form, space, surface, scale, and content. Studio work, slide presentations, and critiques
of student work.
Prerequisite: ART 30A.
Restriction: Art majors have first consideration for enrollment.
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ART 40. Basic Sculpture. 4 Units.
The practice of sculpture in the contemporary arts; inclusion of spatial interventions, site-specific and environmental design, appropriation of found
materials; techniques in cutting joining, and assembly of wood, metals, and plastics. May include casting, welding, and ceramics. Materials fee.
Restriction: Art majors have first consideration for enrollment.
ART 50A. Matter and Media . 4 Units.
A project-based introduction to tools and approaches for creating and sharing digital media content within Internet-mediated social environments, with a
particular emphasis on art-making and personal expression. Includes an overview of basic user experience and interaction design principles.
ART 50B. Interaction and Experience. 4 Units.
An overview of digital video and audio production for the Web, emphasizing art-making and personal expression. Includes digital media aesthetics and
conceptual design, basic audio and video recording, and fundamentals of desktop video, audio, and Web authoring software applications.
Prerequisite: ART 50A.
ART 50C. Digital Media: Interaction Design. 4 Units.
Principles and practices of interaction design for interactive digital media systems that provide for active involvement of the participant. Students gain
experience with interaction design issues through a series of media art projects, emphasizing art-making and personal expression.
Prerequisite: (ARTS 11 or ART 12A) and (ARTS 12 or ART 12B) and (ARTS 50 or ART 50A) and (ARTS 60 or ART 50B).
ART 51. Basic Ceramic Sculpture. 4 Units.
Exploration of use of clay as sculptural basis with an emphasis on development of an idea and its relation to contemporary and experimental art practice.
Hand-building, glazing, finishing processes, and use of other structural materials. Materials fee.
Restriction: Art majors have first consideration for enrollment.
ART 65A. Foundations in Media Design. 4 Units.
Provides an overview of media design in the digital age, covering principles of design for different media (2D, time-based, interactive); history of
relationship between art and design; and practice in working with different design approaches. Materials fee.
Restriction: Art majors have first consideration for enrollment.
ART 65B. Foundations in Internet Art and Design. 4 Units.
Introduction to creating art for the Internet, covering history and structure of networks; key types of net-based interactivity; basics of Web design and
scripting. Materials fee.
Prerequisite: ART 65A. Recommended: ART 11B.
Restriction: Art majors have first consideration for enrollment.
ART 65C. Gizmology and Kinetics. 4 Units.
Provides students with basic skills in materials, construction and design applicable to making machines, musical instruments and things with moving
parts enabling work in kinetic sculpture, custom interactive systems, Mechatronics, Robotics, and Maker/DIY culture. Materials fee.
ART 65E. Mechatronic Art I. 4 Units.
Introduces the practice and theory of analog electronics, emphasizing the design and development of simple interactive systems and the integration of
such systems into real-world contexts of performance, installation, sculpture, and automated artifacts. Materials fee.
ART 71A. Introduction to Photography I. 4 Units.
Introduction to technical underpinnings emphasizing photography as a contemporary art practice. Topics include 35mm non-automatic camera
operation, exposure and lighting, black and white printing, introduction to digital photography, discussion of critical and historical issues. Materials fee.
Restriction: Art majors have first consideration for enrollment.
ART 71B. Introduction to Photography II. 4 Units.
Techniques covered include medium and large format cameras, digital photography, studio lighting, digital and analog color printing, mural room.
Conceptual direction is developed through critiques, critical readings, discussions, slide lectures. Materials fee.
Prerequisite: ART 71A.
Restriction: Art majors have first consideration for enrollment.
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ART 81A. Digital Filmmaking Production I. 4 Units.
Introduction to three production stages of video making. Study of the narrative structure of cinema and acquisition of video production skills in camera,
lighting, sound, and editing. Production work, readings, and screenings outside of class are assigned. Materials fee.
Restriction: Art majors have first consideration for enrollment.
ART 81B. Digital Filmmaking Production II. 4 Units.
Focuses on video stage production, technical skills including camera operation, stage lighting, sound recording, and construction of basic scenic
elements. Emphasis is placed on the function and responsibilities of the production crew and proper working and safety procedures. Materials fee.
Prerequisite: ART 81A.
Restriction: Art majors have first consideration for enrollment.
ART 91. Basic Performance Art. 4 Units.
Exploration of objects, gesture, action, text, image, and media to create narrative or non-narrative works. Elements of theory and history of performance
art are discussed to illustrate techniques and styles to understand, identify, and articulate artistic vision and voice.
Repeatability: May be taken for credit 2 times.
Restriction: Art majors have first consideration for enrollment.
ART 95. SPECIAL TOPICS IN BASIC MEDIA. 4 Units.
Basic instruction in media or disciplines not otherwise represented in the regular curriculum. Topics vary according to the instructor.
Repeatability: Unlimited as topics vary.
Restriction: Art majors have first consideration for enrollment.
ART 100. Special Topics in Art. 4 Units.
Materials fee, topic dependent.
Prerequisite: ART 9A. Lower-division writing strongly recommended.
Repeatability: May be taken for credit 6 times as topics vary.
Restriction: Art majors only.
ART 101W. Artists as Writers. 4 Units.
Contemporary art practice involves text, as final form or an integral element. Many contemporary artists consider writing as essential to their practice.
Covers historical and contemporary uses of text and image as well as artists' writing.
Prerequisite: ART 9A and ART 11A. Satisfactory completion of the lower-division writing requirement.
Restriction: Art majors only.
(Ib)
ART 103. Intermediate Painting. 4 Units.
Continuation of the investigation initiated in basic painting, with an emphasis on experimentation, personal investigation, development of conceptual
working premises, as well as the acquisition of necessary skills. Group discussion and critique are emphasized.
Prerequisite: ART 1A and ART 1B and ART 1C and ART 30A and ART 30B.
Repeatability: May be taken for credit 2 times.
Restriction: Art majors only.
ART 104. Intermediate Sculpture. 4 Units.
Investigation of three-dimensional space, including the construction of objects and the manipulation of the environment. Students define personal
projects and translate personal, social, and political experience into visual meaning. Range of artists' works introduced. Group discussion and critiques.
Materials fee.
Prerequisite: ART 1A and ART 1B and ART 1C and ART 40.
Repeatability: May be taken for credit 2 times.
Restriction: Art majors only.
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ART 105. Intermediate Ceramic Sculpture. 4 Units.
Further investigation of the use of clay as a medium, with an emphasis on experimental practice and the relationship to contemporary visual art.
Emphasizes discussion of ideas, and provides information on clay body, fabrication, glazing, and firing. Materials fee.
Prerequisite: ART 1A and ART 1B and ART 1C and ART 51.
Repeatability: May be taken for credit 2 times.
Restriction: Art majors only.
ART 106A. Programming for Artists. 4 Units.
Programming as a means to create interactive artworks with an emphasis on the integration of video, sound, text, and stills. Topics include basic
concepts in programming, understanding the limits of code, working with video and audio files, interface design. Materials fee.
Prerequisite: ART 65A. Recommended: ART 11B.
Repeatability: May be taken for credit 2 times.
Restriction: Art majors only.
ART 106B. Game Studies. 4 Units.
Critical analysis of various genres of computer games and gaming theory and practice through playing, writing, and discussion. The focus is on creating
a Design Document for the student's own gaming environment using gaming metaphors, design principles, and technologies. Materials fee.
Prerequisite: ART 65A. Recommended: ART 11B.
Restriction: Art majors only.
Concurrent with
ART 106C. Design for Print. 4 Units.
Investigates the use of print for communication as an artist. Covers the fundamentals of print design and output using digital media. Materials fee.
Prerequisite: ART 65A. Recommended: ART 11B.
Repeatability: May be taken for credit 2 times.
Restriction: Art majors only.
ART 107. Intermediate Projects in Photography. 4 Units.
Students begin learning how to develop photographic projects of their own making. Focuses on employing and expanding upon previously learned
technical and critical skills specific to students' individual interests and ideas. Critiques, readings, lectures, labs. Materials fee.
Prerequisite: ART 1A and ART 1B and ART 1C and ART 71A and ART 71B.
Repeatability: May be taken for credit 2 times.
Restriction: Art majors only.
ART 108. Digital Filmmaking Project I. 4 Units.
Students learn to conceive, develop, and produce original video works building directly upon previously learned skills. Use of video stage and post-
production editing facilities. Lectures on video/film subjects, production strategies, readings, screening, field trips, and group critiques. Materials fee.
Prerequisite: ART 81A and ART 81B.
Restriction: Art majors only.
ART 109. Performance and the Camera. 4 Units.
Surveys the development of contemporary artists who use performance strategies in the making of videos and films. Students analyze the artist's
conceptual approach to performative gestures, actions, and landscapes created for their video or film art.
Prerequisite: ART 1B or ART 81A or ART 91 or ART 128.
Restriction: Art majors only.
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ART 110B. Mechatronic Art II. 4 Units.
Introduces the practice and theory of embedded microcontrollers, digital electronics, coding, sensor interfacing, motor control and output stages along
with mechanical and electromechanical design and construction, emphasizing the integration of such systems into real-world contexts of performance,
installation, and art-making. Materials fee.
Prerequisite: ART 65E.
ART 110C. Mechatronic Art III. 4 Units.
As the capstone to the Mechatronic Art series, this course permits students to develop major projects utilizing electronics, microcontrollers, sensors, and
electromechanical devices, in a methodical and supervised context, with technical, design, and aesthetic advice and critique. Materials fee.
Prerequisite: ART 65E.
ART 111. 3D Methods and Materials. 4 Units.
Presents a wide variety of concepts, materials, tools, and fabrication techniques vital to art production. Wood tools, clay, castable rubber, urethane foam,
fiberglass, plaster, steel, and welding are introduced. Projects are based on conceptual problems incorporating these materials. Materials fee.
Prerequisite: ART 1A and ART 1B and ART 1C.
Repeatability: May be taken for credit 2 times.
Restriction: Art majors only.
ART 117. Issues in Popular Culture. 4 Units.
In-depth investigation of the relationship between visual art practices and popular culture.
Prerequisite: ART 9A. Recommended: satisfactory completion of the upper-division writing requirement strongly recommended.
Repeatability: Unlimited as topics vary.
Restriction: Art majors only.
ART 119. Issues in Contemporary Painting. 4 Units.
Investigation of issues in modern and contemporary art work and criticism, wherein an assessment of Modernist influences is followed by the
examination of contemporary painting as a cross-disciplinary practice employing popular culture, "high art," theory, and new technology.
Prerequisite: ART 9A. Recommended: satisfactory completion of the upper-division writing requirement strongly recommended.
Repeatability: May be taken for credit 2 times.
Restriction: Art majors only.
ART 119A. Issues in Contemporary Drawing. 4 Units.
Investigation of drawing as a primary practice rather than a developmental tool. Explores the relationship between Conceptualism, process and content,
and considers the historical changes in method, presentation, and theory, from past to present.
Prerequisite: ART 9A.
ART 120. Issues in Narrative. 4 Units.
Emphasizes the construction of narratives in different media--painting, photography, sculpture, video. Particular attention paid to the development of
personal and community histories as a working base.
Prerequisite: ART 9A. Recommended: satisfactory completion of the upper-division writing requirement strongly recommended.
Repeatability: May be taken for credit 2 times.
Restriction: Art majors only.
ART 121A. Afro-Futurism I. 4 Units.
First of a two-part course on the futuristic artistic vision of Black film, video, and cyberspace. Deals with critical analyses of the Black image in Western
Art history, and its association to contemporary Hip Hop culture, art, and music.
Prerequisite: ART 9A. Satisfactory completion of upper-division writing strongly recommended.
Restriction: Art majors only.
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ART 121B. Afro-Futurism II. 4 Units.
Second of a two-part course on the futuristic artistic visions of Black film, video, and cyberspace. Deals with modern techno-culture, digital activism, and
designing technology based on African aesthetic principles of contemporary Hip Hop International Culture.
Prerequisite: ART 9A. Satisfactory completion of upper-division writing strongly recommended.
Restriction: Art majors only.
ART 125. Issues in Photography. 4 Units.
Rigorous investigation of photographic practices and critical writings, the relationship of photography to the construction and maintenance of cultural
institutions, the circulation of photographic ideas in society, and photography and technology.
Prerequisite: ART 1A or ART 71A or ART 71B or ART 152A or ART 152B or ART 152C or ART 152D or ART 152E or ART 190B. Recommended:
Satisfactory completion of the Upper-Division Writing requirement.
Repeatability: May be taken for credit 2 times.
Restriction: Art majors only.
ART 126. Issues in Media and Migration: Asia. 4 Units.
Media and migration are profound, twinned influences on contemporary globalized experience. A discourse on Asian cultural production and of its
transnational dimensions. Students will explore migration in its multiple facets to include migrations of people, ideas, and technologies.
Prerequisite: ART 9A.
ART 126B. Issues in Techno-Arts. 4 Units.
Addresses issues related to artmaking practices that emerge in tandem with new technologies. Topics include sociopolitical contexts of techno-art;
utopic/dystopic framings; key moments in the history of techno-arts.
Prerequisite: ART 9A. Recommended: ART 11B.
Restriction: Art majors only.
ART 127A. Issues in Video History and Criticism. 4 Units.
Investigation of historical development of video as artistic practice. Topics include relationships between art and video technology, critiques of television,
experimentation with image processing/synthesis, performances designed for video, experiments in documentary representation, video installation.
Readings and screenings assigned. Materials fee.
Prerequisite: ART 9A.
Restriction: Art majors only.
ART 127B. Issues in Experimental Film History. 4 Units.
A critical study of experimental film/video art genres and production techniques considering their narrative, structural, iconographic, and cultural aspects.
Hollywood narrative, Nouvelle Vague, American Independent, and Video Art compared in terms of production innovation, design, and conceptual
content. Materials fee.
Prerequisite: ART 9A.
Restriction: Art majors only.
ART 128. Issues in New Genres. 4 Units.
Investigates issues in post-studio practices, including concepts of time, relational aesthetics, site-specificity, institutional critique, and the post-medium
condition.
Prerequisite: ART 9A. Recommended: satisfactory completion of the upper-division writing requirement strongly recommended.
Repeatability: Unlimited as topics vary.
Restriction: Art majors only.
ART 130B. Topics in Game Design. 4 Units.
Investigates interaction paradigms, game mechanics, game development processes, and methods for analysis and critique of games; and provides
opportunities for experimental game design.
Prerequisite: ART 106B.
Restriction: Art majors only.
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ART 131. Projects in Installation. 4 Units.
Investigates interior installation in particular spaces. Working in teams, students install, discuss, and remove projects. Technical information and hands-
on experience with various media is provided. Materials fee.
Prerequisite: Art 40.
Repeatability: May be repeated for credit unlimited times.
ART 132A. Digital Filmmaking Pre-Production. 4 Units.
Examines the preparatory and planning stages of video production, including script writing, story boarding, location scouting, script breakdown, and
budgeting. Projects may encompass one or more of these stages which will be explored through readings, discussions, and demonstrations. Materials
fee.
Prerequisite: ART 81A and ART 81B.
Restriction: Art majors only.
ART 132B. Digital Filmmaking Post-Production. 4 Units.
Examines procedures and techniques utilized in video production after principal shooting is completed, including effects processing, composting, sound
design, and DVD authoring. Projects focus on these processes, and are explored through readings, discussions, and demonstrations. Materials fee.
Prerequisite: ART 81A and ART 81B.
Restriction: Art majors only.
ART 133. The Graphic Novel . 4 Units.
An intensive workshop during which students will create a short graphic novel, taking the process all the way from concept to publication. Course work
will focus on understanding how narrative emerges from a combination of visual and textual elements.
Prerequisite: ART 65A. Strongly recommended: ART 106C.
ART 138. Place Making and Public Art. 4 Units.
How do art interventions in public spaces inform our definition of "place" and develop culturally informed audiences? Students will engage in class
projects and group investigations that question the traditional and institutional conceptual boundaries of exhibition/distribution.
Prerequisite: ART 40 and ART 9A.
Restriction: Art majors only.
ART 141. Digital Filmmaking Advanced Project I. 4 Units.
Incorporating narrative structures in a multi-screen context. Students design and produce an active space in which activities will move from one screen
to another. Materials fee.
Prerequisite: ART 81A and ART 81B.
Restriction: Art majors only.
ART 143. Projects in Computer Painting. 4 Units.
Study and utilization of the computer as a digital sketchbook and design tool for the creation of paintings. Discussion of the issues related to benefits and
limitations of new technology in the art-making process.
Prerequisite: ART 1A and ART 1B and ART 1C and ART 30A and ART 30B.
Restriction: Art majors only.
ART 144. Artist Books as Objects. 4 Units.
Are artist books still relevant in the contemporary creative community? Focusing on intellectual content and raw physicality, students will explore this
question and image/text relationships by creating handmade one-of-a-kind or edition book projects utilizing various mechanical reproduction techniques.
Prerequisite: (ART 20A or ART 30A or ART 40 or ART 51 or ART 65A or ART 71A or ART 81A or ART 91) and ART 9A.
ART 146. The Artist Archives. 4 Units.
Addresses ways in which artistic production and archival practice intermingle and overlap. Examines critical works on the nature of knowledge and the
archive, and uncovers methodologies of knowledge production and how these inform what we think of as art.
Prerequisite: ART 1A and ART 1B and ART 1C and ART 9A and ART 11A.
Restriction: Art majors only.
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ART 150. Advanced Studio Topics--Painting. 4 Units.
Provides an intensive and specialized working environment. Thematic issues and material strategies will be explored. Materials fee.
Prerequisite: ART 30B.
Repeatability: Unlimited as topics vary.
Restriction: Art majors only.
ART 150C. Advanced Drawing . 4 Units.
Advanced studio problems in visual exploration. Students pursue individual solutions to self-defined and presubscribed projects. Techniques/materials
are individual choice. Continual analysis of the personal process.
Prerequisite: ART 20B.
Repeatability: May be repeated for credit unlimited times.
Restriction: Art majors only.
ART 150F. Advanced Figure Drawing. 4 Units.
Students develop technical skills in rendering the figure. Live model sessions and an introduction to anatomy. Investigates use of the figure in
contemporary art. Materials fee.
Prerequisite: ART 20B.
Repeatability: May be taken for credit 2 times.
Restriction: Art majors only.
ART 151. Advanced Studio Topics--Sculpture. 4 Units.
Provides an intensive and specialized working environment. Thematic issues and material strategies will be explored. Materials fee.
Prerequisite: ART 40.
Repeatability: May be repeated for credit unlimited times.
Restriction: Art majors only.
ART 152A. Advanced Studio Topics: Photography. 4 Units.
Focused investigation of a range of issues in photographic practice, with an emphasis on developing individual student projects, refining critical thinking,
and conceptual framing. Technical topics covered as required. Readings, lectures, critiques, labs. Materials fee.
Prerequisite: ART 71B.
Repeatability: May be repeated for credit unlimited times.
Restriction: Art majors only.
ART 152B. Documentary Photography. 4 Units.
Documentary practice is examined through the realization of photo-based projects. Thematic focus of student's choosing will be refined through lectures,
discussion, technical demonstrations, field trips, labs, and individual meetings. Materials fee.
Prerequisite: ART 71B.
Repeatability: May be repeated for credit unlimited times.
Restriction: Art majors only.
ART 152C. The Public Image. 4 Units.
Strategies for artistic intervention in the public circulation of images are examined alongside the role images play in constructing public identity.
Individual or collaborative student projects will be directed around course themes. Materials fee.
Prerequisite: ART 71B.
Repeatability: May be repeated for credit unlimited times.
Restriction: Art majors only.
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ART 152D. The Photographic Tableau. 4 Units.
Examines and develops photographic projects intended for traditional artistic venues (i.e., galleries and museums). In addition to exploring appropriate
techniques and presentation strategies, students consider the interdependency between construction of images and semantic shaping of traditional art
venues. Materials fee.
Prerequisite: ART 71B.
Repeatability: May be repeated for credit unlimited times.
Restriction: Art majors only.
ART 152E. The Constructed Image. 4 Units.
A studio investigation of theoretical ideas, critical possibilities, historical precedents, and various techniques involving the production of fabricated
images. Techniques may include montage, digital, chemical and in-camera manipulations, studio constructions, appropriations, performance, and
projected images. Materials fee.
Prerequisite: ART 71B.
Repeatability: May be repeated for credit unlimited times.
Restriction: Art majors only.
ART 152F. Seminar Production Component. 4 Units.
Photographic and/or inter-media production course tied to a specific Issues course (for example, Issues in Photography, Issues in Feminism, Issues in
New Genres). Critiques, labs, field trips, discussion, demonstrations. Materials fee.
Prerequisite: ART 71B.
Repeatability: May be repeated for credit unlimited times.
Restriction: Art majors only.
ART 153. Digital Filmmaking Advanced Project II. 4 Units.
Directed to the production of individual or collaborative videotapes, using studio, portable camera, editing facilities, and sound and computer elements.
Emphasis will be on individually initiated projects. Readings and screenings are assigned. Materials fee.
Prerequisite: ART 81A and ART 81B.
Restriction: Art majors only.
ART 154. Advanced Studio Topics: Performance. 4 Units.
An intensive investigation of the practice of performance art, with an emphasis on the development of individual projects, and the refinement of various
technical skills, as well as audiences, spaces, and cultural connections.
Prerequisite: ART 91 or ART 109.
Repeatability: May be taken for credit 3 times.
Restriction: Art majors only.
ART 156. Advanced Studio Topics: Ceramic Sculpture. 4 Units.
Discussion of ideas, techniques, and personal control of form. Clay body, fabrication, glazing, and firing. Emphasis on development of personal direction.
Materials fee.
Prerequisite: ART 51.
Repeatability: May be repeated for credit unlimited times.
Restriction: Art majors only.
ART 166A. Digital Filmmaking Web Series. 4 Units.
Original video projects produced in collaborative teams combining advanced video students with students from other areas, including Dance, Drama,
and Music. Shoots may be carried out on the video stage as well as field locations. Materials fee.
Prerequisite: ART 81A and ART 81B.
Restriction: Art majors only.
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ART 170. Advanced Projects. 4 Units.
Students working in different mediums will focus on ambitious research, planning, development, and experimentation, leading to a single work or
focused series that is large in scope. The project will be exhibited and documented at the end of the quarter.
Prerequisite: ART 150 or ART 150C or ART 151 or ART 152A or ART 152B or ART 152C or ART 152D or ART 152E or ART 152F or ART 153 or
ART 166A or ART 190 or ART 190B or ART 190C.
Restriction: Art majors only.
ART 189. Critical Aesthetics . 4 Units.
Surveys critical thought that has influenced twentieth-century art production, preparing the student to engage contemporary art with a critical eye,
specifically addressing aesthetic and political debates of the historical avant-garde, the neo-avant garde, and postmodern culture.
Prerequisite: ART 1A and ART 1B and ART 1C.
Restriction: Upper-division students only. Art majors only.
ART 190. Senior Project and Critique. 4 Units.
Directed-study critique class in preparation for final project and life after graduation; documentation and portfolio preparation for graduate school.
Investigation of exhibition spaces and funding opportunities, participation in artists' communities outside the university, and artists' rights issues.
Repeatability: May be repeated for credit unlimited times.
Restriction: Seniors only. Art majors only.
ART 190B. Senior Projects and Critique in Photography. 4 Units.
Directed group study focused on production of photographic projects of significant scope and ambition. Emphasis on preparation for continued study
and/or practice in photography in advanced settings beyond the undergraduate university experience. Materials fee.
Prerequisite: ART 1A and ART 1B and ART 1C and ART 71A and ART 71B.
Repeatability: May be repeated for credit unlimited times.
Restriction: Seniors only. Art majors only.
ART 190C. Senior Projects and Critique in Video. 4 Units.
Directed group study focused on production and exhibition of individual video projects of significant scope and ambition. Emphasis is placed on critical
evaluation. Assignments include work documentation, graduate school preparation, and investigation for future opportunities outside the University.
Materials fee.
Prerequisite: ART 81A and ART 81B.
Repeatability: May be taken for credit 2 times.
Restriction: Seniors only. Art majors only.
ART 197. Art Internship. 1-4 Units.
Under faculty supervision, students participate directly in a variety of art institution settings, including museums, galleries, and nonprofit organizations.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 2 times.
Restriction: Juniors only.
ART 198. Honors Exhibition. 4 Units.
Preparation, installation, and participation in the annual honors exhibition. Materials fee.
Grading Option: Pass/no pass only.
Restriction: Juniors or seniors only. Art Honors students only.
ART 199. Independent Study. 1-4 Units.
Individual study or directed creative projects as arranged with faculty member. Materials fee.
Repeatability: May be repeated for credit unlimited times.
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ART 210. First-Year Graduate Seminar. 4 Units.
Introductory theory class to contemporary art: intellectual history, theoretical antecedents, and current critical concerns.
Restriction: Graduate students only.
ART 211. Methods and Materials Workshop. 4 Units.
Comprised of a series of workshops introducing graduates to production and facilities in photography, video, digital media, and sculpture.
Repeatability: May be taken for credit 3 times.
Restriction: Graduate students only.
ART 215. Graduate Seminar Topics. 4 Units.
In-depth discussion of contemporary art production in relation to a variety of theoretical, cultural, and historical topics. Material is determined by the given
instructor's current research interest. Topics vary.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
ART 220. Graduate Seminar: Issues in Contemporary Art. 4 Units.
Classroom interaction with artists, curators, critics, lecturers from fields outside of the arts or from cross-disciplines. Includes recommended readings,
discussions, panel participation, writing assignments.
Prerequisite: ART 210.
Repeatability: May be taken for credit 3 times.
Restriction: Graduate students only.
ART 230. Graduate Group Critique. 4 Units.
Focus on studio production. Students are expected to help foster and develop an environment in which serious and sophisticated peer critique can take
place.
Repeatability: May be taken for credit 9 times.
Restriction: Graduate students only.
ART 236. Graduate Topics in Studio Production. 4 Units.
Graduate group study of a specific medium or art practice (e.g., painting; video, installation, photography, sculpture/3D, performance, digital media,
public art, sound art; film). Includes consideration of technical, theoretical, historical, and/or formal issues.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
ART 240. Interdisciplinary Projects. 4 Units.
Intensive faculty-led discussion of in-progress graduate studio projects--can be discipline driven or working across fields in a rigorous interdisciplinary
studio environment where students meet with the professor both individually and in small groups.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
ART 250. Directed Reading and Research. 4 Units.
Independent study with a supervising faculty member to direct academic research, develop bibliographies, and discuss assigned readings.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
ART 251. Special Topics Seminar. 4 Units.
Directed reading and/or study group on a given research topic. Agreed-upon meeting structure may be flexible in order to accommodate off-campus field
trips and travel.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
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ART 255. Graduate Interdisciplinary and Collaborative Projects. 4 Units.
For graduate students working collaboratively across the School of the Arts or cross-university. May be team taught with one of the faculty members
based in the Department of Art.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
ART 261. Graduate Thesis Writing Seminar. 4 Units.
Seminar for writing as a component of the thesis. Different models of writing, text, and spoken word will be discussed. Required second year.
Corequisite: ART 262.
Prerequisite: ART 210 and ART 215 and ART 220.
Restriction: Graduate students only.
ART 262. Graduate Thesis Independent Study. 1-4 Units.
Tutorials and directed study in thesis writing, research and/or studio production with thesis committee chair and/or thesis committee members to be
taken during final quarters of study.
Corequisite: ART 261.
Prerequisite: ART 210 and ART 215 and ART 220.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
ART 263. Graduate Thesis, Exhibition Critique. 4 Units.
Group critique required for matriculating M.F.A. students during the quarter in which their thesis exhibitions are scheduled. Public presentation/lecture on
student's work required.
Prerequisite: ART 210 and ART 215 and ART 220 and ART 230 and ART 240 and ART 261 and ART 262.
Restriction: Graduate students only.
ART 264. Critical and Curatorial Thesis Exhibition. 8 Units.
Intensive tutorial geared toward execution of professional gallery exhibition, which is one half of the degree requirement for the M.F.A. concentration in
Critical and Curatorial Studies. Must be taken under direction of Committee Chair.
ART 280. Contemporary Exhibition Systems. 4 Units.
Investigates contemporary case studies of curatorial practice. Sometimes taught in collaboration with a host institution. The history, theory and criticism
or curatorial practice are tested through the explication of real exhibitions.
Prerequisite: ART 280A.
Repeatability: May be taken for credit 4 times.
ART 280A. Introduction to Exhibition Systems. 4 Units.
Introduces the basics of curating, covering the fundamentals of collection, research, fundraising, publicity, and installation. Also introduces the related
categories of public programming and art criticism.
Restriction: M.F.A. students only.
ART 399. University Teaching. 4 Units.
Limited to Teaching Associates working under the active guidance and supervision of a regular rank faculty member responsible for curriculum and
instruction at the University.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be taken for credit for 12 units.
Restriction: Graduate students only.
Department of Dance
Lisa Naugle, Department Chair
300 Mesa Arts Building
949-824-7283
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http://dance.arts.uci.edu/
Overview
The Department of Dance fosters an educational environment in which performance opportunities, creative projects, and theoretical studies complement
and reinforce each other, providing a foundation for careers in dance. The program focuses on the dance techniques of ballet, modern, jazz, tap,
world dance, and dance and technology. Theoretical studies include dance history and theory; dance writing; Laban studies; dance pedagogy; dance
ethnography; dance science; and aesthetics of digital media. Creative opportunities bridge the studio and theoretical work through performance and
choreography for multiple contexts; creative applications of animation, motion capture, audio and video technologies; lecture demonstration; and critical,
historical, ethnographical, and scientific writing.
The objective of studio work is to develop kinesthetic resources, precision, flexibility, creativity, and freedom in a coordinated and intelligently responsive
dancer. The techniques of classical ballet, modern dance, and jazz constitute crafts and styles for the dancer that serve not only as a basis for the
training of the body, but also as a basic language of movement for the choreographer.
The theoretical, historical, and scientific courses are designed both to broaden the perspective of those students whose first interest is performance or
choreography, and to provide a foundation for those students who plan to pursue careers in the academic, scientific, technological, or administrative
fields of dance.
The dance archives in the UCI Langson Library Special Collections offer a rich source of research materials which enhance the Dance program. Among
other special holdings, the archives include the extensive Ruth Clark Lert collection of dance books, journals, photographs, original costume sketches,
and memorabilia of dance in Europe and the United States from pre-World War I to the present.
The Undergraduate Program
The Bachelor of Arts (B.A.) is designed for those who wish to obtain a broad undergraduate background as preparation for careers or graduate work
and related fields. It offers students a dance education that stresses performance and choreography, and, at the same time, intellectual depth and
scope. In addition to the core, 12 units of elective Dance courses are required. The remaining elective units required for graduation may be chosen from
Dance or other disciplines in relation to a student’s individual interest. While the program of study in Dance stresses technical proficiency and academic
understanding in dance, the B.A. degree program also enables students to pursue elective subjects in their special areas of interest in other academic
disciplines.
The Bachelor of Fine Arts (B.F.A.) degree program with specializations in Performance and Choreography, is designed for students who wish to prepare
intensively for careers in those areas. The courses required in addition to the core are primarily in Dance. The B.F.A. program allows for a few free
electives in other areas. Admission to the B.F.A. program with a specialization in Choreography is by faculty approval only.
The B.F.A. program with a specialization in Performance does not require additional faculty approval beyond the required audition for admission to the
Dance major; students should declare their intention to pursue this specialization during spring quarter of their sophomore year.
Proficiency Levels
In addition to meeting the general requirements for admission to UCI, applicants must demonstrate technical and creative promise. The Department
holds annual entrance auditions for potential freshmen and transfer students during the winter quarter prior to the fall quarter when entrance is
anticipated. First-year students wishing to major in Dance must be at technique level II in at least one of the three major genres (ballet, modern, jazz).
Placement auditions for admitted students are held during Welcome Week to determine levels of technical ability for placement in courses. It is
suggested that transfer students wishing to pursue a B.A. degree in Dance complete, in addition to their general education requirements, one course in
choreography, two courses in dance technique, and one course in music for dancers prior to transfer to UCI.
Transfer students wishing to pursue the B.F.A. degree must declare their intention in writing at the time of their entrance audition and demonstrate
technique and/or choreography levels appropriate to their year. It is suggested that transfer students complete, in addition to their general education
requirements, one course in choreography, two courses in dance technique, one course in music for dancers, and one course in dance performance
prior to transfer to UCI.
Students deficient in level of performance or academic preparation should be prepared to extend their studies beyond the normal four-year program in
order to meet the requirements for graduation.
Requirements for the B.A. Degree in Dance
All students must meet the University Requirements.
School Requirements: None.
Departmental Requirements for the Major
A. Complete the following:
DANCE 2 Dance Health and Injury Prevention
DANCE 21A Music for Dancers
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DANCE 60A Choreography
DANCE 90A Dance History 1A
DANCE 90B Dance History 1B
DANCE 90C Dance History 1C
DANCE 100 Kinesiology for Dance
DANCE 180C Laban Studies
DANCE 185 Critical Issues in Dance
B. Complete one four-unit course from the following:
DANCE 125A Teaching of Dance
DANCE 127A Costume Design for Dance
DANCE 162A Choreography II
DANCE 163 Dance and Video Technology
DANCE 164 Screendance
DANCE 180A Laban Studies
DANCE 194 Topics Vary
DANCE 195 Arts Management
C. Technique: Students must complete at least one Dance technique course (ballet, modern dance, jazz, Spanish, world dance, pointe, social dance,
tap, or repertory) each quarter in residence. At a minimum, students must complete level II in Ballet, Modern, and Jazz (DANCE 132A-DANCE 132B-
DANCE 132C, DANCE 142A-DANCE 142B-DANCE 142C, and DANCE 152A-DANCE 152B-DANCE 152C) and level III in either Ballet or Modern
(DANCE 133A-DANCE 133B-DANCE 133C or DANCE 143A-DANCE 143B-DANCE 143C). Students who place above level II in any technique must
take a year of that technique at the level in which they are placed. All students must also complete one course chosen from DANCE 12A, DANCE 12B,
DANCE 12C (Spanish Dance), DANCE 14 (Social Dance), DANCE 52A, DANCE 52B, DANCE 52C (Tap I) or DANCE 110 (World Dance). NOTE: Units
earned in ballet, jazz, and modern technique courses beyond the required amount do not count toward departmental elective requirements but may
count toward University requirements.
D. Performance:
Select two of the following:
DANCE 170 Dance Performance
DANCE 171 Dance Workshop
DANCE 172 Master of Fine Arts Concert
E. Four units of DRAMA 101 (Theater Production) must be taken during the first year in residence.
F. Electives: 12 units of electives must be completed within the major.
Requirements for the B.F.A. Degree in Dance
All students must meet the University Requirements.
School Requirements: None.
Departmental Requirements for the Major
Students must complete the departmental requirements as listed for the B.A. degree in Dance. In addition, B.F.A. students must complete the
requirements for either the specialization in Choreography or Performance.
Choreography Specialization:
DANCE 60B Choreography
DANCE 60C Choreography
DANCE 127A Costume Design for Dance
DRAMA 30A Acting
DRAMA 50C Introduction to Lighting Design
Any three quarters of courses chosen from the following:
DANCE 162A- 162B- 162C Choreography II
and Choreography II
and Choreography II
DANCE 164 Screendance
1
Select two courses in DANCE 165
Four units (one or two courses) in Art History, Music, Studio Art, or Drama (in addition to DRAMA 30A, DRAMA 50C, and DRAMA 101 requirements).
Performance Specialization:
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Technique: At a minimum, students must complete level III in Ballet, Modern, and Jazz (DANCE 133A, DANCE 133B, DANCE 133C, DANCE 143A,
DANCE 143B, DANCE 143C, and DANCE 153A, DANCE 153B, DANCE 153C) and level IV in either Ballet or Modern (DANCE 134A-DANCE 134B-
DANCE 134C or DANCE 144A-DANCE 144B-DANCE 144C). Students who place above level III in any technique must take a year of that technique at
the level in which they are placed.
DANCE 139 Partnering
Performance:
DANCE 137 Repertory
or DANCE 179 UCI Etude Ensemble
2
DANCE 170 Dance Performance (series)
Select one of the following:
DRAMA 30A Acting
or a fourth additional performance in the DANCE 170 series.
1
Choreographic Projects—one original choreographic work, approved by the faculty, must be presented in both the junior and senior years.
2
DANCE 170 series: must be in three additional performances beyond the B.A. requirements, one of which must be DANCE 170, DANCE 171,
DANCE 172, or DANCE 174. DANCE 171 and DANCE 172 may be repeated for credit. Students must demonstrate proficiency in at least two
dance genres in these performances.
Sample Program for Freshmen (B.A. and B.F.A. Programs)
Fall Winter Spring
WRITING 39B WRITING 39C DANCE 2
DANCE 21A General Education General Education
Technique General Education General Education
General Education Technique Technique
Drama 101 (2 units) Drama 101 (2 units)
Additional Information
Careers for the Dance Major
Careers in dance require excellent training and extraordinary discipline, tenacity, and dedication. Graduates of the Department have an excellent record
of placement in the many fields of dance. Some have become professional dancers in ballet companies (including the Metropolitan Opera Ballet, San
Francisco Ballet, Nashville Ballet, and Joffrey); in modern dance companies (including Hubbard Street Dance Company, MOMIX, and Martha Graham
Dance Ensemble); in touring companies (including The Lion King, Fame: The Musical, Carousel, and Cirque du Soleil); and in films, television, and
theatre.
In addition to training for professional dance performance and choreography, the major in dance serves as a basis for graduate study or job
opportunities in fields such as dance history, dance science, dance pedagogy, dance reconstruction, dance criticism, dance video, and technology.
Related fields, such as arts administration, law in relation to the arts, arts therapies, design and production, and music also offer positions for graduates.
Students who are interested in a career in athletic training, physical therapy, or dance science will find a major in Dance, with related course work in
chemistry, physics, biology, and mathematics, to be excellent preparation for further study.
On This Page:
• Degree Offered
• General Information
• Admission
• Teacher Assistantships
• General Degree Requirements
• Specific Degree Requirements
Master of Fine Arts Program
Degree Offered
M.F.A. in Dance.
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266 Claire Trevor School of the Arts
General Information
The M.F.A. program is an intensive program requiring a core of courses in studio and academic areas. The student’s individual area of interest is
explored through the thesis project in the second year. Projects or written theses may be pursued in choreography, video choreography, dance training,
dance history and theory, ethnography, dance science, dance reconstruction, and dance and digital technology.
Admission
Applicants for admission to the degree program must meet the general requirements for admission to graduate study and hold a B.A. or B.F.A. in Dance
or the equivalent. Candidates must meet the minimum requirements for the B.A. degree in Dance at UCI. Proposals for three choreographic works
that could be completed in the graduate program must be submitted. An audition in ballet and modern technique is required for admission and is held
in winter quarter. At this audition, applicants must also present a prepared five-minute choreographed piece, which may be a solo performed by the
applicant, or a videotape of the applicant’s choreography. Interviews with faculty are conducted following the audition, and applicants are given a short
writing exercise.
Teaching Assistantships
Graduate students are encouraged to apply for teaching assistantships in areas such as notation, dance science, history, music for dancers,
choreography, world dance, dance video, critical issues, and all technique classes. Students with expertise in any of these areas are given special
consideration.
General Degree Requirements
Normally two years of residence are required. Each candidate must enroll for three courses each quarter for six quarters, exclusive of summer sessions.
In the second year, satisfactory attainment must be demonstrated by a major thesis; in choreography this consists of the composition and production
of a choreographic work; in other areas, such as dance history, dance training, or dance science, this consists of a written thesis or a comprehensive
project in a chosen area of study. All theses must be defended in a one-hour oral examination which may also test the candidate’s general knowledge in
the area.
The normative time to degree for students in the M.F.A. program is two years. Residence is required. The normative time to degree can be extended to
three years only when a student requests extra time for more involved thesis research through a petition to the Chair of the Department. The maximum
time to degree is three years. Students who do not complete the degree in three years will be dropped from the program.
Specific Degree Requirements
Seventy-two quarter units in graduate or approved upper-division undergraduate courses must be completed with a grade of at least B in each course.
No more than 20 units in upper-division courses may count toward the degree. Fulfillment of the technique course requirements must be approved by
the faculty advisor.
A. Complete the following:
DANCE 201 Seminar in Kinesiology for Dance
DANCE 222 Musical Resources
DANCE 225 Seminar in the Teaching of Dance Techniques
DANCE 261A- 261B Graduate Studio in Choreography
and Graduate Studio in Choreography
DANCE 281 Dance and Video Technology
DANCE 282 Seminar in Movement Analysis
DANCE 283 Critical Issues in Dance
DANCE 284 Bibliography and Research
DANCE 286 Thesis
DANCE 296 Proseminar in Dance History
Also required: Six courses chosen from any graduate or upper-division dance technique course.
By the end of their first year, students will choose their area of study for their thesis. Students who wish to produce a choreographic thesis must apply to
the graduate choreography advisor during winter of their first year. The faculty will review the applications and will consider the quality of the student’s
work in Dance 261, as well as the choreographic proposal, in making their selection.
Faculty
David Allan, Choreographer/Former Soloist, National Ballet of Canada; Choreographer, ballet companies, operas, film, and television, Professor
Emeritus of Dance (ballet, pas de deux, choreography)
Shaun D. Boyle, M.A. Trinity Laban Conservatoire of Music and Dance, Assistant Professor of Dance (ballet, repertory, choreography)
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Mary E. Corey, M.A. University of California, Riverside; Certified Professional Labanotator, Professor of Dance (dance history, dance notation and
reconstruction)
John L. Crawford, Media Artist and Software Designer, Graduate Advisor and Associate Professor of Dance; Informatics (dance film, interactive media,
telematic performance, motion capture, digital arts)
Diane L. Diefenderfer, Former Soloist, Los Angeles Ballet, Eglevsky Ballet Company, Frankfurt Ballet Company, Director of Pilates Program for Dance
Wellness, Lecturer with Security of Employment of Dance (ballet, pointe, repertory)
Jennifer J. Fisher, Ph.D. University of California, Riverside; Decade diversity mentor, founder and editor of Dance Major Journal, Associate Professor of
Dance (dance history and theory)
Israel Gabriel, Bat-Dor Dance Company; Former Assistant Artistic Director, Lecturer with Security of Employment Emeritus of Dance (ballet, modern,
pas de deux, repertory)
Michel Gervais, , Lecturer of Dance
Charlotte Griffin, M.F.A. University of Texas, Austin, Assistant Professor of Dance (choreography, modern, screen dance)
Chad M. Hall, M.F.A. Ohio State University; Pilates Mat Certified, Assistant Professor of Dance (modern dance, choreography, improvisation)
Loretta Livingston, B.F.A. California Institute of the Arts; Certified Laban Movement Analyst; former principal with Bella Lewitzky Dance Company,
Graduate Advisor and Associate Professor of Dance (modern dance, choreography, improvisation, Laban movement analysis, teaching of dance)
Molly L. Lynch, M.F.A. University of California, Irvine; Pilates Certified; Choreographer/Artistic Director of the National Choreographers Initiative,
Associate Professor of Dance (ballet, pointe, repertory, partnering, arts management)
Donald McKayle, Choreographer/Director , Claire Trevor Professor and Professor Emeritus of Dance (choreography, modern dance)
Lisa Marie Naugle, Ph.D. New York University, Department Chair and Professor of Dance (modern dance, choreography, dance and digital technology,
improvisation, teaching of dance)
James W. Penrod, M.F.A. University of California, Irvine; C.M.A. Laban Institute of Movement Studies, Professor Emeritus of Dance (ballet, modern,
dance notation, choreography, movement analysis)
Janice G. Plastino, Ph.D. University of Southern California, Professor Emerita of Dance (kinesiology/anatomy, research methods, choreography, dance
science/medicine)
Nancy L. Ruyter, Ph.D. Claremont Graduate University, Professor Emerita of Dance (dance history, Spanish dance, bibliography and research)
Kelli Sharp, DPT Chapman University, Assistant Professor of Dance (somatic practices, dance science, kinesiology, physical therapy)
Alan Terricciano, M.A. Eastman School of Music, Professor of Dance; Music
Tong Wang, M.F.A. University of Utah; Principal dancer with the Shanghai Ballet, Tulsa Ballet Theatre, Dayton Ballet, Ballet West, Assistant Professor of
Dance (ballet, choreography, men's ballet)
Sheron C. Wray, M.A. Middlesex University, Associate Professor of Dance; African American Studies (jazz, choreography, improvisation)
Courses
DANCE 2. Dance Health and Injury Prevention. 4 Units.
An overview of factors that affect the health of dancers. Includes evaluation of general health measures and prevention and management of common
dance injuries.
Restriction: Dance majors only.
DANCE 3. Scientific Concepts of Health. 4 Units.
Introduction to the scientific foundations of health, emphasizing those pertaining to success in college and lifetime wellness. Includes principles of
cardiorespiratory, musculoskeletal, flexibility, and nutritional fitness. A variety of learning experiences will be offered to apply science to real life.
(II)
DANCE 4. Introduction to Quantitative Research in Exercise Science. 4 Units.
Introduction to quantitative scientific inquiry as it pertains to exercise science and related fields. Includes evaluation of primary scientific research
literature, research design, data collection and analysis, and research communication.
(II)
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DANCE 12A. Studio Workshop in Spanish Dance. 2 Units.
Principles of Spanish dance with focus on basic movement techniques, castanet work, and introduction to flamenco and other Spanish dance genres.
Repeatability: May be taken for credit 3 times.
DANCE 12B. Studio Workshop in Spanish Dance. 2 Units.
Principles of Spanish dance with focus on basic movement techniques, castanet work, and introduction to flamenco and other Spanish dance genres.
Prerequisite: DANCE 12A.
Repeatability: May be taken for credit 3 times.
DANCE 12C. Studio Workshop in Spanish Dance. 2 Units.
Principles of Spanish dance with focus on basic movement techniques, castanet work, and introduction to flamenco and other Spanish dance genres.
Prerequisite: DANCE 12B.
Repeatability: May be taken for credit 3 times.
DANCE 14. Social Dance. 2 Units.
Contemporary and historical forms. Current ballroom, disco, and Western square dance forms; Latin ballroom dances; dances from the 20s, 30s, and
40s.
Grading Option: Pass/no pass only.
DANCE 21A. Music for Dancers. 4 Units.
Emphasis on the development of musical skills most pertinent to the dancer: vocabulary, notational literacy, rhythmic and melodic acuity, score reading,
and fundamental analysis; working with live accompaniment.
Restriction: Dance majors only.
DANCE 30A. Studio Workshop in Ballet I. 2 Units.
Beginning ballet: fundamentals and principles of classical ballet with an emphasis on technique.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 2 times.
DANCE 30B. Studio Workshop in Ballet I. 2 Units.
Beginning ballet: fundamentals and principles of classical ballet with an emphasis on technique.
Prerequisite: DANCE 30A.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 2 times.
DANCE 30C. Studio Workshop in Ballet I. 2 Units.
Beginning ballet: fundamentals and principles of classical ballet with an emphasis on technique.
Prerequisite: DANCE 30A and DANCE 30B.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 2 times.
DANCE 34. Men's Studio Workshop in Ballet. 2 Units.
Emphasis on men's traditional ballet, techniques, and movements.
Prerequisite: DANCE 30A and DANCE 30B and DANCE 30C.
Repeatability: May be repeated for credit unlimited times.
DANCE 40A. Studio Workshop in Modern I. 2 Units.
Fundamentals of modern dance: principles of modern tradition developed from Graham, Humphrey, and Wigman.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 2 times.
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DANCE 40B. Studio Workshop in Modern I. 2 Units.
Fundamentals of modern dance: principles of modern tradition developed from Graham, Humphrey, and Wigman.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 2 times.
DANCE 40C. Studio Workshop in Modern I. 2 Units.
Fundamentals of modern dance: principles of modern tradition developed from Graham, Humphrey, and Wigman.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 2 times.
DANCE 50A. Studio Workshop on Jazz I. 2 Units.
Fundamentals of jazz: principles of jazz dance and contemporary forms incorporating the personal point of view of the instructor.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 2 times.
DANCE 50B. Studio Workshop on Jazz I. 2 Units.
Fundamentals of jazz: principles of jazz dance and contemporary forms incorporating the personal point of view of the instructor.
Prerequisite: DANCE 50A.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 2 times.
DANCE 50C. Studio Workshop on Jazz I. 2 Units.
Fundamentals of jazz: principles of jazz dance and contemporary forms incorporating the personal point of view of the instructor.
Prerequisite: DANCE 50B.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 2 times.
DANCE 52A. Workshop in Tap I. 2 Units.
Beginning tap: principles of rhythm and basic tap steps.
Repeatability: May be taken for credit 2 times.
DANCE 52B. Workshop in Tap I. 2 Units.
Beginning tap: principles of rhythm and basic tap steps.
Prerequisite: DANCE 52A.
Repeatability: May be taken for credit 2 times.
DANCE 52C. Workshop in Tap I. 2 Units.
Beginning tap: principles of rhythm and basic tap steps.
Prerequisite: DANCE 52B.
Repeatability: May be taken for credit 2 times.
DANCE 60A. Choreography. 4 Units.
Beginning-to-intermediate study of principles of dance composition. May include composition assignments for stage and video. By audition, works may
be shown quarterly in public studio performances.
Restriction: Dance Majors only.
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DANCE 60B. Choreography. 4 Units.
Beginning-to-intermediate study of principles of dance composition. May include composition assignments for stage and video. By audition, works may
be shown quarterly in public studio performances.
Prerequisite: DANCE 60A.
Restriction: Dance majors only.
DANCE 60C. Choreography. 4 Units.
Beginning-to-intermediate study of principles of dance composition. May include composition assignments for stage and video. By audition, works may
be shown quarterly in public studio performances.
Prerequisite: DANCE 60A and DANCE 60B.
Restriction: Dance majors only.
DANCE 80. Introduction to Ballet and Modern Dance. 4 Units.
Survey of nineteenth and twentieth-century ballet, modern dance, and theatre dance.
Overlaps with DANCE 90B, DANCE 90C, DANCE 90A.
Restriction: Non-major only.
(IV, VIII)
DANCE 81. American Ballet and Modern Dance since 1900. 4 Units.
A survey of American ballet and modern dance in the twentieth and twenty-first centuries. Lectures are supplemented by video.
Overlaps with DANCE 90C.
Restriction: Non-major only. Dance 81 and Dance 90C may not both be taken for credit.
(IV)
DANCE 82. Topics in World Dance. 4 Units.
Various topics in world dance studies focusing on historical, social, and cultural contexts.
Repeatability: May be repeated for credit unlimited times.
(VIII)
DANCE 83. Dance in Feature Film. 4 Units.
Dance in film musicals and commercial dance films, concentrating especially on films from the 1930s through the 1970s.
(IV)
DANCE 85. Gender, Meaning, and Culture in Ballet. 4 Units.
Explores the way ballet as an art form and as a practice reflects culture, as well as embodying new ideas that read counter to conventional narratives.
(IV)
DANCE 90A. Dance History 1A. 4 Units.
Global perspectives. Topics and histories of dance and movement practices from various parts of the world.
Overlaps with DANCE 80.
Restriction: Dance majors have first consideration for enrollment.
(IV, VIII)
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DANCE 90B. Dance History 1B. 4 Units.
The history of dance in the western tradition from the Renaissance through the nineteenth century.
Prerequisite: DANCE 90A
Overlaps with DANCE 80.
Restriction: Dance majors have first consideration for enrollment.
(IV, VIII)
DANCE 90C. Dance History 1C. 4 Units.
The history of dance in the western tradition: the twentieth and twenty-first centuries.
Prerequisite: DANCE 90B
Overlaps with DANCE 80, DANCE 81.
Restriction: Dance majors have first consideration for enrollment.
(IV, VIII)
DANCE 100. Kinesiology for Dance. 4 Units.
The study of the production of dance movement by the musculoskeletal system. Anatomical and dynamic analysis of dance movement.
Restriction: Dance majors only.
DANCE 103. Pilates. 2 Units.
Basics of technique emphasizing alignment, breath control, correction of muscular imbalances.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors only.
DANCE 104. Pilates Reformer. 2 Units.
Utilizes the Universal Reformer apparatus, aiding the student in core stabilization, correcting muscular imbalances, increasing flexibility, and improving
strength.
Prerequisite: DANCE 103.
Restriction: Dance majors only.
DANCE 110. World Dance . 2 Units.
Studio workshop of dances and movement sources of specified countries or areas.
Repeatability: May be taken for credit 6 times as topics vary.
DANCE 125A. Teaching of Dance. 4 Units.
Pedagogy. The methods and theory of teaching dance forms.
Prerequisite: DANCE 133A and DANCE 133B and DANCE 133C and DANCE 143A and DANCE 143B and DANCE 143C.
Restriction: Dance majors only. Upper-division students only.
DANCE 127A. Costume Design for Dance. 4 Units.
Costume design and construction specific to the body in motion. Theoretical study and practical execution.
Restriction: Dance majors only.
DANCE 130A. Pointe Class. 2 Units.
Beginning and intermediate pointe work; principles of classical ballet with an emphasis on technique.
Prerequisite: DANCE 132A and DANCE 132B and DANCE 132C.
Repeatability: May be taken for credit 3 times.
Restriction: Dance majors only.
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DANCE 132A. Studio Workshop in Ballet II. 2 Units.
Intermediate ballet and beginning pointe work; principles of classical ballet with an emphasis on technique.
Prerequisite: (DANCE 30A and DANCE 30B and DANCE 30C) or audition. Prerequisites are for non-Dance majors only.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors have first consideration for enrollment.
DANCE 132B. Studio Workshop in Ballet II. 2 Units.
Intermediate ballet and beginning pointe work; principles of classical ballet with an emphasis on technique.
Prerequisite: DANCE 132A.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors have first consideration for enrollment.
DANCE 132C. Studio Workshop in Ballet II. 2 Units.
Intermediate ballet and beginning pointe work; principles of classical ballet with an emphasis on technique.
Prerequisite: DANCE 132A and DANCE 132B.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors have first consideration for enrollment.
DANCE 133A. Advanced Studio Workshop in Ballet III. 2 Units.
Advanced intermediate ballet and pointe work; principles of classical ballet with an emphasis on technique.
Prerequisite: (DANCE 132A and DANCE 132B and DANCE 132C) or audition.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors only.
DANCE 133B. Advanced Studio Workshop in Ballet III. 2 Units.
Advanced intermediate ballet and pointe work; principles of classical ballet with an emphasis on technique.
Prerequisite: DANCE 133A.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors only.
DANCE 133C. Advanced Studio Workshop in Ballet III. 2 Units.
Advanced intermediate ballet and pointe work; principles of classical ballet with an emphasis on technique.
Prerequisite: DANCE 133A and DANCE 133B.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors only.
DANCE 134A. Advanced Studio Workshop in Ballet IV. 4 Units.
Advanced ballet, pointe work, and performance styles: principles of classical ballet.
Prerequisite: (DANCE 133A and DANCE 133B and DANCE 133C) or audition. DANCE 133C with a grade of B+ or better.
Repeatability: May be taken for credit 3 times.
Restriction: Dance majors only.
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DANCE 134B. Advanced Studio Workshop in Ballet IV. 4 Units.
Advanced ballet, pointe work, and performance styles: principles of classical ballet.
Prerequisite: DANCE 134A.
Repeatability: May be taken for credit 3 times.
Restriction: Dance majors only.
DANCE 134C. Advanced Studio Workshop in Ballet IV. 4 Units.
Advanced ballet, pointe work, and performance styles: principles of classical ballet.
Prerequisite: DANCE 134A and DANCE 134B.
Repeatability: May be taken for credit 3 times.
Restriction: Dance majors only.
DANCE 135A. Advanced Studio Workshop in Ballet V. 4 Units.
Advanced ballet, pointe work, and performance styles: principles of classical ballet.
Prerequisite: (DANCE 134A and DANCE 134B and DANCE 134C) or audition. DANCE 134C with a grade of B+ or better.
Repeatability: May be taken for credit 3 times.
Restriction: Dance majors only.
DANCE 135B. Advanced Studio Workshop in Ballet V. 4 Units.
Advanced ballet, pointe work, and performance styles: principles of classical ballet.
Prerequisite: DANCE 135A.
Repeatability: May be taken for credit 3 times.
Restriction: Dance majors only.
DANCE 135C. Advanced Studio Workshop in Ballet V. 4 Units.
Advanced ballet, pointe work, and performance styles: principles of classical ballet.
Prerequisite: DANCE 135A and DANCE 135B.
Repeatability: May be taken for credit 3 times.
Restriction: Dance majors only.
DANCE 137. Repertory . 2 Units.
Rehearsal and performance of repertoire from established ballet, modern, or jazz choreographers.
Prerequisite: (DANCE 133A and DANCE 133B and DANCE 133C) or (DANCE 143A and DANCE 143B and DANCE 143C).
Repeatability: May be taken for credit 3 times.
Restriction: Dance majors only.
DANCE 139. Partnering. 2 Units.
Principles of partnering techniques in various dance performance styles.
Prerequisite: DANCE 133A and DANCE 133B and DANCE 133C and DANCE 143A and DANCE 143B and DANCE 143C.
Repeatability: May be taken for credit 4 times.
Restriction: Dance majors only.
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DANCE 142A. Studio Workshop in Modern II. 2 Units.
Introduction to the principles of motion, including the use of breath, gravity, spatial awareness, and time values.
Prerequisite: DANCE 40A and DANCE 40B and DANCE 40C. Prerequisites are for non-Dance majors only.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors have first consideration for enrollment.
DANCE 142B. Studio Workshop in Modern II. 2 Units.
Introduction to the principles of motion, including the use of breath, gravity, spatial awareness, and time values.
Prerequisite: DANCE 142A.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors have first consideration for enrollment.
DANCE 142C. Studio Workshop in Modern II. 2 Units.
Introduction to the principles of motion, including the use of breath, gravity, spatial awareness, and time values.
Prerequisite: DANCE 142A and DANCE 142B.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors have first consideration for enrollment.
DANCE 143A. Advanced Studio Workshop in Modern III. 2 Units.
Builds on fundamentals of Dance 142A-B-C and introduces performance techniques.
Prerequisite: DANCE 142A and DANCE 142B and DANCE 142C.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors only.
DANCE 143B. Advanced Studio Workshop in Modern III. 2 Units.
Builds on the fundamentals of DANCE 142A-DANCE 142B-DANCE 142C and introduces performance techniques.
Prerequisite: DANCE 143A.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors only.
DANCE 143C. Advanced Studio Workshop in Modern III. 2 Units.
Builds on fundamentals of DANCE 142A-DANCE 142B-DANCE 142C and introduces performance techniques.
Prerequisite: DANCE 143A and DANCE 143B.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors only.
DANCE 144A. Advanced Studio Workshop in Modern IV. 2 Units.
Synthesis of fundamentals and performance technique. Aims to bring students to the preprofessional level.
Prerequisite: DANCE 143A and DANCE 143B and DANCE 143C.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors only.
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DANCE 144B. Advanced Studio Workshop in Modern IV. 2 Units.
Synthesis of fundamentals and performance technique. Aims to bring students to the preprofessional level.
Prerequisite: DANCE 144A.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors only.
DANCE 144C. Advanced Studio Workshop in Modern IV. 2 Units.
Synthesis of fundamentals and performance technique. Aims to bring students to the preprofessional level.
Prerequisite: DANCE 144A and DANCE 144B.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors only.
DANCE 152A. Intermediate Studio Workshop in Jazz II. 2 Units.
Intermediate jazz: principles of jazz dance and contemporary forms incorporating the personal views of the instructor.
Prerequisite: DANCE 50A and DANCE 50B and DANCE 50C. Prerequisites are for non-Dance majors only.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors have first consideration for enrollment.
DANCE 152B. Intermediate Studio Workshop in Jazz II. 2 Units.
Intermediate jazz: principles of jazz dance and contemporary forms incorporating the personal views of the instructor.
Prerequisite: DANCE 152A.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors have first consideration for enrollment.
DANCE 152C. Intermediate Studio Workshop in Jazz II. 2 Units.
Intermediate jazz: principles of jazz dance and contemporary forms incorporating the personal views of the instructor.
Prerequisite: DANCE 152A and DANCE 152B.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors have first consideration for enrollment.
DANCE 153A. Advanced Studio Workshop in Jazz III. 2 Units.
Advanced jazz: principles of jazz dance and contemporary forms incorporating the personal views of the instructor.
Prerequisite: DANCE 152A and DANCE 152B and DANCE 152C.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors only.
DANCE 153B. Advanced Studio Workshop in Jazz III. 2 Units.
Advanced jazz: principles of jazz dance and contemporary forms incorporating the personal views of the instructor.
Prerequisite: DANCE 153A.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors only.
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DANCE 153C. Advanced Studio Workshop in Jazz III. 2 Units.
Advanced jazz: principles of jazz dance and contemporary forms incorporating the personal views of the instructor.
Prerequisite: DANCE 153A and DANCE 153B.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors only.
DANCE 154A. Advanced Jazz: Performance Techniques IV. 2 Units.
Advanced jazz emphasizing performance techniques.
Prerequisite: DANCE 153A and DANCE 153B and DANCE 153C.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors only.
DANCE 154B. Advanced Jazz: Performance Techniques IV. 2 Units.
Advanced jazz emphasizing performance techniques.
Prerequisite: DANCE 154A.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors only.
DANCE 154C. Advanced Jazz: Performance Techniques IV. 2 Units.
Advanced jazz emphasizing performance techniques.
Prerequisite: DANCE 154A and DANCE 154B.
Repeatability: May be taken for credit 2 times.
Restriction: Prerequisite required and Dance majors only
DANCE 160. Improvisation. 2 Units.
Structured and experiential improvisation to heighten the personal intuitive processes, the kinesthetic sense, spatial and temporal awareness, and
to encourage insights into the potential movement resources of the individual for performance and choreography. Course encourages freedom of
exploration.
Repeatability: May be taken for credit 2 times.
DANCE 162A. Choreography II. 4 Units.
Directed choreographic projects for stage or video integrating the elements of stagecraft. In process or completed works may be shown quarterly in
public studio or stage performances.
Prerequisite: DANCE 60A and DANCE 60B and DANCE 60C. Audition required.
Restriction: Dance majors only.
DANCE 162B. Choreography II. 4 Units.
Directed choreographic projects for stage or video integrating the elements of stagecraft. In process or completed works may be shown quarterly in
public studio or stage performances.
Prerequisite: DANCE 162A. Audition required.
Restriction: Dance majors only.
DANCE 162C. Choreography II. 4 Units.
Directed choreographic projects for stage or video integrating the elements of stagecraft. In process or completed works may be shown quarterly in
public studio or stage performances.
Prerequisite: DANCE 162A and DANCE 162B. Audition required.
Restriction: Dance majors only.
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DANCE 163. Dance and Video Technology. 4 Units.
Introduction to video and audio documentation of dance performance. Integrating dance performance within the film aesthetic. Techniques and
technologies of video cameras, formats, editing, and projection. Overview of video compression and DVD authoring.
Prerequisite: DANCE 60A.
Restriction: Dance majors only.
DANCE 164. Screendance. 4 Units.
Overview of dance for film and choreography for the camera. Aesthetics of creating dance for the screen. Approaches for delivery of dance films to an
audience, including projection, DVD, Web, and mobile devices. A final dance film project is required.
Prerequisite: DANCE 163.
Restriction: Dance majors only.
DANCE 165. Choreographic Projects. 1-4 Units.
Supervised choreographic projects for workshop productions.
Prerequisite: Audition required.
Repeatability: May be taken for credit 2 times.
Restriction: Dance majors only.
DANCE 170. Dance Performance. 1-4 Units.
Rehearsal and performance in a faculty-choreographed production.
Prerequisite: Audition required.
Repeatability: May be repeated for credit unlimited times.
DANCE 171. Dance Workshop. 1-4 Units.
Rehearsal and performance in a student-choreographed production.
Prerequisite: Audition required.
Repeatability: May be repeated for credit unlimited times.
DANCE 172. Master of Fine Arts Concert. 1-4 Units.
Rehearsal and performance in a graduate student-choreographed production.
Prerequisite: Audition required.
Repeatability: May be repeated for credit unlimited times.
DANCE 174. UCI Dance Ensemble Performance. 1-4 Units.
Performance with the UCI Dance Ensemble.
Repeatability: May be taken for credit 6 times.
Restriction: Sophomores, juniors, and seniors only.
DANCE 176. UCI Jazz Dance Ensemble. 2-4 Units.
Rehearsal and performance in theatrical jazz dance, designed to provide an experience in assimilating various styles of jazz dance and in refining dance
performance techniques. Students will master aspects of dance company promotion.
Prerequisite: DANCE 152A and DANCE 152B and DANCE 152C.
Repeatability: May be taken for credit 6 times.
Restriction: Sophomores, juniors, and seniors only.
DANCE 177. UCI Spanish Dance Ensemble. 1-4 Units.
Rehearsal and performance with the UCI Spanish Dance Ensemble. Flamenco and other Spanish dance genres are presented throughout the year for
campus and off-campus events.
Repeatability: May be taken for credit 12 times.
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DANCE 179. UCI Etude Ensemble. 4 Units.
Repertory and performances by undergraduate Dance majors. Concert presentations on and off campus. Faculty directed, student/faculty
choreographed.
Prerequisite: Audition required.
Repeatability: May be taken for credit 9 times.
Restriction: Sophomores, juniors, and seniors only.
DANCE 180A. Laban Studies. 4 Units.
Elementary Labanotation and motif writing.
Prerequisite: DANCE 21A and DANCE 180C.
Restriction: Dance majors only.
DANCE 180C. Laban Studies. 4 Units.
Laban movement analysis.
Prerequisite: DANCE 21A.
Restriction: Dance majors only.
DANCE 185. Critical Issues in Dance. 4 Units.
Critical thinking and writing about dance, with a section on dance criticism and a major emphasis on persuasive writing about significant issues in the
dance world. Course may be offered online.
Prerequisite: DANCE 90A and DANCE 90B and DANCE 90C. Satisfactory completion of the lower-division writing requirement.
Restriction: Dance majors only.
DANCE 185W. Critical Issues in Dance. 4 Units.
Critical thinking and writing about dance, with a section on dance criticism and a major emphasis on persuasive writing about significant issues in the
dance world. Course may be offered online.
Prerequisite: DANCE 90A and DANCE 90B and DANCE 90C. Satisfactory completion of the lower-division writing requirement.
Restriction: Dance majors only.
(Ib)
DANCE 193. Selected Topics in Dance. 1-4 Units.
Directed group studies of topics in dance.
Repeatability: May be taken for credit 3 times as topics vary.
DANCE 194. Topics Vary. 4 Units.
Seminar in Dance Studies. Variable topics related to gender, race, politics, and dance writing, and criticism, with attention to linking dance practices to
the wider world.
Prerequisite: DANCE 90A and DANCE 90B and DANCE 90C.
Repeatability: Unlimited as topics vary.
DANCE 195. Arts Management. 4 Units.
Designed for students interested in the developmental and management of nonprofit arts organizations. Examines the organizational structure and areas
of operation such as marketing, fundraising, budgeting, production, and administration.
Repeatability: May be taken for credit 2 times.
DANCE 197. Independent Study. 1-4 Units.
Individual independent projects in experimental laboratory, library, field, performance, under instructor's direction. Students can receive conceptual,
creative, and theoretical instruction in the successful completion of a written report or performance.
Repeatability: May be repeated for credit unlimited times.
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DANCE 199. Senior Thesis. 4 Units.
Directed research or creative activity for senior Dance majors. Research consists of a substantial essay on dance history, research in dance science, or
the creation of original or reconstructed choreography.
Grading Option: Pass/no pass only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Dance majors only.
DANCE 201. Seminar in Kinesiology for Dance. 4 Units.
Introduction to the anatomical, biomechanical, and physiological principles of dance movement.
Prerequisite: DANCE 100.
DANCE 210. Graduate Studio: World Dance. 2 Units.
Principles, techniques, and styles of selected genres of world dance such as those of Mexico, Spain, Japan, or other cultures.
Repeatability: May be taken for credit 6 times.
Restriction: Dance grad students only and consent of instructor to enroll.
DANCE 222. Musical Resources. 4 Units.
Detailed study of music as it relates to dance. Historical overview of musical form, style, and other elements. Analysis of various affinities between music
and dance. Practical applications.
DANCE 225. Seminar in the Teaching of Dance Techniques. 4 Units.
Principles and theories of teaching dance techniques. Supervised presentation and teaching of technique class.
DANCE 231A. Graduate Studio: Ballet. 2 Units.
Advanced ballet, pointe work, and performance style: principles of the classical ballet with an emphasis on technique.
Repeatability: May be repeated for credit unlimited times.
Restriction: Audition required.
DANCE 231B. Graduate Studio: Ballet. 2 Units.
Advanced ballet, pointe work, and performance style: principles of the classical ballet with an emphasis on technique.
Prerequisite: DANCE 231A.
Repeatability: May be repeated for credit unlimited times.
Restriction: Audition required.
DANCE 231C. Graduate Studio: Ballet. 2 Units.
Advanced ballet, pointe work, and performance style: principles of the classical ballet with an emphasis on technique.
Prerequisite: DANCE 231B.
Repeatability: May be repeated for credit unlimited times.
Restriction: Audition required.
DANCE 241A. Graduate Studio: Modern. 2 Units.
Advanced modern dance: synthesis of fundamentals and performance technique. Aims to bring students to the preprofessional level.
Repeatability: May be repeated for credit unlimited times.
Restriction: Audition required.
DANCE 241B. Graduate Studio: Modern. 2 Units.
Advanced modern dance: synthesis of fundamentals and performance technique. Aims to bring students to the preprofessional level.
Prerequisite: DANCE 241A.
Repeatability: May be repeated for credit unlimited times.
Restriction: Audition required.
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DANCE 241C. Graduate Studio: Modern. 2 Units.
Advanced modern dance: synthesis of fundamentals and performance technique. Aims to bring students to the preprofessional level.
Prerequisite: DANCE 241B.
Repeatability: May be repeated for credit unlimited times.
Restriction: Audition required.
DANCE 251A. Graduate Studio: Jazz. 2 Units.
Principles of jazz dance and contemporary forms, incorporating the personal views of the instructor.
Repeatability: May be repeated for credit unlimited times.
Restriction: Audition required.
DANCE 251B. Graduate Studio: Jazz. 2 Units.
Principles of jazz dance and contemporary forms, incorporating the personal views of the instructor.
Prerequisite: DANCE 251A.
Repeatability: May be repeated for credit unlimited times.
Restriction: Audition required.
DANCE 251C. Graduate Studio: Jazz. 2 Units.
Principles of jazz dance and contemporary forms, incorporating the personal views of the instructor.
Prerequisite: DANCE 251B.
Repeatability: May be repeated for credit unlimited times.
Restriction: Audition required.
DANCE 252A. Graduate Studio: Tap. 2 Units.
An overview of tap concentrating on the development of various technique forms using basic and intermediate principles.
Repeatability: May be taken for credit 4 times.
DANCE 252B. Graduate Studio: Tap. 2 Units.
An overview of tap concentrating on the development of various technique forms using basic and intermediate principles.
Prerequisite: DANCE 252A.
Repeatability: May be taken for credit 4 times.
DANCE 252C. Graduate Studio: Tap. 2 Units.
An overview of tap concentrating on the development of various technique forms using basic and intermediate principles.
Prerequisite: DANCE 252B.
Repeatability: May be taken for credit 4 times.
DANCE 261A. Graduate Studio in Choreography. 4 Units.
Graduate work in dance composition emphasizing the individual aesthetic. Assignments in movement discovery, solo and group forms, with the main
emphasis on independent work.
Repeatability: May be repeated for credit unlimited times.
DANCE 261B. Graduate Studio in Choreography. 4 Units.
Graduate work in dance composition emphasizing the individual aesthetic. Assignments in movement discovery, solo and group forms, with the main
emphasis on independent work.
Prerequisite: DANCE 261A.
Repeatability: May be repeated for credit unlimited times.
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DANCE 264. Screendance. 4 Units.
Overview of dance for film and choreography for the camera. Aesthetics of creating dance for the screen. Approaches for delivery of dance films to an
audience, including projection, DVD, Web, and mobile devices. A final dance film project is required.
Prerequisite: DANCE 281.
DANCE 265. Performance Capture. 4 Units.
Projects in performance capture, motion capture, motion tracking, and computer animation. Introduction to techniques for sensing and recording human
movement and transforming the result into digital representations using computer technology. Discussion of aesthetic issues related to movement
representation. Choreographic projects.
Prerequisite: DANCE 264 and DANCE 281.
DANCE 281. Dance and Video Technology. 4 Units.
Introduction to video and audio documentation of dance performance. Integrating dance performance within the film aesthetic. Techniques and
technologies of video cameras, formats, editing, and projection. Overview of video compression and DVD authoring.
DANCE 282. Seminar in Movement Analysis. 4 Units.
Theories of movement analysis and nonverbal communication applied to dance.
DANCE 283. Critical Issues in Dance. 4 Units.
Reading, writing, discussing, and presenting key issues that relate to dance studies. Basics of dance analysis and criticism. Special emphasis on
effective ways of defining, clarifying, and arguing for points of view.
Prerequisite: DANCE 284.
DANCE 284. Bibliography and Research. 4 Units.
Understanding the field of dance studies, available resources, research methods, and academic formats in preparation for thesis writing.
DANCE 285. Graduate Projects. 4 Units.
Projects may be educational, choreographic, scientific, historical, or philosophical in scope and must have faculty advisor approval.
Repeatability: May be taken for credit 6 times.
DANCE 286. Thesis. 4 Units.
Substantial research in a topic approved by the student's graduate committee. Results of the research must be written in approved thesis style.
Repeatability: May be taken for credit 6 times.
DANCE 287. Graduate Lectures in Dance. 1-4 Units.
A series of lectures and discussions of announced topics in dance. Content may be from history, ethnology, notation, medicine, music, or other areas in
the field.
Repeatability: Unlimited as topics vary.
DANCE 296. Proseminar in Dance History. 4 Units.
Discussion seminar with emphasis on reading and thinking about problems in dance history; presentation of oral and written reports.
Repeatability: May be taken for credit 2 times as topics vary.
DANCE 297. Directed Reading. 1-4 Units.
Topic to be approved by instructor. Paper required.
Repeatability: May be repeated for credit unlimited times.
DANCE 399. University Teaching. 4 Units.
Limited to Teaching Assistants.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Dance graduate students only.
Department of Drama
Daniel Gary Busby, Department Chair
249 Drama Building
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949-824-6614
http://drama.arts.uci.edu/
Overview
The Department of Drama, widely recognized and ranked as one of the top ten training programs in the country, combines broad liberal study and
comprehensive training in several sub-disciplines of drama. The Department of Drama produces a full season of plays, musicals, and world premieres
with varying dimensions and audience/actor relationships.
The vision of the Department of Drama’s founding faculty was “to produce students who combine a critical intelligence with disciplined theatrical
experience.” To this end, the Department fosters an environment of creativity and in-depth learning of both performance and scholarly activity. The
Department's rare combination of distinguished permanent faculty, high profile guest master class teachers, an interactive student population, and
excellent facilities allows it to offer a program that is creatively robust and intellectually rigorous. The current faculty includes active and highly regarded
individuals in their fields of practice, and so remains able to impart current, relevant knowledge to drama students.
The Department’s facilities include the following theatre spaces:
Irvine Barclay Theatre - 760-seat proscenium stage
Claire Trevor Theatre - 290-seat proscenium stage
Winifred Smith Hall - 230-seat thrust platform stage
Robert Cohen Theatre - 80-seat "black box" stage
Little Theatre - 165-seat proscenium stage
Nixon Theatre - 60-seat laboratory and cabaret stage
Productions have been mounted in the school's six theatre spaces, University Art Gallery, Motion Capture Studio, Beall Center for Art and Technology,
Experimental Media Performance Lab (xMPL), Maya Lin designed Arts Plaza, Jerzy Grotowski-inspired UCI Barn and Yurt, and the New Swan Theatre
(featuring a buildable Elizabethan theatre).
Career Opportunities
Graduates from the Department of Drama perform, stage manage, or design on Broadway, in national tours, regional and summer theatres, in films and
on television. UC Irvine's Drama alumni serve as artistic directors, business managers, designers, art directors, and performers at more than 100 theatre
companies, and are faculty at more than 75 institutions of higher learning.
A degree in Drama may or may not lead to professional employment in theatre or film. While some alumni may pursue careers as professional theatre
artists, many may use the skills learned from their degree and embark upon careers in law, business, arts management, advertising, and teaching.
Others may pursue further study at UC Irvine or other notable institutions.
Requirements for the B.A. Degree in Drama
All students must meet the University Requirements.
School Requirements: None.
Departmental Requirements for the Major in Drama
A. Complete the following:
DRAMA 10 Introduction to Theatre
B. Select one of the following:
DRAMA 15 Performance Now
DRAMA 20A Culture in Performance
DRAMA 20B Culture in Performance
DRAMA 20C Culture in Performance
C. Complete one year in acting:
DRAMA 30A Acting
DRAMA 30B Acting
DRAMA 30C Acting
1
D. Complete one year survey in the development of drama:
DRAMA 40A- 40B- 40C Development of Drama
and Development of Drama
and Development of Drama
2
E. Select three of the following, of which at least one must be DRAMA 50C, DRAMA 50D, or DRAMA 50E:
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DRAMA 50A Introduction to Costume Design
DRAMA 50B Introduction to Scenic Design
DRAMA 50C Introduction to Lighting Design
DRAMA 50D Introduction to Sound Design
DRAMA 50E Introduction to Stage Management
DRAMA 50F History and Theories of Scenography
F. Select seven upper-division courses, which must include three dramatic literature courses from DRAMA 103–129, or 180 (excluding DRAMA 101,
198, and 199).
Theatre Production (DRAMA 101) requirements:
Freshmen—eight units, of which four units must be completed during the first year of residency at UCI;
Transfer Students: Sophomores—six units, of which four units must be completed during the first year of residency at UCI; Juniors and Seniors—four
units, which must be completed during the first year of residency at UCI.
1
Students are required to take DRAMA 40A, DRAMA 40B, DRAMA 40C in their sophomore year, after completion of the lower-division writing
requirement.
2
Students entering the Department as freshman must complete the requirement of three courses chosen from DRAMA 50A, DRAMA 50B,
DRAMA 50C, DRAMA 50D, DRAMA 50E, DRAMA 50F by the end of their junior year. All other students must complete these courses within
one year of entering the major.
Sample Program for Freshmen
Fall Winter Spring
DRAMA 30A DRAMA 30B DRAMA 30C
DRAMA 10 DRAMA 15 DRAMA 50
DRAMA 101 (2 units) DRAMA 101 (2 units) General Education
WRITING 39B WRITING 39C General Education
Requirements for the B.F.A. Degree in Music Theatre
All students must meet the University Requirements.
School Requirements: None.
Department Requirements for the Major in Music Theatre
A. Complete the following:
DRAMA 10 Introduction to Theatre
B. Select one of the following:
DRAMA 15 Performance Now
DRAMA 20A Culture in Performance
DRAMA 20B Culture in Performance
DRAMA 20C Culture in Performance
DRAMA 30A- 30B- 30C Acting
and Acting
and Acting
DRAMA 40A- 40B- 40C Development of Drama
and Development of Drama
and Development of Drama
C. Select one of the following design courses:
DRAMA 50A Introduction to Costume Design
DRAMA 50B Introduction to Scenic Design
DRAMA 50C Introduction to Lighting Design
DRAMA 50D Introduction to Sound Design
DRAMA 50E Introduction to Stage Management
DRAMA 50F History and Theories of Scenography
DRAMA 100 University Theatre
DRAMA 136 Music Theatre Acting
DRAMA 142 Music Theatre Workshop II
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284 Claire Trevor School of the Arts
DRAMA 143A- 143B- 143C Music Theatre Workshop I
and Music Theatre Workshop II
and Music Theatre Workshop III
DRAMA 144 Music Theatre Workshop IV
DRAMA 145 Music Theatre Singing (taken three times)
DRAMA 146 NYSP-Preparation
DRAMA 148A- 148B- 148C History of American Musical Theatre
and History of American Musical Theatre
and History of American Musical Theatre
DRAMA 149 Music Proficiency for Actors
DRAMA 176 Script and Score
DRAMA 177 Song Repertoire
D. Complete the following:
DRAMA 182A- 182B Dance Technique, Level I
and Dance Technique, Level I
or
DRAMA 183A- 183B Dance Technique, Level II
and Dance Technique, Level II
E. Select one Dramatic Literature course from DRAMA 103-129 or 180.
Theatre Production (DRAMA 101) requirements:
Freshmen—eight units, of which four units must be completed during the first year of residency at UCI.
Transfer Students: Sophomores—six units, of which four units must be completed during the first year of residency at UCI; Juniors and Seniors—four
units, which must be completed during the first year of residency at UCI.
Plus each of the following courses when in residence in the New York Satellite Program:
DRAMA 190 NYSP-Acting
DRAMA 191 NYSP - Dance
DRAMA 192 NYSP - Singing
DRAMA 193 NYSP - Performance
DRAMA 194 NYSP-UCI Residency
Also complete two ballet classes, one tap class, and one jazz class in Dance.
Application Process to Declare the Major
Drama majors may audition for the program upon acceptance into the Music Theatre Workshop, Level III (DRAMA 143A, DRAMA 143B, or
DRAMA 143C). B.F.A. auditions are held three times per year: during Welcome Week and finals week of the fall and winter quarters. A grade point
average of 3.0 in music theatre courses completed prior to the B.F.A. audition is required.
Departmental Honors Programs
Honors in Acting Program
Admission to the Honors in Acting Program requires both eligibility and a special audition. The eligibility requirements for sophomore-level transfer
students and native UCI students are (1) at least one year in good standing as a UCI Drama major; (2) completion of DRAMA 130 or DRAMA 136 and
at least one section of either DRAMA 135 or DRAMA 142, all at UCI; (3) honors students must possess and maintain an overall GPA of at least 3.2, with
a GPA of 3.4 or higher in all acting courses; (4) performance in at least three official UCI Drama productions; (5) completion of six units of Drama 101
(Production/Crew); and (6) completion of the eligibility form.
The eligibility requirements for junior-level transfer students are (1) one year in good standing as a UCI Drama major; (2) completion of DRAMA 130 or
DRAMA 136 at UCI; (3) honors students must possess and maintain an overall GPA of at least 3.2, with a GPA of 3.4 or higher in all acting courses; (4)
completed performance in at least one official UCI Drama production; (5) completion of four units of Drama 101; and (6) completion of eligibility form.
A student’s audition will determine final admission to the Honors in Acting program. Only truly exceptional students, no more than 10 to 20 percent
of those eligible, will be admitted. The Honors auditions, for eligible candidates only, are held at the end of fall quarter and by special arrangement.
Auditions will consist of a standard presentation: one classical and one modern monologue, totaling no more than three minutes.
Honors in Acting Program students receive (1) the “Honors in Acting” notation on their official transcript at graduation; and (2) nomination and
recommendation for national University/Resident Theatre Association (U/RTA) auditions. Honors in Acting students may also be eligible to join M.F.A.
Acting students in on-campus auditions for professional theatres and attend M.F.A. Actors’ “Dynamics” classes.
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Honors in Design/Technology Program
The Honors in Design/Technology Program provides the opportunity for Drama majors to concentrate on the study and practice of scenery, costume,
lighting, sound design, or technology. Honors in Design/Technology students study basic and advanced design and production techniques, participate in
classes with graduate design students, and may serve as an assistant to a graduate student or faculty designer, or design a production at UCI.
Eligibility requirements are (1) at least one year in good standing at UCI as a Drama major; (2) completion of DRAMA 50A, DRAMA 50B ,DRAMA 50C,
DRAMA 50D for Scenic or Costume designers; or completion of DRAMA 50C, DRAMA 50D and two of DRAMA 50A, DRAMA 50B, or DRAMA 50F for
Sound or Lighting designers (3) completion of at least two courses selected from DRAMA 50E, upper-division studio courses (DRAMA 150–162, 167–
169, 171, or 179), or graduate-level design courses, including at least one from the design area in which the student is applying for honors; (4) possess
and maintain an overall GPA of at least 3.2, with a GPA of 3.4 or higher in all design and production technique courses; (5) completion of four out of
eight units of Drama 101 (Theatre Production); and (6) completion of the eligibility form.
Admission to the Honors in Design/Technology Program is competitive. Students may be admitted as early as the winter quarter of their sophomore
year. Upon completion of eligibility requirements, the student will schedule an informal portfolio review with a member of the design faculty appropriate to
the student’s specialty area(s).
Only truly exceptional students will be admitted to Honors in Design/Technology as determined by the Design faculty.
If the faculty mentor determines that the student is a good candidate for the Honors in Design/Technology Program, the mentor will present the student's
portfolio to the Design Faculty. The Design Faculty, led by the Head of Design, will then decide if the student shall be admitted to the Honors in Design
Program.
Honors in Design/Technology students receive (1) the “Honors in Design/Technology” notation on their official transcript at graduation; (2) an assistant
designer assignment with a graduate student or faculty designer; (3) special consideration to design a budgeted and technically supported production;
and (4) Honors in Design students may also receive nomination and recommendation for national University/Resident Theatre Association (U/RTA)
interviews.
Honors in Design/Technology students are expected to maintain a high level of performance and commitment to their work and the Drama Department.
Honors students meet with their faculty mentor at the beginning of every quarter to evaluate their progress and check that all grade, course, and
production requirements are being satisfied.
Once admitted into the Honors in Design/Technology Program, students are expected to:
1. Maintain an overall GPA of a least 3.2, with a GPA of at least 3.4 in all design and production technique courses.
2. Remain in good standing as a Drama major.
3. Satisfy any provisional conditions for acceptance into the Honors in Design/Technology program.
4. Complete production assignments as assigned by the faculty mentor.
5. Continue to take at least two courses (as enumerated in the eligibility section) or independent studies per year, at least half of which must come from
the area of design in which the student is applying for honors.
6. Complete any safety and auxiliary training commensurate with M.F.A. students in a particular discipline.
7. Maintain the Drama Department’s CORE values (http://drama.arts.uci.edu/graduate-programs/directing/mfa-directing).
Should a student, having been previously admitted to the Honors in Design Program, fail to meet expectations, the Design Faculty will meet to evaluate
the situation; the student may lose their Honors in Design status and have to re-apply to the Program.
For more information contact the Head of Design in Drama or Area Head of design discipline.
Honors in Directing Program
The Honors in Directing Program provides the opportunity for Drama majors to concentrate on the study and practice of stage direction. Honors in
Directing students study basic and advanced directing techniques, participate in the directing studio classes with graduate Directing students, and direct
two full plays in the Director Class Projects series. Honors students also have the opportunity to receive credit as the assistant director to a Drama
Department main season show, or as a production internship with a professional theatre company.
Admission to the Honors in Directing Program is competitive. Candidates must first complete DRAMA 184 (Directing) and receive instructor approval to
enroll in DRAMA 185 (Advanced Directing). Candidates must apply, as a director, for DRAMA 198 (Director Class Project) by submitting a proposal to
direct a play in the Director Class Project. If the proposal is accepted, the candidate must declare to the Head of Directing that the production is to be
counted as an audition for admission to the Honors in Directing Program. A committee of three Drama faculty members, including the Head of Directing,
will then see and evaluate the production for clarity of interpretation, unity of style, strength of acting, and ensemble performance, and will examine the
candidate’s self-evaluation and the evaluations of the director by members of the cast. The Head of Directing will inform the candidate of the committee’s
decision as to whether or not the candidate is admitted to the Honors Program.
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286 Claire Trevor School of the Arts
Undergraduate Drama majors can be admitted into the program as early as the winter quarter of their freshman year but no later than the spring quarter
of their junior year. Students may be admitted to the program retroactively if all the requirements for Directing Honors have been met by their final year,
but only if a faculty committee of three has seen their workshops and agrees to admit the candidate.
To achieve the Honors in Directing distinction, students must fulfill all the courses required of the regular Drama major, with an overall GPA of 3.2 or
higher. In addition, students must complete the following courses with a GPA of 3.4 or higher:
1. DRAMA 184 (Directing).
2. Two courses in DRAMA 185 (Advanced Directing). In this course, undergraduate Directing students present work in the Directing Laboratory along
with graduate Directing students.
3. Two Director Class projects, one of which must be taken as DRAMA 198 (Director Class Project) with the candidate serving as director. The
candidate must stage a second Director Class Project as DRAMA H198 (Honors Director Class Project), for which a letter grade is earned.
4. Four additional units to be satisfied by any of the following: DRAMA 199 (as a summer internship, approved by the Head of Directing, with the
candidate serving a professional theatre company as director, assistant director, or production assistant); DRAMA 199 (as a production/directing
project for Playwright’s Workshop); DRAMA 100 (as assistant director to a faculty director); or DRAMA 199 (as assistant director to a graduate
director’s thesis production).
Honors candidates meet with the Head of Directing at the beginning of every quarter to evaluate their progress and to check that all grade and course
requirements are being satisfied. Successful graduating seniors will receive the “Honors in Directing” notation on their official transcript and will receive a
nomination and recommendation for national University/Resident Theatre Association (U/RTA) interviews.
NOTE: All of the above courses are open to all students even though they may not qualify for the Honors Program.
Honors in Dramatic Literature, History, and Theory Program
The Honors in Dramatic Literature, History, and Theory Program is designed to challenge superior students beyond the scholarly requirements of
the Drama major. It provides them with the opportunity to advance their knowledge of dramatic literature, history, and theory and to further develop
their writing, analytical, and research skills. An additional purpose of the program is to better prepare students for graduate study in not only dramatic
literature, history, and theory, but in all fields in the humanities and social sciences, as well as in law.
Eligibility requirements are (1) completion of DRAMA 40A, DRAMA 40B, DRAMA 40C and two courses selected from DRAMA 103–129 (for upper-
division writing credit), or equivalents to these courses from other institutions; (2) possess and maintain an overall GPA of at least 3.2, with a GPA of 3.4
or higher in all dramatic literature, history, and theory courses; and (3) completion of the eligibility form.
Admission to the Honors in Dramatic Literature, History, and Theory Program is competitive. Students must apply to the program prior to the spring
quarter of their junior year. Upon completion of eligibility requirements, applicants must submit at least two critical essays, most likely written previously
for courses, totaling no more than 30 pages. These essays will be used by the Honors Committee (comprised of the Head of Dramatic Literature,
History, and Theory and two additional members of the Drama faculty) to determine admission. Only truly exceptional students (no more than 10 to 20
percent of those eligible) will be admitted.
Beyond fulfilling the regular requirements of the Drama major, honors students must take three additional upper-division courses in dramatic literature,
history, and/or theory, one of which must be focused on theory. Upper-division courses in other departments may be used to fulfill these requirements,
as long as the Honors Committee approves them.
Honors students must also write an honors thesis, a 30–40 page research paper written under the supervision of a faculty member on a topic chosen
by the student. In consultation with the student, the adviser for this project is selected before the end of the fall quarter of the student’s senior year.
Students develop their projects until the spring quarter when they enter the writing phase. It is only during the spring quarter that students achieve full
course credit for their work on the thesis, in the form of an independent study course with their advisor. This independent study is the final course of the
program.
Successful graduating seniors will receive the “Honors in Dramatic Literature, History, and Theory” notation on their official transcript.
Honors in Music Theatre
Successful graduating seniors in both the B.A. in Drama and the B.F.A. in Music Theatre can achieve Honors in Music Theatre. An overall GPA of
3.2 or higher is required along with an overall GPA of 3.4 in all music theatre courses. B.F.A. students need to complete all course work listed under
“Departmental Requirements for the B.F.A. Major” while B.A. students need to complete the following additional music theatre courses:
A. Complete the following:
DRAMA 142 Music Theatre Workshop II
DRAMA 143A- 143B- 143C Music Theatre Workshop I
and Music Theatre Workshop II
and Music Theatre Workshop III
DRAMA 145 Music Theatre Singing (taken three times)
DRAMA 146 NYSP-Preparation
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DRAMA 148A- 148B- 148C History of American Musical Theatre
and History of American Musical Theatre
and History of American Musical Theatre
DRAMA 149 Music Proficiency for Actors
DRAMA 176 Script and Score
B. Select one of the following in any combination:
DRAMA 182A- 182B Dance Technique, Level I
and Dance Technique, Level I
DRAMA 183A- 183B Dance Technique, Level II
and Dance Technique, Level II
DRAMA 190 NYSP-Acting
DRAMA 191 NYSP - Dance
DRAMA 192 NYSP - Singing
DRAMA 193 NYSP - Performance
DRAMA 194 NYSP-UCI Residency
Two ballet classes in Dance.
One tap class in Dance.
One jazz class in Dance.
At graduation, successful Honors students receive the “Honors in Music Theatre” notation on their transcripts.
Honors in Stage Management Program
The Honors in Stage Management Program provides the opportunity for Drama majors to concentrate on the study and practice of stage management.
Honors students study basic and advanced stage management techniques, participate in classes with graduate stage managers, work as assistant
stage managers with the graduate stage managers on graduate student-directed and faculty-directed productions, and stage manage a graduate
student-directed or faculty-directed production at UCI.
Eligibility requirements are (1) minimum one year in good standing at UCI as a Drama major; (2) completion of three of the following: DRAMA 50A,
DRAMA 50B, DRAMA 50C, DRAMA 50D, DRAMA 50F or equivalent courses; (3) completion of DRAMA 50E; (4) possess and maintain an overall
GPA of at least 3.2, with a GPA of 3.4 or higher in all stage management and production courses; (5) completion of eight units of Drama 101 (Theatre
Production); and (6) completion of the eligibility form.
Admission to the Honors in Stage Management Program is competitive. Students may be admitted as early as the winter quarter of their sophomore
year but no later than the spring quarter of their junior year. Only truly exceptional students (no more than 10 to 20 percent of those eligible) will be
admitted to the program as determined by the Honors Committee. Upon completion of eligibility requirements, the student will submit to the Honors
Committee: (1) two prompt books; (2) a resume including all stage management and production experience; (3) letters of reference from two directors
with whom the student has worked; and (4) a written paper on the subject of stage management.
Students receive the “Honors in Stage Management” notation on their final transcript; nomination and recommendation for national University/Resident
Theatre Association (U/RTA) interviews; assistant stage manager assignments working with graduate stage managers; and a stage management
assignment on a graduate student-directed or faculty-directed production.
Honors candidates meet with the Head of Stage Management at the beginning of every quarter to evaluate their progress.
On This Page:
• Master of Fine Arts Program
• Degree Offered
• Admission
• General Degree Requirements
• Acting Degree Requirements
• Design Degree Requirements
• Directing Degree Requirements
• Music Direction Degree Requirements
• Stage Management Degree Requirements
• Doctoral of Degree Program
• Degree Offered
• Preparation
• Course of Study
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288 Claire Trevor School of the Arts
• Required Courses
• Graduate Emphasis in Dramturgy
• Comprehensive Examinations
• Advancement to Candidacy
• Language Requirement
• Teaching
• Departmental Ph.D. Time-Limit Policies
• Financial Support
Master of Fine Arts Program
Degree Offered
M.F.A. in Drama, with emphasis in Acting, Directing, Design, Music Direction, or Stage Management.
A graduate emphasis in Feminist Studies also is available. Refer to the Department of Gender and Sexuality Studies section of the Catalogue for
information.
Admission
Applicants for admission to the degree program must meet the general requirements for admission to graduate study and hold a B.A., B.F.A., or higher
degree.
Applicants must submit dossiers of biographical information and theatrical experience, together with photographs, essays, reviews, production books,
and portfolios, as appropriate.
Normally an audition is required for all applicants who intend to follow the curriculum in Acting. UCI coordinates its auditions with the University/Resident
Theatre Association (U/RTA), and conducts auditions, both for U/RTA finalists and UCI applicants, in New York, Chicago, San Francisco, and Irvine
during January and February. Other U/RTA audition sites may be considered. Interviews for applicants in Directing, in Design, in Music Direction, and in
Stage Management also are required.
General Degree Requirements
Normally three years of residence is required. Each candidate must enroll for three courses each quarter for nine quarters, exclusive of summer
sessions.
The normative time to degree for students in the M.F.A. program is three years. Residence is required. The maximum time to degree can be extended
to four years only through petition to the Head of the Program for extenuating circumstances. Students who do not complete the degree in four years will
be recommended for academic disqualification.
During the first year of residence each candidate will prepare, for credit, two graduate projects, in acting, directing, design, music direction, stage
management, theatrical research, or a combination of two of these. Satisfactory completion of these projects, as determined by the faculty, is
prerequisite to entering the second year of the program.
The required thesis normally consists of directing, designing, musically directing, stage managing, or playing a principal role in a major production, and
collecting in essay form the evidences of research, analysis, and judgments which formed a part of the production experience.
Each graduate student is expected to participate in productions throughout residence at UCI.
Specific course requirements must be satisfied in one of the following four areas:
Acting Requirements
A. Select nine graduate studios in acting:
DRAMA 200 Graduate Studio: Acting
B. Select, in tandem, nine graduate studios in:
DRAMA 201 Graduate Studio: Voice
DRAMA 202 Graduate Studio: Speech
DRAMA 203 Graduate Studio: Movement
DRAMA 206 Graduate Studio: Voice/Movement Dynamics
C. Select three master classes in acting from various topics offered in DRAMA 219.
D. Complete the following:
DRAMA 251A Foundations of Theatre
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E. Select one seminar in dramatic literature, performance theory, criticism, history of theatre, or contemporary theatre from the following:
DRAMA 220–225
F. Select six graduate projects, of which two may be the following professional internships:
DRAMA 240 Graduate Projects
or DRAMA 295 Professional Internship
A total of 110 quarter units in graduate or approved upper-division undergraduate courses must be completed with a grade of at least B in each course.
Design Requirements
A. Select seven graduate studios in design seminars:
DRAMA 255 Graduate Design Seminar
B. Select six courses in graduate projects (one of which may be a professional internship: DRAMA 295):
DRAMA 240 Graduate Projects
C. Select two elective courses from courses numbered 100 and above.
D. Select four courses in dramatic literature, performance theory, criticism, or history of theater from the following:
DRAMA 220 Seminar in Dramatic Literature
DRAMA 221 Seminar in Criticism
DRAMA 248A- 248B- 248C History of American Music Theatre
and History of American Musical Theatre
and History of American Musical Theatre
DRAMA 164A History of Costume
DRAMA 164B History of Costume
or other substitutions as approved by mentor.
E. Select three courses in design techniques from the following:
DRAMA 258–282
F. Complete three foundation courses taken during the first year of study:
DRAMA 251A- 251B- 251C Foundations of Theatre
and Foundations of Theatre
and Foundations of Theatre
G. Select eight Colloquium courses:
DRAMA 259 Theatre Colloquium
H. Complete the following:
DRAMA 256 Survival and Professional Practice in Design
A total of 112 quarter units in graduate or approved upper-division undergraduate courses must be completed with a grade of at least B in each course.
Directing Requirements
A. Select nine graduate studios in directing:
DRAMA 211 Graduate Studio: Directing (one of which is the creation of a thesis portfolio
and resume)
B. Complete two courses in Foundations:
DRAMA 251A- 251C Foundations of Theatre
and Foundations of Theatre
C. Select one course in Multiculturalism:
DRAMA 220 Seminar in Dramatic Literature
D. Select two courses as professional internships:
DRAMA 295 Professional Internship
E. Select two courses in acting:
DRAMA 200 Graduate Studio: Acting (may include movement, voice classes approved
by the Head of Directing)
F. Select two seminars in dramatic literature, performance theory, criticism, theatre history
DRAMA 199 Project in Theatre
DRAMA 221 Seminar in Criticism
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290 Claire Trevor School of the Arts
DRAMA 248A- 248B- 248C History of American Music Theatre
and History of American Musical Theatre
and History of American Musical Theatre
G. Select six projects:
DRAMA 240 Graduate Projects (of which one is the thesis and one is an off-site
production)
H. Select two design or stage management courses (approved by the Head of Directing)
DRAMA 157 Lighting Composition
DRAMA 159 Proseminar in Theatre Design
DRAMA 199 Project in Theatre
DRAMA 254 Graduate Stage Management
DRAMA 255 Graduate Design Seminar
I. And a minimum of three electives.
A total of 116 quarter units in graduate or approved upper-division undergraduate courses must be completed with a grade of at least B in each course.
Music Direction Requirements
A. Select three projects in theatre:
DRAMA 199 Project in Theatre
B. Complete three courses in singing:
DRAMA 241 Singing Pedagogy
C. Complete nine courses in conducting:
DRAMA 242 Conducting
D. Complete one course in form and analysis:
DRAMA 243 Script and Score
E. Complete three courses in scene study:
DRAMA 246A Musical Scene Study I
DRAMA 246B Musical Scene Study II
DRAMA 246C Musical Scene Study III
F. Complete three quarters in abbreviated musicals:
DRAMA 247 Musicals Abridged
G. Complete three courses in American Musical Theatre History:
DRAMA 248A History of American Music Theatre
DRAMA 248B History of American Musical Theatre
DRAMA 248C History of American Musical Theatre
H. Complete nine quarters in musical direction projects:
DRAMA 249 Graduate Music Direction
I. Complete two courses in foundations of theatre:
DRAMA 251A Foundations of Theatre
DRAMA 251C Foundations of Theatre
J. Complete one course in orchestration:
MUSIC 136 Instrumentation
K. Complete one elective
A total of 128 quarter units in graduate or approved upper-division undergraduate courses must be completed with a grade of at least B in each course.
Stage Management Requirements
A. Select seven graduate studios in stage management:
DRAMA 254 Graduate Stage Management
B. Complete one thesis project course:
DRAMA 257E Thesis Writing Project-Stage Management
C. Select seven courses in graduate projects:
DRAMA 240 Graduate Projects
D. Complete one professional internship course:
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DRAMA 295 Professional Internship
E. Select three electives as approved by the faculty advisor from the following:
graduate-level (DRAMA 200+)
upper-division (DRAMA 100–199)
F. Complete three courses in foundations in theatre:
DRAMA 251A- 251B- 251C Foundations of Theatre
and Foundations of Theatre
and Foundations of Theatre
G. Select two courses in production techniques from the following:
DRAMA 150–159, 162–164, 167–168, 170–171, 260A, B–262, 265–266
H. Select one course in dramatic literature, criticism, contemporary theatre, or history of music theatre from the following:
DRAMA 220 Seminar in Dramatic Literature
DRAMA 221 Seminar in Criticism
DRAMA 248A- 248B- 248C History of American Music Theatre
and History of American Musical Theatre
and History of American Musical Theatre
A total of 112 quarter units in graduate or approved upper-division undergraduate courses must be completed with a grade of at least B in each course.
Doctoral Degree Program
Degree Offered
Ph.D. in Drama and Theatre.
This is a joint program offered by the UCI Department of Drama and the UCSD Department of Theatre and Dance.
Preparation
Students with a B.A. (minimum GPA of 3.5), M.A., or M.F.A. degree in Drama and Theatre are eligible for admission to the doctoral program. Students
with training in literature (or another area in the humanities) will also be considered, provided they can demonstrate a background in drama or theatre.
Experience in one of the creative activities of theatre (acting, directing, playwriting, design, dramaturgy) enhances a student’s chances of admission.
All applicants are required to take the Graduate Record Examination and to submit samples of their critical writing.
While not required for admission, a working knowledge of a second language is highly desirable (see Language Requirement).
Course of Study
Students are required to take a minimum of 144 units, which is equivalent to four years of full-time study (full-time students must enroll for a minimum
of 12 units each quarter). Forty of these units are taken in required seminars; the balance is made up of elective seminars, independent study and
research projects (including preparing the three qualifying papers), and dissertation research. Students must take a minimum of one seminar per year in
the UCSD Department of Theatre and Dance. The program of study makes it possible for students to take a significant number of elective courses and
independent studies both with faculty in Drama and Theatre and in other departments.
Required Courses
Students must take a minimum of 12 units (three seminars) each of DRAMA 290 Dramatic Literature and Theatre History Prior to 1900 and DRAMA 291
Dramatic Literature and Theatre History, 1900 to Present, and 16 units (four seminars) of DRAMA 292 Cultural and Critical Theory.
All graduate courses may be repeated when the topic varies. Descriptions of the topics to be treated in a given academic year are published by the
Department in the fall. Enrollment in each course requires the consent of the instructor. The courses are limited to registered doctoral students.
These 10 required seminars must be completed by all students, including those who have an M.A. or an M.F.A. degree, before the end of the third year.
In addition, students must pass comprehensive examinations at the end of their first and second years.
DRAMA 293 Directed Studies and DRAMA 294 Dissertation Research are also required.
Graduate Emphasis in Dramaturgy (Elective):
This Emphasis may be taken at any time during a graduate student's doctoral work, preferably during the first 4 years of graduate study, prior to the
dissertation. The Emphasis includes 3 courses: DRAMA 244 Dramaturgy: Theory and Methods; DRAMA 297 Dramaturgy Practicum; DRAMA 290
Dramatic Literature and Theatre History Prior to 1900 or DRAMA 291 Dramatic Literature and Theatre History, 1900 to Present, with a research
component on dramaturgy in consultation with the Instructor .
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Comprehensive Examinations
In the first year, students prepare for the Written Comprehensive Examination, which is based on a reading list of approximately 150 titles ranging from
the Ancient Greeks to the present. Students take this examination at the beginning of the fall quarter of their second year. (Comprehensive examinations
are scheduled at the beginning of fall quarter in order to allow students the summer to prepare.) Students who fail the Written Comprehensive may
retake it no later than the first week of winter quarter of their second year. Students who fail the Written Comprehensive for a second time are dismissed
from the program.
In their second year, students prepare for the Oral Comprehensive Examination. The reading list for this examination is designed to permit students
to acquire a knowledge of their dissertation subject area, broadly conceived. The reading list is compiled by the student and the dissertation advisor,
in consultation with other members of the faculty, as appropriate; the reading list must be established by the end of winter quarter of the second
year. Students take the Oral Comprehensive at the beginning of the fall quarter of their third year. Students also submit a dissertation prospectus
(approximately five pages) when they take this examination. Students who fail the Oral Comprehensive may retake it no later than the first week of
winter quarter of their third year. Students who fail the Oral Comprehensive for a second time are dismissed from the program.
Advancement to Candidacy: Three Qualifying Papers
Students normally select a dissertation advisor during their second year and must do so before the end of spring quarter of that year. In consultation
with the dissertation advisor and other faculty members, students develop topics for three qualifying papers, which are written during their third year.
The three qualifying papers—one long (approximately 50 pages) and two short (approximately 30 pages each)—must be completed by the end of the
third year; these completed papers provide the basis for the Oral Qualifying Examination. Students write the long paper under the direction of their
dissertation advisor; it is understood that the long paper is preparatory to the dissertation. The short papers deal with other related topics, subject to the
approval of the student’s advisors; the two short papers are understood as engaging in exploring the larger contexts of the dissertation. The normative
time for students to pass the Qualifying Examination and advance to candidacy is at the end of their third year; students must advance to candidacy no
later than the end of fall quarter of their fourth year. Once advanced to candidacy, students write their dissertation which, upon completion, is defended
in a final oral examination.
Students may select a dissertation advisor from either the UCI Department of Drama or the UCSD Department of Theatre and Dance. All UCI doctoral
dissertation committees must include at least one faculty member from UCSD.
Language Requirement
Students are required to complete an advanced research project using primary and secondary material in a second language (materials may include
live and/or recorded performance; interviews with artists, critics, and scholars; and other non-documentary sources, as well as more conventional
textual sources). This requirement may be satisfied by writing a seminar paper or a qualifying paper (see Advancement to Candidacy above) that makes
extensive use of materials in a second language. The second-language requirement must be satisfied before the end of the third year. This requirement
will not be waived for students who are bi- or multilingual; all students are required to do research-level work in more than one language.
It is assumed that students will have acquired a second language before entering the doctoral program, although second-language proficiency is not
a requirement for admission. While students may study one or more second languages while at UCI or UCSD, language courses may not be counted
toward doctoral program requirements.
Teaching
Students are required to teach a minimum of four quarters. No more than eight units of apprentice teaching may be counted toward the required 144
units.
Departmental Ph.D. Time-Limit Policies
Students must advance to candidacy by the end of the fall quarter of their fourth year. Departmental normative time for completion of the degree is five
years; total registered time in the Ph.D. program at UCI or UCSD cannot exceed seven years.
Financial Support
Ph.D. students entering the program with a B.A. may be supported (either by teaching assignments or fellowships) for five years. Students who have
an M.A. and have been given transfer credit may be supported for four years. Such support depends upon the funds available, the number of students
eligible, and the student’s rate of progress.
Faculty
Lonnie R. Alcaraz, M.F.A. University of California, Irvine, Professor of Drama (lighting design, digital imaging)
Stephen F. Barker, Ph.D. University of Arizona, Interim Dean of the Claire Trevor School of the Arts and Professor of Drama (post-modern theatre,
Beckett, critical theory)
Cynthia M. Bassham, M.F.A. American Conservatory Theatre, Lecturer with Security of Employment of Drama (voice, speech for actors, acting)
Richard A. Brestoff, M.F.A. New York University, Head of Acting and Professor of Drama (film and television acting)
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Robin T. Buck, M.M. University of Southern California, Professor of Drama; Music
Daniel Gary Busby, D.M.A. University of California, Los Angeles, Department Chair and Associate Professor of Drama (music theatre, singing,
conducting)
Dennis R. Castellano, M.F.A. University of California, Irvine, Head of Music Theatre and Senior Lecturer with Security of Employment of Drama (music
theatre)
Robert S. Cohen, D.F.A. Yale University, Professor Emeritus of Drama (acting theory, acting, directing)
Myrona L. DeLaney, M.F.A. University of California, Irvine, Lecturer with Security of Employment of Drama (music theatre, singing, acting)
Holly Durbin, M.F.A. University of California, Los Angeles, Professor of Drama (costume design)
Clifford L. Faulkner, M.A. California State University, Long Beach, Senior Lecturer with Security of Employment - Emeritus of Drama (scenery design,
history of design, gay theatre)
Keith Fowler, D.F.A. Yale University, Professor Emeritus of Drama (directing, acting)
Clayton Garrison, Ph.D. Stanford University, Professor Emeritus of Drama (opera, musical theatre, movement, dramatic literature)
Douglas S. Goheen, Ph.D. University of Denver, Professor Emeritus of Drama (scenery design, digital imaging)
George C. Harvey, M.F.A. University of California, Irvine, Professor Emeritus of Drama (artistic direction, producing, lighting design)
Donald D. Hill, M.F.A. University of Southern California; Associate Producer, Head of Stage Management and Senior Lecturer with Security of
Employment of Drama (stage management, directing, acting)
Michael K. Hooker, M.F.A. California Institute of the Arts, Professor of Drama (sound design)
Ketu H. Katrak, Ph.D. Bryn Mawr College, Professor of Drama; Comparative Literature (drama and performance, African drama and Ancient Sanskrit
drama [from India], postcolonial literature and theory, women writers and feminist theory)
Madeline Kozlowski, M.F.A. Brandeis University, Professor Emerita of Drama (costume design)
Anthony James Kubiak, Ph.D. University of Wisconsin-Madison, Professor of Drama (American and modern drama, modern poetry, critical theory,
philosophy)
Daphne Pi-Wei Lei, Ph.D. Tufts University, Head of Doctoral Studies and Professor of Drama; Asian American Studies (Asian theatre, Asian American
theatre, intercultural theatre, gender theory, performance theory)
Sandra T. Loh, B.S. California Institute of Technology, Associate Adjunct Professor of Drama (personal theatre making, artistic entrepreneurship)
Annie M. Loui, , Professor of Drama (movement, directing, acting)
Mihai Maniutiu, Ph.D. Caragiale Academy of Theatrical Arts and Cinematography, UCI Distinguished Professor of Drama (directing)
David J. McDonald, Ph.D. Stanford University, Professor Emeritus of Drama (dramatic theory, Irish drama, theatre history, playwriting)
Ian Andrew Munro, Ph.D. Harvard University, Associate Professor of Drama (European drama and performance, early modern popular culture, theatrical
performance of wit)
Vincent Olivieri, M.F.A. Yale University, Head of Design and Associate Dean of Graduate Affairs and Associate Professor of Drama (sound design)
Jane M. Page, M.F.A. Indiana University, Head of Directing and Assistant Professor of Drama (directing, acting)
Andrew A. Palermo, B.F.A. University of Cincinnati, College-Conservatory of Music, Assistant Professor of Drama (music theatre choreography)
Janelle Reinelt, Ph.D. Stanford University, Professor Emerita of Drama (British theatre, political theory, performance)
Bryan R. Reynolds, Ph.D. Harvard University, (Shakespeare, Renaissance drama, critical theory, feminist theory, performance theory, cultural studies)
Eli Simon, M.F.A. Brandeis University, UCI Chancellor's Professor and Professor of Drama (acting, directing)
Jaymi Smith, B.F.A. DePaul University, Associate Professor of Drama (lighting design)
Philip D. Thompson, M.F.A. University of California, Irvine, Head of Acting and Professor of Drama (voice, speech for actors, acting)
Richard J. Triplett, M.A. Otis Art Institute, Professor Emeritus of Drama (scenery and costume design, history of design)
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Joel R. Veenstra, M.F.A. University of California, Irvine, Lecturer with Potential Security of Employment of Drama (stage management, acting)
Robert K. Weimann, Ph.D. Humboldt State University, Professor Emeritus of Drama (theory, criticism, literature)
Frank B. Wilderson III, Ph.D. University of California, Berkeley, Professor of African American Studies; Culture and Theory; Drama (Afro-Pessimism, film
theory, Marxism, dramaturgy, narratology.)
Courses
DRAMA 10. Introduction to Theatre. 4 Units.
An interactive introduction to the world of theatre that serves to develop an appreciation of theatrical arts, to establish an awareness of landmarks within
the performance history, and to create an understanding of the collaborative roles and departments that exist.
(IV)
DRAMA 11. The Rock and Roll Spectacle Show. 4 Units.
A thorough overview to the development and cultural significance of the Rock 'n' Roll Spectacle show. Focus on historical and recent developments of
the spectacle show, trends in the aesthetics of the field, and various sub-genres.
(IV)
DRAMA 14. Performing Rock 'N' Roll. 4 Units.
Explores major movements in the history of rock 'n' roll in terms of performance, not virtuosity necessarily of the performers as musicians, rather as
performances of aesthetics in modes of embodied ideology, iconoclastic spectacle, mixed media fashion, and subcultural formation.
DRAMA 15. Performance Now. 4 Units.
Exposes students to what is most current in the world of performance and theatre. Begins with a series of lectures on the idea of performance, and the
various theories that frame it.
Restriction: Drama and Music Theatre majors have first consideration for enrollment.
(IV)
DRAMA 16. Performing Culture. 4 Units.
Culture, aesthetics, and ideology (combined in the concept "subculture") work to fashion social identities. Using theories and methodologies of
performance studies, with an emphasis on American culture, this course explores why and how culture is reinforced through performance.
(IV)
DRAMA 20A. Culture in Performance. 4 Units.
A three-quarter foundation series exploring the rich depth of theatre, drama, and other genres of performance across a wide variety of worldwide forms,
for performer and audience.
(IV)
DRAMA 20B. Culture in Performance. 4 Units.
A three-quarter foundation series exploring the rich depth of theatre, drama, and other genres of performance across a wide variety of worldwide forms,
for performer and audience.
(IV)
DRAMA 20C. Culture in Performance. 4 Units.
A three-quarter foundation series exploring the rich depth of theatre, drama, and other genres of performance across a wide variety of worldwide forms,
for performer and audience.
(IV)
DRAMA 30A. Acting. 4 Units.
A one-year course in basic acting technique and discipline. Stage technique and stage discipline. Freeing vocal and physical movement and liberating
emotional power. Elementary stage movement and voice. Elimination of regionalisms in speech. Overcoming stage fright. Readings in acting theory.
Repeatability: May be taken for credit 2 times.
Restriction: Drama and Music Theatre majors have first consideration for enrollment.
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DRAMA 30B. Acting. 4 Units.
A one-year course in basic acting technique and discipline. Improvisations and scenes. Rehearsal and presentation of at least two scenes with different
partners. Developing stage contact with tactics in a “play” situation.
Prerequisite: DRAMA 30A.
Repeatability: May be taken for credit 2 times.
Restriction: Drama and Music Theatre majors have first consideration for enrollment.
DRAMA 30C. Acting. 4 Units.
A one-year course in basic acting technique and discipline. Characterization, scenes and auditioning. Development of character in at least three
rehearsed scenes from different plays. Script analysis and performance technique. Preparation of audition pieces. The profession of acting.
Prerequisite: DRAMA 30A and DRAMA 30B.
Repeatability: May be taken for credit 2 times.
Restriction: Drama and Music Theatre students have the first consideration for enrollment.
DRAMA 34. Movement for Actors. 4 Units.
A studio course in fundamentals of stretch, strength, and alignment; exploring spatial awareness and physical control through mime isolations,
techniques, and related improvisation.
Repeatability: May be taken for credit 3 times.
DRAMA 35. Speech for the Theatre. 4 Units.
A course aimed at (1) improving natural, clear, unaffected speech and (2) eliminating negative habits and regional accents: exercises for physical
tension, vocal support, tone production, vocal quality, and articulation.
Repeatability: May be repeated for credit unlimited times.
Restriction: Drama and Music Theatre majors only.
DRAMA 40A. Development of Drama. 4 Units.
The development of Western Drama, concentrating on the drama’s intellectual, social, and artistic foundations. About 10 plays and supplementary
critical material are read each quarter. Greek Drama through Shakespeare.
Prerequisite: Prerequistie or corequisite: DRAMA 10.
Restriction: Drama and Music Theatre majors have first consideration for enrollment.
(IV, VIII)
DRAMA 40B. Development of Drama. 4 Units.
The development of Western Drama, concentrating on the drama’s intellectual, social, and artistic foundations. About 10 plays and supplementary
critical material are read each quarter. Restoration Drama through Ibsen.
Prerequisite: Prerequisite or corequisite: DRAMA 10.
Restriction: Drama and Music Theatre majors have first consideration for enrollment.
(IV, VIII)
DRAMA 40C. Development of Drama. 4 Units.
The development of Western Drama, concentrating on the drama’s intellectual, social, and artistic foundations. About 10 plays and supplementary
material are read each quarter. Contemporary Drama. Post Naturalistic theatre.
Prerequisite: Prerequisite or corequisite: DRAMA 10.
Restriction: Drama and Music Theatre majors have first consideration for enrollment.
(IV, VIII)
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DRAMA 50A. Introduction to Costume Design. 4 Units.
Introduction to the process and procedures employed by the costume designer for the theatre. The elements of design are discussed in the context of
character development, historical period, and style. Exercises extend to drawing, rendering, and investigation of human proportions.
Prerequisite: Prerequisite or corequisite: DRAMA 10.
Restriction: Drama and Music Theatre majors only.
DRAMA 50B. Introduction to Scenic Design. 4 Units.
Introduction to the principles and practice of scenic design. Weekly problems include research into various periods and styles of production with an
emphasis on the conceptual idea. Perspective drawing, rendering, and model building are covered in studio exercises and assignments.
Prerequisite: Prerequisite or corequisite: DRAMA 10.
Restriction: Drama and Music Theatre majors only.
DRAMA 50C. Introduction to Lighting Design. 4 Units.
Introduction to the principles, theories, and equipment employed by the lighting designer for the stage. Areas of investigation include history, technology,
and script analysis. Detailed studio attention is given to the theory and practice of design.
Prerequisite: Prerequisite or corequisite: DRAMA 10.
Restriction: Drama and Music Theatre majors only.
DRAMA 50D. Introduction to Sound Design. 4 Units.
Principles, theories, equipment use, and terminology employed by the sound designer for the stage. Areas of study include history, technology, and
script analysis. Focuses on the theory and practice of design.
Prerequisite: Prerequisite or corequisite: DRAMA 10.
Restriction: Drama and Music Theatre majors only.
DRAMA 50E. Introduction to Stage Management. 4 Units.
A basic study of theatrical, dance, and opera stage management practices, forms, and methods, from first script reading to closing night. Opportunity to
observe professionals at work in regional and touring situations as available.
Prerequisite: Prerequisite or corequisite: DRAMA 10.
Restriction: Drama and Music Theatre majors only.
DRAMA 50F. History and Theories of Scenography. 4 Units.
Explores the aesthetics of the stage and the evolution of scenery and costume in live performance as inspiration for today’s theatre analysts. Topics
include shared vocabulary, historical trends, shifts in approaches, and focus briefs on leaders in the field.
Prerequisite: Prerequisite or corequisite: DRAMA 10.
Restriction: Drama and Music Theatre majors only.
DRAMA 60. Topics in Advanced Stage Management. 4 Units.
Nurtures a greater appreciation for the stage manager and his or her process, and supports students who are interested in pursuing a career in
professional stage management.
Repeatability: May be taken for credit 3 times as topics vary.
DRAMA 65. Music Theatre Workshop I. 2 Units.
Basic vocal technique and characterization of musical theatre repertoire explored.
Prerequisite: Audition required.
Repeatability: May be taken for credit 2 times.
DRAMA 80. Directing I . 4 Units.
Introduction to comprehensive directing process from pre-production to opening. Focus on fundamental skills: analysis, staging, action, actor coaching,
and elements of design. Skills applied to scripted theatrical material. Develop a language for commenting on theatrical production. Attending and
critiquing productions.
Prerequisite: DRAMA 30A and DRAMA 30B.
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DRAMA 100. University Theatre . 4 Units.
Rehearsal and performance in a faculty-directed,production.
Prerequisite: Audition required.
Repeatability: May be repeated for credit unlimited times.
DRAMA 101A. Theatre Production: Costume. 1-6 Units.
The production courses are offered to give students the opportunity to participate in departmental productions. Students engage in the production and
construction of designed work as well as its applied execution during performance.
Repeatability: May be taken for credit for 24 units.
Restriction: May be taken for credit for a maximum of 24 units provided productions change.
DRAMA 101B. Theatre Production: Scenic. 1-6 Units.
The production courses are offered to give students the opportunity to participate in departmental productions. Students engage in the production and
construction of designed work as well as its applied execution during performance.
Repeatability: May be taken for credit for 24 units.
Restriction: May be taken for credit for a maximum of 24 units provided productions change.
DRAMA 101C. Theatre Production: Lighting. 1-6 Units.
The production courses are offered to give students the opportunity to participate in departmental productions. Students engage in the production and
construction of designed work as well as its applied execution during performance.
Repeatability: May be taken for credit for 24 units.
Restriction: May be taken for credit for a maximum of 24 units provided productions change.
DRAMA 101D. Theatre Production: Stage Management. 1-8 Units.
The production courses are offered to give students the opportunity to participate in departmental productions. Students engage in the production and
construction of designed work as well as its applied execution during performance.
Repeatability: May be taken for credit 24 times.
Restriction: May be taken for credit for a maximum of 24 units provided productions change.
DRAMA 101E. Theatre Production: Audio. 1-6 Units.
The production courses are offered to give students the opportunity to participate in departmental productions. Students engage in the production and
construction of designed work as well as its applied execution during performance.
Repeatability: May be taken for credit for 24 units.
Restriction: May be taken for credit for a maximum of 24 units provided productions change.
DRAMA 101S. Theatre Production: Theatre Management. 1-6 Units.
The production courses are offered to give students the opportunity to participate in departmental productions. Students engage in the production and
construction of designed work as well as its applied execution during performance.
Repeatability: May be taken for credit for 24 units.
Restriction: May be taken for credit for a maximum of 24 units provided productions change.
DRAMA 103. Lectures in Dramatic Literature. 4 Units.
Courses include Medieval and Tudor Drama, Elizabethan and Jacobean Drama, Shakespeare, Restoration and Eighteenth Century Drama, Modern
British Drama, Modern American Drama, Tragedy, and Comedy.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
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DRAMA 103W. Lectures in Dramatic Literature. 4 Units.
Courses include Medieval and Tudor Drama, Elizabethan and Jacobean Drama, Shakespeare, Restoration and Eighteenth-Century Drama, Modern
British Drama, Modern American Drama, Tragedy, and Comedy.
Prerequisite: Satisfactory completion of the lower-division writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
DRAMA 109. Special Topics in Theory and Criticism. 4 Units.
Discussion of recent major trends and ideas in critical theory, concentrating on in-depth readings and lectures in particular facets of theory and criticism:
Derrida, Butler, Lacan, Deleuze, and others.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
DRAMA 109W. Special Topics in Theory and Criticism. 4 Units.
Discussion of recent major trends and ideas in critical theory, concentrating on in-depth readings and lectures in particular facets of theory and criticism:
Derrida, Butler, Lacan, Deleuze, and others.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
(Ib)
DRAMA 110. Special Topics in Classical Dramas . 4 Units.
Designed to introduce students to various classical traditions-early Greek and Roman theatres, to be sure, but also, by way of comparison, the classical
traditions of non-European cultures.
Prerequisite: DRAMA 40A and DRAMA 40B and DRAMA 40C. Satisfactory completion of the lower-division writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
DRAMA 110W. Special Topics in Classical Dramas. 4 Units.
Designed to introduce students to various classical traditions-early Greek and Roman theatres, to be sure, but also, by way of comparison, the classical
traditions of non-European cultures.
Prerequisite: DRAMA 40A and DRAMA 40B and DRAMA 40C. Satisfactory completion of the lower-division writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
(Ib)
DRAMA 112. Special Topics in Early Modern and Neoclassical Theatre. 4 Units.
Investigates aspects of European theatre and culture in the sixteenth, seventeenth, and eighteenth centuries; individual courses may focus on specific
topics within this broad expanse.
Prerequisite: Satisfactory completion of the lower-division writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
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DRAMA 112W. Special Topics in Early Modern and Neoclassical Theatre. 4 Units.
Investigates aspects of European theatre and culture in the sixteenth, seventeenth, and eighteenth centuries; individual courses may focus on specific
topics within this broad expanse.
Prerequisite: Satisfactory completion of the lower-division writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
(Ib)
DRAMA 116. Special Topics in Nineteenth-Century Dramas. 4 Units.
Looks at the various trends and conventions of theatres in the nineteenth century, both Euro-American and beyond, paying special attention to the
culture and political milieu within which these various traditions appeared.
Prerequisite: DRAMA 40A and DRAMA 40B and DRAMA 40C. Satisfactory completion of the lower-division writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
DRAMA 116W. Special Topics in Nineteenth-Century Dramas. 4 Units.
Looks at the various trends and conventions of theatres in the nineteenth century, both Euro-American and beyond, paying special attention to the
culture and political milieu within which these various traditions appeared.
Prerequisite: DRAMA 40A and DRAMA 40B and DRAMA 40C. Satisfactory completion of the lower-division writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
(Ib)
DRAMA 118. Special Topics in Modern and Contemporary Drama. 4 Units.
An investigation into the many forms and permutations of modern (1880-1945), and contemporary (since 1945) drama, paying special attention to the
historical and philosophical interpretations of text and performance.
Prerequisite: DRAMA 40A and DRAMA 40B and DRAMA 40C. Satisfactory completion of the lower-division writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
DRAMA 118W. Special Topics in Modern and Contemporary Drama . 4 Units.
An investigation into the many forms and permutations of modern (1880-1945), and contemporary (since 1945) drama, paying special attention to the
historical and philosophical interpretations of text and performance.
Prerequisite: DRAMA 40A and DRAMA 40B and DRAMA 40C. Satisfactory completion of the lower-division writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
(Ib)
DRAMA 121. Introduction to Asian Theatre. 4 Units.
An introduction to some of the major traditional theatrical forms and dramatic texts from India, China, and Japan. Other than dramatic texts (in English
translation), attention is also paid to theory, history, and performance styles of traditional Asian theatre.
Restriction: Drama and Music Theatre majors only.
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DRAMA 122. Asian American Theatre. 4 Units.
An introduction to the history and development of Asian American theatre and drama. Besides play analysis, special attention is also paid to the history
and politics of Asian American identity and experience, as well as to aspects of theatrical performance.
Prerequisite: DRAMA 40A and DRAMA 40B and DRAMA 40C.
Restriction: Drama and Music Theatre majors only.
DRAMA 123. Multicultural Theatres. 4 Units.
A study of the history, culture, aesthetics, and literature of various traditional performing arts and their connections to the contemporary multicultural
society.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
DRAMA 126. African American Film and Drama. 4 Units.
A critical investigation of films and plays written by African Americans, with emphasis on dramaturgical and cinematic strategies, individual and collective
representation, and the legacy of African American political struggle.
Prerequisite: Satisfactory completion of the lower-division writing requirement.
Restriction: Drama and Music Theatre majors only.
DRAMA 126W. African American Film and Drama. 4 Units.
A critical investigation of films and plays written by African Americans, with emphasis on dramaturgical and cinematic strategies, individual and collective
representation, and the legacy of African American political struggle.
Prerequisite: Satisfactory completion of the lower-division writing requirement.
Restriction: Drama and Music Theatre majors only.
(Ib)
DRAMA 129. Advanced Topics in Performance. 4 Units.
Addresses particular issues in theatre and performance that typically lie outside of regular course offerings. May address such issues as the theatre of
the Avant Garde, performing gender, transversality and performance, body art, installation and performance art, among other topics.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
DRAMA 129W. Advanced Topics in Performance. 4 Units.
Addresses particular issues in theatre and performance that typically lie outside of regular course offerings. May address such issues as the theatre of
the Avant Garde, performing gender, transversality and performance, body art, installation and performance art, among other topics.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Repeatability: Unlimited as topics vary.
(Ib)
DRAMA 130. Intermediate Acting. 4 Units.
Rehearsal and presentation of scenes from contemporary material. Focus on connection with scene partner, playing actions, and text analysis.
Introduction to the credibility and theatricality of characterization and style.
Prerequisite: DRAMA 30A and DRAMA 30B and DRAMA 30C with an average grade of B or better. For transfer students: one year of beginning acting
with an average grade of B or better.
Repeatability: May be taken for credit 2 times.
Restriction: Drama and Music Theatre majors only.
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DRAMA 132A. Writing for Performance. 4 Units.
Completion of a full-length play or its equivalent; discussion of student writing and of relevant literary texts.
Prerequisite: Satisfactory completion of the lower-division writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
DRAMA 132AW. Writing for Performance. 4 Units.
Completion of a full-length play or its equivalent; discussion of student writing and of relevant literary texts.
Prerequisite: Satisfactory completion of the lower-division writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
(Ib)
DRAMA 134. Studio for Advanced Movement for Actors. 4 Units.
Studio course in conditioning and partnering techniques to the practice of contact improvisation. Contact improvisation is explored and applied in scene
study.
Prerequisite: DRAMA 34. DRAMA 34 with a grade of B or better.
Repeatability: May be taken for credit 3 times.
DRAMA 135. Master Classes in Acting. 1-4 Units.
Advanced acting in specialized areas including acting for the camera: situation comedy, commercials; auditioning and industry preparation;
Shakespeare; Molière; Chekov; improvisation; advanced movement and voice and speech for the actor; self-starting; stage combat; repertory acting,
singing; comedy; clowning; and masks.
Prerequisite: DRAMA 130. DRAMA 130 with a grade of B or better.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
DRAMA 136. Music Theatre Acting. 4 Units.
An acting class exclusive to the students in the B.F.A. in Music Theatre program.
Prerequisite: DRAMA 30A and DRAMA 30B and DRAMA 30C.
Restriction: Music Theatre majors only.
DRAMA 142. Music Theatre Workshop II. 4 Units.
A workshop in audition technique and song interpretation.
Prerequisite: Audition required.
Repeatability: May be taken for credit 4 times.
DRAMA 143A. Music Theatre Workshop I. 4 Units.
Scene study and song repertoire examined by era for the advanced Music Theatre student. 1800's-1940.
Prerequisite: DRAMA 142. Audition required.
DRAMA 143B. Music Theatre Workshop II. 4 Units.
Scene study and song repertoire examined by era for the advanced Music Theatre student. 1940's-1970's.
Prerequisite: DRAMA 142. Audition required.
DRAMA 143C. Music Theatre Workshop III. 4 Units.
Scene study and song repertoire examined by era for the advanced Music Theatre student. 1970's-present.
Prerequisite: DRAMA 142. Audition required.
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DRAMA 144. Music Theatre Workshop IV. 4 Units.
A performance class concentrating on role building. Work culminates with in-class performances of abbreviated versions of musicals.
Prerequisite: For B.F.A. students: DRAMA 143A, DRAMA 143B, DRAMA 143C, and audition. For Drama graduate students: audition required.
Repeatability: May be taken for credit 4 times.
Restriction: Music Theatre majors and Drama graduate students only.
DRAMA 145. Music Theatre Singing. 1 Unit.
Private weekly voice lessons for the advanced Music Theatre student.
Corequisite: DRAMA 143A or DRAMA 144.
Repeatability: May be taken for credit 9 times.
Restriction: Music Theatre majors only.
DRAMA 146. NYSP-Preparation. 4 Units.
Class preparation for the New York Satellite Program (NYSP) - an immersion experience in New York City for the musical theatre performer.
Prerequisite: Admission is by audition and the following prerequisites: DRAMA 30C and two quarters of DRAMA 148A, DRAMA 148B, or DRAMA 148C
(if the 148 prerequisite is not complete at the time of auditions, student must enroll during the fall and winter quarters in the same year as the trip to New
York); senior Drama majors must have successfully completed DRAMA 40C and DRAMA 120C; non-Drama majors must have sophomore standing or
higher and must carefully plan their course schedule as many spring quarter classes cannot be taken while part of the NYSP.
Repeatability: May be taken for credit 2 times.
DRAMA 148A. History of American Musical Theatre. 4 Units.
A survey of the influential artists who produce, write, direct, and perform on America's musical stages. Surveys 1700s-1940s.
Restriction: Drama and Music Theatre majors only.
Concurrent with DRAMA 248A.
DRAMA 148B. History of American Musical Theatre. 4 Units.
A survey of the influential artists who produce, write, direct, and perform on America's musical stages. Surveys 1940s-1970s.
Restriction: Drama and Music Theatre majors only.
Concurrent with DRAMA 248B.
DRAMA 148C. History of American Musical Theatre. 4 Units.
A survey of the influential artists who produce, write, direct, and perform on America's musical stages. Surveys 1970s to present day.
Restriction: Drama and Music Theatre majors only.
Concurrent with DRAMA 248C.
DRAMA 149. Music Proficiency for Actors. 2 Units.
A musicianship class introducing basic musical terminology, theory, and sight singing skills.
Repeatability: May be taken for credit 2 times.
Restriction: Drama and Music Theatre majors only.
DRAMA 150. Costume Production Techniques. 4 Units.
Studio instruction in pattern making, draping, millinery, and construction techniques.
Prerequisite: DRAMA 50A.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
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DRAMA 157. Lighting Composition. 4 Units.
Provides an opportunity for students to pursue stage lighting composition in a studio atmosphere. Laboratory practice includes weekly exercises in style
and genre. Emphasis is placed on the realization of conceptual ideas.
Prerequisite: DRAMA 50C.
Repeatability: May be repeated for credit unlimited times.
Restriction: Drama and Music Theatre majors only.
DRAMA 158. Topics in Theatre Design. 4 Units.
Examines the various functions of scenery and costume: locale, historical period, mood, and atmosphere, with special assignments in each area.
Discussion of problems in scenic metaphors and visualization, emphasizing techniques of planning and presentation (e.g., floor plans, models, and
rendering).
Prerequisite: DRAMA 50A OR DRAMA 50B.
Repeatability: May be repeated for credit unlimited times.
Restriction: Drama or Music Theatre majors only.
DRAMA 159. Proseminar in Theatre Design. 4 Units.
Topics in theatre design.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
DRAMA 160. Light Plotting Techniques. 4 Units.
A study of the development of theatrical lighting plots from initial conceptualization through final documentation. Areas of emphasis include script
analysis, visual approaches, equipment selection, and compositional qualities of light.
Prerequisite: DRAMA 50C and DRAMA 157.
Restriction: Drama and Music Theatre majors only.
DRAMA 164A. History of Costume. 4 Units.
A study of the development of dress and the influence of cultural factors on clothing from the time of Egyptians to Early Baroque.
Prerequisite: DRAMA 50A.
Restriction: Drama and Music Theatre majors only.
DRAMA 164B. History of Costume. 4 Units.
A study of the development of dress and the influence of cultural factors on clothing from late Baroque to World War I.
Prerequisite: DRAMA 50A.
Restriction: Drama and Music Theatre majors only.
DRAMA 167. Fabric Modification Techniques. 4 Units.
Exploration of various dying, printing, painting, and texture modification techniques.
Prerequisite: DRAMA 50A.
Restriction: Drama and Music Theatre majors only.
DRAMA 168. Theatrical Mask Techniques. 4 Units.
Design and construction of theatrical masks including paper mache, leather, plastics, and latex. Projects employ traditional and contemporary
techniques.
Prerequisite: DRAMA 50A.
Restriction: Drama and Music Theatre majors only.
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DRAMA 169. Costume Rendering Techniques. 4 Units.
Development of costume rendering skills and techniques. Explores collage, pastel, and ink and emphasizes watercolor.
Prerequisite: DRAMA 50A.
Repeatability: May be taken for credit 2 times.
Restriction: Drama and Music Theatre majors only.
DRAMA 176. Script and Score. 4 Units.
A form and analysis seminar discussing the libretto and score of landmark musicals.
Prerequisite: Two courses from DRAMA 148A or DRAMA 148B or DRAMA 148C.
Restriction: Drama and Music Theatre majors only.
DRAMA 177. Song Repertoire. 2 Units.
A song coaching class culminating in a song recital or showcase. Each quarter will feature a different composer, lyricist, or musical style.
Repeatability: May be taken for credit 6 times.
Restriction: Music Theatre majors only.
DRAMA 179. Intermediate Sound Design. 4 Units.
A project-based analysis of the principles of sound design for the theatre. Projects are executed in the sound design studio and may include sound
manipulation and recording. Emphasis is placed on the realization of conceptual ideas.
Prerequisite: DRAMA 50D.
Restriction: Drama and Music Theatre majors only.
DRAMA 180. Contemporary Dramatic Criticism and Theory. 4 Units.
Reading and analysis of theories and critical approaches to contemporary theatre: Brecht, Artaud, and others who have contributed to the form and idea
of the modern theatre. Writing of assigned exercises in dramatic criticism.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
DRAMA 180W. Contemporary Dramatic Criticism and Theory. 4 Units.
Reading and analysis of theories and critical approaches to contemporary theatre: Brecht, Artaud, and others who have contributed to the form and idea
of the modern theatre. Writing of assigned exercises in dramatic criticism.
Prerequisite: Satisfactory completion of the lower-division writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
(Ib)
DRAMA 181. Acting Theory. 4 Units.
A study of the theory of acting, with readings in Plato, Aristotle, Quintilian, Shakespeare, Diderot, Stanislavsky, Brecht, Strasberg, Meisner, Grotowski,
and other theorists, ancient to contemporary.
Prerequisite: DRAMA 130.
Restriction: Drama and Music Theatre majors only. Juniors only.
Concurrent with DRAMA 224.
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DRAMA 182A. Dance Technique, Level I. 4 Units.
Advanced beginner and intermediate dance training including musical theatre, ballet, jazz and contemporary modern techniques and repertoire. Body
conditioning is also a major component of the course.
Prerequisite: DRAMA 65 or DRAMA 142. Audition required.
Repeatability: May be taken for credit 4 times.
Restriction: Drama and Music Theatre majors only.
DRAMA 182B. Dance Technique, Level I. 4 Units.
Advanced beginner and intermediate dance training including musical theatre, ballet, jazz and contemporary modern techniques and repertoire. Body
conditioning is also a major component of the course.
Prerequisite: (DRAMA 65 or DRAMA 142) and DRAMA 182A. Audition required.
Repeatability: May be taken for credit 4 times.
Restriction: Drama and Music Theatre majors only.
DRAMA 183A. Dance Technique, Level II. 4 Units.
Intermediate and advanced dance training including musical theatre, ballet, jazz and contemporary modern techniques and repertoire. Body conditioning
is also a major component of the course.
Prerequisite: DRAMA 65 or DRAMA 142. Audition required.
Repeatability: May be taken for credit 4 times.
Restriction: Drama and Music Theatre majors only.
DRAMA 183B. Dance Technique, Level II. 4 Units.
Intermediate and advanced dance training including musical theatre, ballet, jazz and contemporary modern techniques and repertoire. Body conditioning
is also a major component of the course.
Prerequisite: (DRAMA 65 or DRAMA 142) and DRAMA 183A. Audition required.
Repeatability: May be taken for credit 4 times.
Restriction: Drama and Music Theatre majors only.
DRAMA 184. Directing II. 4 Units.
The principles of stage directing, covering the director's functions in the areas of interpretation, composition, coaching, and styling a theatrical
production. Directing exercises and projects; the final project is the preparation of a hypothetical proposal for a play production.
Prerequisite: DRAMA 30A and DRAMA 30B and DRAMA 30C and DRAMA 40A and DRAMA 40B and DRAMA 40C.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theater majors only.
DRAMA 185. Advanced Directing. 4 Units.
A seminar in directorial organization and research. Student prepares a textual and dramaturgical analysis, a production timetable, and a hypothetical
production book of an assigned play.
Prerequisite: DRAMA 184.
Repeatability: May be repeated for credit unlimited times.
Restriction: Drama and Music Theatre majors only.
DRAMA 190. NYSP-Acting. 1-4 Units.
New York Satellite Program acting classes taught by guest faculty in New York.
Prerequisite: DRAMA 146.
Repeatability: May be taken for credit 2 times.
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DRAMA 191. NYSP - Dance. 4 Units.
New York Satellite Program dance classes in ballet, tap, jazz, and musical theatre styles taught by guest faculty in New York.
Prerequisite: DRAMA 146.
Repeatability: May be taken for credit 2 times.
DRAMA 192. NYSP - Singing. 4 Units.
New York Satellite Program private and group lessons in musical theatre singing taught by guest faculty in New York.
Prerequisite: DRAMA 146.
Repeatability: May be taken for credit 2 times.
DRAMA 193. NYSP - Performance. 4 Units.
New York Satellite Program rehearsals and public, staged readings of original musicals in New York.
Prerequisite: DRAMA 146.
Repeatability: May be taken for credit 2 times.
DRAMA 194. NYSP-UCI Residency. 4 Units.
New York Satellite Program follow-up classes and performances back on Irvine campus upon the return from New York.
Prerequisite: DRAMA 146.
Repeatability: May be taken for credit 2 times.
DRAMA 195. Music Theatre Dance - Special Topics. 1-4 Units.
Advanced dance classes in specialized areas including the dance styles of a choreographer (de Mille, Fosse, Robbins, Tune, Stroman), genre (tap,
ballroom, jazz, swing, hip-hop), or in musical theatre choreography.
Prerequisite: DRAMA 182A or DRAMA 182B or DRAMA 182C or DRAMA 183A or DRAMA 183B or DRAMA 183C. Audition required.
Repeatability: Unlimited as topics vary.
Restriction: Drama and Music Theatre majors only.
DRAMA 198. Director Class Project. 1-8 Units.
For students who are involved in the Director Class Projects at UCI as actors, directors, designers, stage managers and their assistants. M.F.A.
Directors and the Head of Directing (HoD) supervise the projects.
Grading Option: Pass/no pass only.
Repeatability: Unlimited as topics vary.
DRAMA H198. Honors Director Class Project. 1-4 Units.
For graduate student actors and undergraduate directors who are candidates for Honors in Directing and involved in the Director Class Projects. The
Head of Directing (HoD) supervises these students.
Repeatability: Unlimited as topics vary.
DRAMA 199. Project in Theatre . 1-4 Units.
Independent theatre projects with Drama faculty.
Repeatability: Unlimited as topics vary.
DRAMA 200. Graduate Studio: Acting. 4 Units.
Work in graduate studio taken in tandem with graduate studios in stage voice (DRAMA 201), stage speech (DRAMA 202), and stage movement
(DRAMA 203).
Repeatability: May be repeated for credit unlimited times.
Restriction: Drama graduate students and Drama and Theatre graduate students only.
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DRAMA 201. Graduate Studio: Voice. 1 Unit.
Graduate studio in vocal production for actors.
Repeatability: Unlimited as topics vary.
Restriction: Drama graduate students and Drama and Theatre graduate students only.
DRAMA 202. Graduate Studio: Speech. 1 Unit.
Graduate studio in speech for actors.
Repeatability: Unlimited as topics vary.
Restriction: Drama graduate students and Drama and Theatre graduate students only.
DRAMA 203. Graduate Studio: Movement. 2 Units.
Work in graduate studio: stage movement taken in tandem with nine graduate studios in acting (DRAMA 200), voice (DRAMA 201), speech
(DRAMA 202), and voice/movement dynamics (DRAMA 206).
Repeatability: May be repeated for credit unlimited times.
Restriction: Drama graduate students and Drama and Theatre graduate students only.
DRAMA 206. Graduate Studio: Voice/Movement Dynamics. 2 Units.
Daily conditioning exercises.
Repeatability: May be repeated for credit unlimited times.
Restriction: Drama graduate students and Drama and Theatre graduate students only.
DRAMA 211. Graduate Studio: Directing. 4 Units.
Graduate studio in directing.
Repeatability: Unlimited as topics vary.
Restriction: Drama graduate students only.
DRAMA 212. Graduate Studio: Playwriting. 4 Units.
Completion of a full-length play or its equivalent and production of a staged reading of the play at the end of the spring quarter. Discussion of relevant
literary texts and student writings.
Repeatability: May be repeated for credit unlimited times.
Restriction: Drama graduate students and Drama and Theatre graduate students only.
DRAMA 219. Graduate Master Class. 1-4 Units.
Various topics such as Shakespeare, comedy, Molière, improvisation, Kabuki, television acting.
Repeatability: May be repeated for credit unlimited times.
Restriction: Drama graduate students and Drama and Theatre graduate students only.
DRAMA 220. Seminar in Dramatic Literature. 4 Units.
Topics in Dramatic Literature.
Repeatability: Unlimited as topics vary.
Restriction: Drama graduate students and Drama and Theatre graduate students only.
DRAMA 221. Seminar in Criticism. 4 Units.
Topics in criticism.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Graduate students only.
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DRAMA 225. Seminar on Theatre Pedagogy. 4 Units.
A seminar on the major teaching systems in the dramatic arts with particular attention to professional arts training. Required prior to applying for
Teaching Assistantships in studio areas.
Restriction: Drama graduate students only.
DRAMA 227. Communication Skills for Graduate Students. 2 Units.
Teaches basic public speaking techniques to graduate students, aids students in presenting persuasively for audiences large and small.
Grading Option: Satisfactory/unsatisfactory only.
DRAMA 240. Graduate Projects . 1-4 Units.
Various projects depending on student’s concentration (acting, design, musical theatre, directing).
Repeatability: May be repeated for credit unlimited times.
Restriction: Drama graduate students and Drama and Theatre graduate students only.
DRAMA 241. Singing Pedagogy . 2 Units.
Learning how to teach voice lessons and coach musical theatre singing. Experiences include both private voice lessons and observing the lessons given
to the B.F.A./Music Theatre students.
Repeatability: May be taken for credit 3 times.
Restriction: Graduate Music Direction students only.
DRAMA 242. Conducting . 2 Units.
Private conducting instruction to develop freedom of movement/expression, baton technique, ear training, and tempo memory for both rehearsal and
performance situations in musical theatre.
Repeatability: May be taken for credit 9 times.
Restriction: Graduate Music Directors only.
DRAMA 243. Script and Score . 4 Units.
A form and analysis seminar discussing the libretto and score of landmark musicals.
Restriction: M.F.A. in Music Direction students only.
Concurrent with DRAMA 176.
DRAMA 244. Dramaturgy: Theory and Methods. 4 Units.
Examines the practice, place, and theory of dramaturgy. Explores plays in terms of how they work: dramatic form and structure, historical context, and
more. Study includes dramaturgy as a theatrical practice.
Restriction: Drama M.F.A. and Ph.D. students only.
DRAMA 246A. Musical Scene Study I. 4 Units.
Musically directing scenes from musicals of various time periods. Features works from the late 19th and early 20th centuries, including songwriters
Gilbert and Sullivan, Irving Berlin, George Gershwin, Rodgers and Hart, and Cole Porter.
Repeatability: May be taken for credit 3 times.
Restriction: Graduate Music Director students only.
DRAMA 246B. Musical Scene Study II. 4 Units.
Musically directing scenes from musicals of various time periods. Features works from the middle of the 20th century including songwriters Rodgers and
Hammerstein, Lerner and Loewe, Julie Styne, Kander and Ebb, and Jerry Herman.
Repeatability: May be taken for credit 3 times.
Restriction: Graduate Music Directors only.
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DRAMA 246C. Musical Scene Study III. 4 Units.
Musically directing scenes from musicals of various time periods. Features works from the late 20th and early 21st centuries including songwriters
Stephen Sondheim, Andrew Lloyd Webber, Stephen Schwartz, Flaherty and Ahrens, and Jeanine Tesori.
Repeatability: May be taken for credit 3 times.
Restriction: Graduate Music Directors only.
DRAMA 247. Musicals Abridged . 4 Units.
Musically directing abridged versions of musicals from various time periods and genres.
Repeatability: May be taken for credit 3 times.
Restriction: Graduate Music Directors only.
DRAMA 248A. History of American Music Theatre. 4 Units.
A survey of the influential artists who produce, write, direct, and perform on America's musical stages. Surveys 1700s-1940s.
Restriction: Graduate only.
Concurrent with DRAMA 148A.
DRAMA 248B. History of American Musical Theatre. 4 Units.
A survey of the influential artists who produce, write, direct and perform on America's musical stages. Surveys 1940s-1970s.
Restriction: Graduate only.
Concurrent with DRAMA 148B.
DRAMA 248C. History of American Musical Theatre. 4 Units.
A survey of the influential artists who produce, write, direct and perform on America's musical stages. Surveys 1970s to present day.
Concurrent with DRAMA 148C.
DRAMA 249. Graduate Music Direction. 4 Units.
Various musical direction activities including the vocal direction, accompanying, and conducting of musical theatre performances.
Repeatability: May be taken for credit 9 times.
Restriction: M.F.A. in Music Direction students only.
DRAMA 251A. Foundations of Theatre. 4 Units.
Seeks to create greater understanding in the roots and theories of theatrical models, aesthetics, action vs. reaction of differing thoughts in theatrical
doctrine, and art, architecture, music, and fashion that contributed to the style and practice of theatre.
Restriction: Drama graduate students only.
DRAMA 251B. Foundations of Theatre. 4 Units.
Seeks to create greater understanding in the roots and theories of theatrical models, aesthetics, action vs. reaction of differing thoughts in theatrical
doctrine, and art, architecture, music, and fashion that contributed to the style and practice of theatre.
Restriction: Drama graduate students only.
DRAMA 251C. Foundations of Theatre. 4 Units.
Seeks to create greater understanding in the roots and theories of theatrical models, aesthetics, action vs. reaction of differing thoughts in theatrical
doctrine, and art, architecture, music, and fashion that contributed to the style and practice of theatre.
Restriction: Drama graduate students only.
DRAMA 254. Graduate Stage Management. 4 Units.
Studio exercises and projects in stage management.
Repeatability: Unlimited as topics vary.
Restriction: Open only to Drama graduate students pursuing Stage Management emphasis.
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DRAMA 255. Graduate Design Seminar. 4 Units.
Projects, lectures, and critical discussion in costume, scenery, lighting, and sound design.
Restriction: Open only to Drama graduate students pursuing Design emphasis.
DRAMA 256. Survival and Professional Practice in Design. 4 Units.
Provides an in-depth examination of business skills needed to survive as a theatrical designer. Required 'Bridge' course in the Design MFA programs,
relevant to all disciplines.
Restriction: Drama graduate students only.
DRAMA 257A. Costume Thesis Project. 4 Units.
Development of thesis project with focus on organization, research, timeline, and execution.
Prerequisite: DRAMA 240.
Restriction: Drama graduate students only.
DRAMA 257B. Scenic Thesis Project. 4 Units.
Development of thesis project with focus on organization, research, timeline, and execution.
DRAMA 257E. Thesis Writing Project-Stage Management. 4 Units.
Development of thesis topic with focus on organization, research, timeline, and execution.
Prerequisite: 12 units of DRAMA 254.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Drama graduate students only.
DRAMA 258. Drawing for Designers. 2 Units.
A multi-skill level course in drawing technique focusing on skills essential to stage designers including line, proportion, perspective and creating dynamic
compositions. Focus will primarily be in figure drawing but may include still-life, landscape, and architectural drawings. Materials fee.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be taken for credit 9 times.
DRAMA 259. Theatre Colloquium. 1 Unit.
Exposes students to a wider range of theatrical practitioners, theories, and topics through guest lecturers, special projects, and cross-disciplinary
dialogue.
Repeatability: May be repeated for credit unlimited times.
Restriction: Drama graduate students and Drama and Theatre graduate students only.
DRAMA 260A. Digital Costume Rendering. 4 Units.
A studio course in costume rendering for the theatre using computer image manipulation. Instruction in compositing and painting techniques and
performance design conventions.
DRAMA 260B. Digital Textile Design and Printing. 4 Units.
A studio course in textile design using digital printing and embossing techniques. Instruction in state-of-the-art software and output manipulation for
artistic expression.
DRAMA 261. Digital Design: Drawing/Painting/Rendering. 4 Units.
A studio course in scenic or costume rendering for the theatre using the computer for drawing/painting through the use of the digital pen/tablet.
Repeatability: May be taken for credit 2 times.
Restriction: Drama graduate students and Drama and Theatre graduate students only.
DRAMA 262. Digital Design: 2D/3D Modeling. 4 Units.
A studio course in CAD's 2D drafting and 3D modeling capabilities for theatrical design. Instruction in state-of-the-art software for 2D and 3D object
creation and theatrical presentation conventions.
Restriction: Drama graduate students and Drama and Theatre graduate students only.
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DRAMA 263. Digital Design: 3D Rendering. 4 Units.
A studio course in theatrical design through 3d modeling on computer and use of state-of-the-art rendering software. Instruction emphasizes
collaborative design process through the use of scenic designer/lighting designer teams for all projects.
Prerequisite: DRAMA 262.
Restriction: Drama graduate students and Drama and Theatre graduate students only.
DRAMA 264. Lighting Graphics. 4 Units.
A studio course in the various graphic methods employed by lighting designers in the theatre. Projects include manual and CAD techniques for Light Plot
and Paperwork creation.
Prerequisite: DRAMA 262.
Restriction: Drama graduate students and Drama and Theatre graduate students only.
DRAMA 265. Digital Design: 2D CAD. 4 Units.
A studio course in theatrical design and architectural lighting design on the computer. Instruction in state-of-the-art software for 2D object creation.
Theatrical and architectural standards implemented in performance design.
Prerequisite: DRAMA 262.
Restriction: Drama graduate students and Drama and Theatre graduate students only.
DRAMA 266. Digital Design: Digital Audio Systems. 4 Units.
Comprehensive tutorial on digital audio including hard disk recording, editing, data compression, and ethernet audio distribution. Focus is on recording,
editing, and delivery of audio as used by the sound designer in the digital domain.
Restriction: Drama graduate students only.
DRAMA 267. Digital Design: Creating Sounds from Scratch. 4 Units.
The process of analyzing sounds for their core timbral components and using that data to create new sounds - from realistic to fantastic - by means of
digital manipulation.
Prerequisite: DRAMA 266.
Restriction: Open only to Drama graduate students pursuing Sound Design emphasis.
DRAMA 271. Conceptual Sound Design. 4 Units.
An intensive, project-based seminar for exploring relationships between sound and sight. Synesthesia, creative intent vs. audience perception, and
sound/movement are typical of the many topics to be explored. A series of creative projects are assigned and critiqued in peer review.
Prerequisite: DRAMA 266.
Restriction: Open only to Drama graduate students pursuing Sound Design emphasis.
DRAMA 272. Musical Theatre Sound/Concert Sound. 4 Units.
A concept-to-opening study of the process of designing sound systems for musicals and live/touring sound. Special attention given to the paperwork and
documentation required to package, build, and mix these shows.
Restriction: Open only to Drama graduate students pursuing Sound Design emphasis.
DRAMA 277. Critical Listening. 4 Units.
Exploration of the many variables that affect (and effect) the audio chain. Perceiving and understanding these parameters unlocks the art of controlling
sound and stylizing cues. Also includes the process of equalizing/aligning sound systems and the art of audio mastering.
Prerequisite: DRAMA 266.
Restriction: Open only to Drama graduate students pursuing Sound Design emphasis.
DRAMA 279. Advanced Sound Design. 4 Units.
An in-depth investigation into sound design for the theatre. Special emphasis is placed on text analysis, design conception, content creation, content
delivery, and design organization. Class projects include creating paper designs and paperwork for different texts.
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DRAMA 280A. Techniques in Costume Design. 4 Units.
Student exercises in the techniques and implementation of costume design.
Repeatability: Unlimited as topics vary.
Restriction: Open only to Drama graduate students pursuing Costume Design emphasis.
DRAMA 280B. Techniques in Scenery Design. 4 Units.
Student exercises in the techniques and implementation of scenic design.
Repeatability: Unlimited as topics vary.
Restriction: Open only to Drama graduate students pursuing Scenic Design emphasis.
DRAMA 280C. Techniques in Lighting Design. 4 Units.
Student exercises in the techniques and implementation of lighting design.
Repeatability: Unlimited as topics vary.
Restriction: Open only to Drama graduate students pursuing Lighting Design emphasis.
DRAMA 280D. Techniques in Sound Design. 4 Units.
Student exercises in the techniques and implementation of sound design.
Repeatability: Unlimited as topics vary.
Restriction: Open only to Drama graduate students pursuing Sound Design emphasis.
DRAMA 282. Stage Electronics/Introduction to Show Control. 4 Units.
Using computers and dedicated hardware to cue, control or automate sound, scenery, and lighting for live performance and themed entertainment
applications.
Restriction: Drama graduate students and Drama and Theatre graduate students only.
DRAMA 290. Dramatic Literature and Theatre History Prior to 1900. 4 Units.
Studies in selected areas of dramatic literature and theatre history prior to 1900. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
DRAMA 291. Dramatic Literature and Theatre History, 1900 to Present. 4 Units.
Studies in selected areas of dramatic literature and theatre history, 1900 to present. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
DRAMA 292. Cultural and Critical Theory. 4 Units.
Studies in selected areas of cultural and critical theory. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
DRAMA 293. Directed Studies. 4-12 Units.
Directed study with Drama faculty.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: Unlimited as topics vary.
DRAMA 294. Dissertation Research. 4-12 Units.
Dissertation research with Drama faculty.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
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DRAMA 295. Professional Internship. 1-12 Units.
An arranged internship at the South Coast Repertory Theatre, or other equity theatre company, for qualifying M.F.A. students. A stipend and equity
points are provided by the theatre company.
Repeatability: May be repeated for credit unlimited times.
Restriction: Drama graduate students only.
DRAMA 297. Dramaturgy Practicum. 4 Units.
Requires doctoral students to identify two plays from the Drama Department's season to work as dramaturges. Students write a Dramaturgy Booklet
recording their research and interactions with director, actors, and the design team. Students will work with doctoral faculty.
Restriction: Drama doctoral students only.
DRAMA 399. University Teaching. 4 Units.
Limited to Teaching Assistants.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Graduate students only.
Department of Music
Michael Dessen, Department Chair
303 Music and Media Building
949-824-6615
http://music.arts.uci.edu/
Overview
The curricular philosophy of the Department of Music is based on the ideals of the conservatory within the academy. The faculty are concerned with the
performance and creation of music within the context of the highest standards of historical, aesthetic, and theoretical inquiry.
The faculty includes composers, musicologists and music theorists, conductors, and performers. All members of the faculty are highly active in their
fields as publishing scholars, concert and recording artists, and well-known composers. Many of the instrumental instructors are drawn from the ranks of
the Los Angeles Philharmonic, the Los Angeles Chamber Orchestra, the Pacific Symphony, and other orchestras in Southern California. The department
also presents frequent performances and master classes by renowned guest artists, and houses several state of the art music technology facilities.
Career Opportunities
Musicians develop a wide range of transferable skills during their undergraduate career. Musicians learn how to think, to write, to present themselves in
public, and to work collaboratively in different kinds of teams. They also demonstrate over the long term a determination and commitment, and a desire
to succeed. With a degree in Music, students will find that many career paths lie before them, both within and beyond the diverse field of music.
B.A. Degree in Music
Requirements for the Bachelor's Degree in Music
All students must meet University Requirements.
School Requirements: None.
Departmental Requirements—Common Curriculum: All courses must be completed with a grade of C- or higher, with an exception listed below.*
A student who does not receive a passing grade in the departmental Common Curriculum may retake the course one additional time. If the
student does not pass the course on the second attempt, they will be dismissed from the music major.
The Bachelor of Arts (B.A.) degree program enables students to study music history, music theory, composition, or performance within a curriculum
that is flexible enough to allow for a second major, study abroad, and other curricular options. A senior thesis or project is required.
All applicants, regardless of their degree objective, apply to the B.A. program and must demonstrate appropriate vocal or instrumental proficiency, as
determined by the results of the Department’s required entrance audition (typically scheduled on campus in late January or early February). For the most
up-to-date audition information, visit the Music Department website (http://music.arts.uci.edu).
A. Complete the following:
MUSIC 15A- 15B- 15C Musicianship I
and Musicianship II
and Musicianship III
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MUSIC 16A- 16B- 16C Music Theory
and Music Theory
and Music Theory
MUSIC 16D Theory/Musicianship
MUSIC 40B- 40C History of European Music: From the Renaissance through the Baroque
and History of European Music: Hasse to Mahler
MUSIC 40D 20th Century Music
*Exception: MUSIC 40B, MUSIC 40C, MUSIC 40D must be completed with a grade of D or higher.
B. Select six quarters of instrumental or vocal instruction for Music majors from the following:
MUSIC 65–70
Additional Requirements for the Bachelor of Arts Degree
In addition to completing the common curriculum, students in the B.A. program must pass the departmental piano proficiency examination or take three
quarters of MUSIC 10 (Piano for Majors) with a grade of C or better and complete the following course requirements:
A. Select three courses in Theory, Composition, and Technology from the following:
MUSIC 51 Music Technology and Computers
MUSIC 131 Post-Tonal Theory
MUSIC 132 Jazz Theory
MUSIC 136 Instrumentation
MUSIC 147 Studies in Music Technology
MUSIC 150 Composition
MUSIC 151 Computer Music Composition
MUSIC 152 Interactive Arts Programming
MUSIC 155 Analysis
MUSIC 157 Advanced Study in Composition
MUSIC 183A Jazz Composition
MUSIC 183B Jazz Composition
MUSIC 183C Jazz Composition
MUSIC 189 Accompanying for Plucked Strings: Continuo and Changes
B. Select three courses in Music and Culture (including at least two upper-division courses) from the following:
AFAM 143 Topics in African American Music
AFAM 144 Topics in Expressive Forms
ANTHRO 138M Music as Expressive Culture
CHC/LAT 115A Latino Music: A View of Its Diversity and Strength
MUSIC 4 Introduction to Opera
MUSIC 8 The Beatles and the Sixties
MUSIC 9 Rock: The Early Years
MUSIC 14A European and American Music 1700 - Twentieth Century
MUSIC 14B European and American Music 1700 - Twentieth Century
MUSIC 14C European and American Music 1700 - Twentieth Century
MUSIC 41 Major Composer
MUSIC 42 Music and Gender
MUSIC 44 Classical Music in Society
MUSIC 45 History of Film Music
MUSIC 49A Asian in Western Music
MUSIC 78 History of Jazz
MUSIC 82A Pish Radif: Introduction to Classical Persian Music
MUSIC 82B Pish Radif: Introduction to Classical Persian Music
MUSIC 82C Pish Radif: Introduction to Classical Persian Music
MUSIC 140 Studies in Medieval Music
MUSIC 141 Studies in Renaissance Music
MUSIC 142 Studies in Baroque Music
MUSIC 143 Studies in Classical Music
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MUSIC 144 Studies in Romantic Music
MUSIC 145 Studies in Twentieth-Century Music
MUSIC 146 Studies in Jazz Music
MUSIC 148 Studies in Ethnomusicology
MUSIC 149 Studies in Music History
MUSIC 156A Song Literature
MUSIC 156B Song Literature
MUSIC 180 Music Criticism
MUSIC 181 Improvisation
C. Select six courses in Performance and Practice from the following:
MUSIC 21A Keyboard Skills
MUSIC 21B Keyboard Skills
MUSIC 21C Keyboard Skills
MUSIC 158A Diction
MUSIC 158B Diction
MUSIC 158C Diction
MUSIC 160 University Orchestra
MUSIC 161 Wind Ensemble
MUSIC 162 University Chorus
MUSIC 164 Opera Workshop
MUSIC 171 Chamber Singers
MUSIC 176 Chamber Ensembles
MUSIC 178 Jazz Orchestra
MUSIC 182 Advanced Jazz Combo
MUSIC 193 Conducting
MUSIC 197 Word and Music
D. Depending upon the student’s area of emphasis, one of the following senior projects (which may develop work originally completed in meeting the
requirements of another course) must be completed:
(1) a formal lecture or lecture/performance lasting a minimum of 20 minutes
(2) a composition or portfolio of compositions of appropriate length growing out of work done in MUSIC 157
(3) a thesis of at least 20 double-spaced pages on an appropriate musical subject
Proposed projects, along with the name of the Senate faculty member who has agreed to supervise it, must be submitted to the undergraduate faculty
advisor by November 1 of the academic year in which graduation is expected. Upon approval of the project proposal the student may register for up to
two quarters of independent study (MUSIC 199) in which to complete the project.
NOTE: In order to cover the extra costs generated by private lesson instruction, the Claire Trevor School of the Arts charges a laboratory fee for
students enrolled in such courses (MUSIC 65-70, MUSIC 165-170).
B.Mus. Degree Program
The Bachelor of Music (B.Mus.) degree program offers students the opportunity in their junior and senior years to specialize in piano performance,
vocal performance, instrumental performance (flute, oboe, clarinet, bassoon, horn, trumpet, trombone, tuba, percussion, violin, viola, violoncello, double
bass, and harp), jazz studies (piano, saxophone, trumpet, trombone, bass, and percussion), and guitar and lute performance. Students in this program
receive weekly private instrumental or vocal instruction, and present a public solo recital during their senior year.
Admission to the B.Mus. degree program is by a second audition (the B.Mus. audition), typically taken in the spring quarter of the second year (for
most students) or, in certain circumstances, in the first year (for third-year transfers only). The B.Mus. audition is evaluated by at least two members of
the faculty. No student will be allowed to begin the B.Mus. program before having completed MUSIC 15A, MUSIC 15B, MUSIC 15C and MUSIC 16A,
MUSIC 16B, MUSIC 16C (or their equivalents at another institution).
Additional Requirements for the Bachelor of Music Degree
In addition to completing the common curriculum, students in the B.Mus. program must pass the departmental piano proficiency examination, perform a
senior recital (and, for voice students only, a junior recital), and complete the following course requirements:
A. Select three courses in Theory, Composition, and Technology from the following:
MUSIC 155 Analysis
and select two others from the following:
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MUSIC 51 Music Technology and Computers
MUSIC 131 Post-Tonal Theory
MUSIC 132 Jazz Theory
MUSIC 136 Instrumentation
MUSIC 147 Studies in Music Technology
MUSIC 150 Composition
MUSIC 151 Computer Music Composition
MUSIC 152 Interactive Arts Programming
MUSIC 157 Advanced Study in Composition
MUSIC 183A Jazz Composition
MUSIC 183B Jazz Composition
MUSIC 183C Jazz Composition
MUSIC 189 Accompanying for Plucked Strings: Continuo and Changes
B. Select three courses in Music and Culture from the following:
AFAM 143 Topics in African American Music
AFAM 144 Topics in Expressive Forms
ANTHRO 138M Music as Expressive Culture
CHC/LAT 115A Latino Music: A View of Its Diversity and Strength
MUSIC 41 Major Composer
MUSIC 42 Music and Gender
MUSIC 44 Classical Music in Society
MUSIC 45 History of Film Music
MUSIC 49A Asian in Western Music
MUSIC 140 Studies in Medieval Music
MUSIC 141 Studies in Renaissance Music
MUSIC 142 Studies in Baroque Music
MUSIC 143 Studies in Classical Music
MUSIC 144 Studies in Romantic Music
MUSIC 145 Studies in Twentieth-Century Music
MUSIC 146 Studies in Jazz Music
MUSIC 148 Studies in Ethnomusicology
MUSIC 149 Studies in Music History
MUSIC 180 Music Criticism
MUSIC 181 Improvisation
C. Select six quarters of instrumental or vocal instruction for Music Performance majors from the following:
MUSIC 165–170
D. Completion of the following courses according to the approved Bachelor of Music specialization:
Guitar and Lute:
MUSIC 176 Chamber Ensembles (every quarter in residence)
Jazz Studies:
MUSIC 78 History of Jazz
MUSIC 132 Jazz Theory
MUSIC 160 University Orchestra (or MUSIC 161 Wind Ensemble or MUSIC 178 Jazz
Orchestra, every quarter in residence)
MUSIC 176 Chamber Ensembles (or MUSIC 182 Advanced Jazz Combo, every quarter
in residence)
Piano:
MUSIC 21A Keyboard Skills
MUSIC 21B Keyboard Skills
MUSIC 21C Keyboard Skills
MUSIC 122A Piano Literature
MUSIC 122B Piano Literature
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MUSIC 122C Piano Literature
MUSIC 126 Piano Pedagogy
MUSIC 176 Chamber Ensembles (six quarters, as assigned by the Department)
Select three quarters of the following as assigned by the Department:
MUSIC 162P University Chorus: Accompanying
or MUSIC 164P Opera Workshop: Accompanying
or MUSIC 166P String Accompaniment
or MUSIC 197 Word and Music
Transfer students must complete six quarters of chamber ensembles and/or accompanying in residence.
Voice:
MUSIC 156A Song Literature
MUSIC 156B Song Literature
MUSIC 158A Diction
MUSIC 158B Diction
MUSIC 158C Diction
MUSIC 164 Opera Workshop (two quarters)
Select nine quarters of choral ensembles (minimum of three quarters for junior transfers; minimum of six quarters for sophomore transfers) from the
following:
MUSIC 162 University Chorus
MUSIC 171 Chamber Singers
Woodwinds, Brass, Percussion, and Strings:
MUSIC 160 University Orchestra (or MUSIC 161 Wind Ensemble, every quarter in
residence)
MUSIC 176 Chamber Ensembles (every quarter in residence)
NOTE: In order to cover the extra costs generated by private lesson instruction, the Claire Trevor School of the Arts charges a laboratory fee for
students enrolled in such courses (MUSIC 65-70, MUSIC 165-170).
Honors
Departmental Honors Program in Music and Culture
The Honors Program in Music and Culture is designed to challenge superior students in the B.A. or B.Mus. program beyond the academic requirements
of the Music major. It provides them with the opportunity to advance their knowledge in the scholarly fields of music while developing their writing,
analytical, and research skills. The honors program is ideally suited for students who wish to study music at the graduate level, but not in performance,
and who may be preparing for graduate work in arts criticism, the humanities, the social sciences, and the law.
Eligibility requirements are (1) completion of the core requirements for the major; (2) an overall GPA of 3.5 or higher; and (3) completion of the eligibility
form (available for download through the Departmental Web site).
Admission to the Honors Program in Music and Culture is competitive. Students must apply no later than the spring quarter of their junior year. The
application should be accompanied by two substantial writing samples. These may represent work done for courses at UCI. Only truly exceptional
students may undertake Honors projects.
Students who are admitted to the Honors Program, regardless of whether they are in the B.A. or B.Mus. program, are required to complete three
additional courses in categories 1 and 2 under Additional Requirements for the Bachelor of Arts Degree beyond those taken in fulfillment of the core
requirement; all three must be upper-division courses (numbered 100 or higher). Relevant upper-division courses in other departments may be taken to
fulfill this requirement by approval of the Department Honors Committee.
The capstone project is a senior thesis, an extended original research project prepared under the supervision of the faculty advisor on a topic chosen
by the student in consultation with that advisor. The thesis topic must be approved by the Departmental Honors Committee prior to the end of the fall
quarter of the senior year. Students develop their topic during an ensuing two-quarter sequence of Senior Thesis (MUSIC 195A-MUSIC 195B). Upon
successful completion of the thesis, a single grade is applied for both quarters and 4 units (total) are posted to the student’s record (2 units each for and
MUSIC 195B).
On This Page:
• Master of Arts and Doctor of Philosophy Program
• Degree Offered
• Admission
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• Required Courses
• Master of Fine Arts Program
• Degree Offered
• Admission
• Admission (Emphasis in Musicology)
• Individual Emphasis Requirements
• Choral Conducting
• Collaborative Piano
• Guitar/Lute Performance
• Instrumental Performance
• Musicology
• Piano Performance
• Vocal Arts
Master of Arts and Doctor of Philosophy Program
Degree Offered
M.A. and Ph.D. in Music, with emphasis in Integrated Composition, Improvisation, and Technology (ICIT).
Admission
In addition to meeting all general requirements for admission to graduate study, applicants should normally hold a B.A. in Music or a B.Mus. Applicants
must demonstrate proficiency in vocal or instrumental performance commensurate with at least two years of individual undergraduate instruction,
including exposure to improvisation and non-notated music.
The online application must be submitted and all supporting materials must be received by December 1. Supporting materials must include the following:
Composition portfolio; Academic writing sample; Performance audition (live or video); Personal statement; and Curriculum vitae.
Applicants are expected to have good general knowledge of music history and music theory and competence in basic musicianship skills. Entering
students will be given diagnostic tests in these areas prior to the beginning of classes and will be expected to remedy any evident deficiencies during the
first year in residence.
Required Courses
For students entering at the Masters level, the normative time to degree is six quarters (two years) for the Master’s Degree, and an additional six
quarters (two years) for the Ph.D. program. For students who enter at the Ph.D. level with a master’s degree from another institution, normative time for
advancement to candidacy is 5 quarters, and normative time for completion of the degree is 8 quarters.
Required courses for the M.A.:
• Bibliography and Research (MUSIC 200), one quarter for 4 units
• Seminar in Creative Practices (MUSIC 209), two quarters for 4 units each
• Computer Music Composition and Production (MUSIC 215A), one quarter for 4 units
• Computer Music Programming (MUSIC 215B), one quarter for 4 units
• Critical Studies in Music (MUSIC 235), one quarter for 4 units
• Theoretical ICIT Seminar (MUSIC 236), two quarters for 4 units each; May satisfy one quarter (4 units) with a seminar chosen from the 201, 220, or
230 series or an approved comparable graduate seminar in another department
• Practical ICIT Seminars (MUSIC 237), two quarters for 4 units each
• Graduate Ensemble (MUSIC 276), two quarters for 2 units each
• Composition (MUSIC 212), two quarters for 4 units each
• Thesis Colloquium (MUSIC 239), two quarters for 1 unit each
Required courses for the Ph.D. (for continuing ICIT students)
• Composition (MUSIC 212) two quarters for 4 units each
• Theoretical ICIT Seminar (MUSIC 236), two quarters for 4 units each; May satisfy one quarter (4 units) with a seminar chosen from the 201, 220, or
230 series or an approved comparable graduate seminar in another department
• Practical ICIT Seminars (MUSIC 237), one quarter for 4 units
• Graduate Ensemble (MUSIC 276), one quarter for 2 units
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• Directed Reading (MUSIC 250), one quarter for 4 units
• Thesis Colloquium (MUSIC 239), one quarter for 2 units
Required courses for the Ph.D. (for students entering with a non-ICIT Masters degree)
• Bibliography and Research (MUSIC 200), one quarter for 4 units
• Computer Music Composition and Production (MUSIC 215A), one quarter for 4 units
• Computer Music Programming (MUSIC 215B), one quarter for 4 units
• Critical Studies in Music (MUSIC 235), one quarter for 4 units
• Theoretical ICIT Seminar (MUSIC 236), two quarters for 4 units each; May satisfy one quarter (4 units) with a seminar chosen from the 201, 220, or
230 series or comparable approved graduate seminar in another department
• Practical Seminars (MUSIC 237), two quarters for 4 units each
• Composition (MUSIC 212), two quarters for 4 units each*. One quarter may be replaced by Seminar in Creative Practices (MUSIC 209), at the
discretion of the faculty.
• Graduate Ensemble (MUSIC 276), one quarter for 2 units each*
• Directed Reading (MUSIC 250), one quarter for 4 units*
• Thesis Colloquium (MUSIC 239), one quarter for 2 units*
* Not eligible for equivalency from another institution
Language Requirement
Before advancing to candidacy, Ph.D. students must demonstrate a reading knowledge of a language other than English, at a level sufficient to conduct
research in that language. This requirement may be met either by attaining a passing score in a translation examination administered by the department
or by earning a grade of B or higher in level 2C (representing ability equivalent to two full years) of an approved undergraduate language course.
Advancement to Candidacy
Candidacy Committee chairs are assigned in the spring quarter of the first year of Ph.D. study. When nearly finished with coursework, the student signs
up for Qualifying Exam Study with the Candidacy Committee chair, designates the remaining four committee members, and submits to the chair a
dissertation prospectus. The candidacy exam consists of a response of roughly 20 pages to a set of questions provided by the committee, followed by
an oral examination with the Candidacy Committee.
Dissertation
The dissertation committee is chaired by a member of the core ICIT faculty and must include at least one other member of the Senate faculty in Music. A
third committee member must be a UC Senate faculty from outside the UCI Music Department, and a fourth member must be a qualified faculty from any
department including Music.
The Ph.D. dissertation in ICIT combines innovative creative activity with scholarly research. The goal of the dissertation is to address a major intellectual
issue in the integration of composition, improvisation, and technology, and to make an original contribution to existing knowledge of that issue through
research and new artistic work. The tangible product will be a written dissertation that presents and contextualizes substantial innovative work in
integrated composition/improvisation/technology, and music of significant scope that clearly demonstrates that work.
Master of Fine Arts Program
Degree Offered
M.F.A. in Music, with emphasis in Choral Conducting, Collaborative Piano, Guitar/Lute Performance, Instrumental Performance, Musicology, Piano
Performance, and Vocal Arts.
Admission (in all emphases except Musicology)
In addition to meeting all general requirements for admission to graduate study, applicants should hold a B.A. in Music, a B.Mus., or the equivalent.
The online application must be submitted and all supporting materials must be received by January 15. Late applications cannot be considered.
Supporting materials must include at least one substantial writing sample, preferably on a musical subject. This requirement may be fulfilled by the
submission of an undergraduate paper of appropriate scope, preferably on a musical topic.
Applicants must audition for members of the Music faculty by February 1. In exceptional cases (as approved in advance by the departmental graduate
advisor), a recently recorded performance may be accepted in lieu of a live audition. Applicants in composition must, in addition, submit a representative
sample of scores and recordings of their works.
Applicants are expected to have good general knowledge of music history and music theory, competence in basic musicianship skills, including sight-
singing, written and keyboard harmony, dictation, and basic keyboard facility (including sight-reading). Entering students will be given diagnostic tests in
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music theory prior to the beginning of classes and will be advised to remedy any evident deficiencies during the first year in residence by registering for
the appropriate undergraduate courses or through other appropriate means. Credit earned in such courses cannot be counted toward fulfillment of any
degree requirement.
Admission (Emphasis in Musicology)
In addition to meeting all general requirements for admission to graduate study, applicants should hold a B.A. degree in Music, a B.Mus. degree, or their
equivalent. Applications, including all supporting materials must be submitted online by January 15 for fellowship consideration. Applications submitted
after this date but before the application deadline of February 1 will be considered for admission without fellowship support. Required supporting
materials include (1) a statement of purpose outlining background of study and reasons for pursuing the degree, (2) three letters of recommendation
from former teachers or others in position to address the merits of the application, (3) at least two writing samples that demonstrate promise for
successful graduate study in music, and (4) the GRE general test score (instructional code: 4859). Applicants whose primary language is not English are
required to demonstrate proficiency in English for admission through the results of the TOEFL or IETS exam.
Applicants are expected to have good general knowledge of music history and music theory, competence in basic musicianship skills, including sight-
singing, written and keyboard harmony, dictation, and basic keyboard facility (including sight-reading). Entering students will be given diagnostic tests in
music theory prior to the beginning of classes and will be advised to remedy any evident deficiencies during the first year in residence by registering for
the appropriate undergraduate courses or through other appropriate means. Credit earned in such courses cannot be counted toward fulfillment of any
degree requirement.
General Degree Requirements
Course requirements may be fulfilled only by graduate courses (numbered 200 and higher) and upper-division undergraduate courses (numbered 100
and higher), and only by those courses in which a grade of B or higher has been earned.
All students except those in the ICIT emphasis must complete the graduate core curriculum in bibliography (MUSIC 200) and music analysis
(MUSIC 201). All students except for those in Musicology must register for tutorial study in the major field (MUSIC 210, MUSIC 211, or MUSIC 212)
during every quarter in residence. Students in the emphasis in Instrumental Performance must enroll in an approved large ensemble during every
quarter in residence.
Students enrolled in the emphasis in Choral Conducting, Collaborative Piano, Musicology, Piano Performance, and Vocal Arts must fulfill a foreign
language requirement, as described in the individual emphasis descriptions below. This requirement may be met either by attaining a passing score in
the departmental examination or by earning a grade of B or higher in level 2A of an approved undergraduate language course.
All students except for those in Musicology must pass the Comprehensive Examination (normally taken during the fifth quarter in residence) and
perform one or more public recitals. Details are found in the individual emphasis descriptions below. In lieu of a Comprehensive Examination students in
Musicology will write a Master's Thesis.
The normative time to degree for students in the M.F.A. program is two years. Residence is required. The normative time to degree can be extended
to three years only through a petition to the Chair of the Department. The maximum time to degree is three years. Students who do not complete the
degree in three years will be dropped from the program.
Individual Emphasis Requirements
Choral Conducting
Languages: Reading knowledge of French, German, or Italian.
Course Work:
A. Complete the following:
MUSIC 131 Post-Tonal Theory
MUSIC 158A- 158B- 158C Diction
and Diction
1
and Diction
MUSIC 200 Bibliography and Research
MUSIC 201 Topics in Analysis
MUSIC 210 Choral Conducting (every quarter in residence, maximum 24 units)
B. Select three seminars from the following:
MUSIC 220 Seminar in Music History
MUSIC 230 Seminar in Contemporary Music
MUSIC 235 Critical Studies in Music
MUSIC 236 Theoretical ICIT Seminar
C. Twelve units of electives, selected with advisor.
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MUSIC 214 Graduate Recital
1
Note: This requirement is waived for students who demonstrate competence in this area by passing a diagnostic exam, in which case these 6
units are taken as electives
Comprehensive Examination: This is a special field exam, related to (but not limited to) repertoire selected for the Graduate Recital. It is taken no later
than March of the second year. The graduate committee sets the exam 24 hours in advance; the student makes an oral presentation and then fields the
committee’s questions.
Collaborative Piano
Languages: Reading knowledge of French, German, Italian, or Spanish.
Course Work:
A. Complete the following:
MUSIC 131 Post-Tonal Theory
MUSIC 156A- 156B Song Literature
and Song Literature
MUSIC 158A- 158B- 158C Diction
and Diction
1
and Diction
MUSIC 176 Chamber Ensembles (6 units)
MUSIC 200 Bibliography and Research
MUSIC 201 Topics in Analysis
MUSIC 211 Performance (every quarter in residence, maximum 24 units)
B. Select one seminar from the following:
MUSIC 220 Seminar in Music History
MUSIC 230 Seminar in Contemporary Music
MUSIC 235 Critical Studies in Music
MUSIC 236 Theoretical ICIT Seminar
C. Two Graduate Recitals:
MUSIC 214 Graduate Recital (one instrumental and one vocal)
1
Note: This requirement is waived for students who demonstrate competence in this area by passing a diagnostic exam, in which case these 6
units are taken as electives.
Comprehensive Examination: This is a special field exam, related to (but not limited to) repertoire selected for the Graduate Recitals. It is taken no later
than March of the second year. The graduate committee sets the exam 24 hours in advance; the student makes an oral presentation and then fields the
committee’s questions.
Guitar/Lute Performance
Course Work:
A. Complete the following:
MUSIC 131 Post-Tonal Theory
MUSIC 176 Chamber Ensembles (6 units)
MUSIC 189 Accompanying for Plucked Strings: Continuo and Changes (taken three
times)
MUSIC 200 Bibliography and Research
MUSIC 201 Topics in Analysis
MUSIC 211 Performance (every quarter in residence, maximum of 24 units)
1
MUSIC 214 Graduate Recital
MUSIC 240 Graduate Projects
B. Select two seminars from the following:
MUSIC 220 Seminar in Music History
MUSIC 230 Seminar in Contemporary Music
MUSIC 235 Critical Studies in Music
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MUSIC 236 Theoretical ICIT Seminar
1
Note: The recital is supported by a written essay, presented in advance of the Comprehensive Examination.
Comprehensive Examination: This is a special field exam, related to (but not limited to) repertoire selected for the Graduate Recital. It is taken no later
than March of the second year. The graduate committee sets the exam 24 hours in advance; the student makes an oral presentation and then fields the
committee’s questions.
Instrumental Performance
Course Work:
A. Complete the following:
MUSIC 131 Post-Tonal Theory
MUSIC 160 University Orchestra (taken every quarter in residence, maximum of 12
units)
or MUSIC 161 Wind Ensemble
MUSIC 176 Chamber Ensembles (6 units)
MUSIC 200 Bibliography and Research
MUSIC 201 Topics in Analysis
MUSIC 211 Performance (every quarter in residence, maximum of 24 units)
MUSIC 214 Graduate Recital
B. Select two seminars from the following:
MUSIC 220 Seminar in Music History
MUSIC 230 Seminar in Contemporary Music
MUSIC 235 Critical Studies in Music
MUSIC 236 Theoretical ICIT Seminar
Comprehensive Examination: This is a special field exam, related to (but not limited to) repertoire selected for the Graduate Recital. It is taken no later
than March of the second year. The graduate committee sets the exam 24 hours in advance; the student makes an oral presentation and then fields the
committee’s questions.
Musicology
Languages: Reading knowledge of French, German, Italian, or Spanish.
Course Work:
A. Complete the following:
MUSIC 200 Bibliography and Research
MUSIC 201 Topics in Analysis
MUSIC 203 Music Thesis
MUSIC 235 Critical Studies in Music
B. Select three seminars from the following:
MUSIC 220 Seminar in Music History
MUSIC 230 Seminar in Contemporary Music
C. Twelve units of electives, selected with advisor (upper-division or graduate, Music or non-Music).
Thesis: All students must complete a thesis in English of approximately fifty pages on a topic approved by their graduate advisor, with appropriate
bibliography, and with illustrative appendices, if warranted (e.g. musical examples, musical transcriptions, documents). All students must present the
results of their research in a formal oral defense of 30 minutes before their committee and the entire Musicology faculty; after the presentation, they
should be prepared to field questions from committee members and other Musicology faculty. Completion of thesis and oral defense take place during
the six quarter of residence, no later than Week 8.
Piano Performance
Languages: Reading knowledge of French, German, Italian, or Spanish.
Course Work:
A. Complete the following:
MUSIC 131 Post-Tonal Theory
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MUSIC 176 Chamber Ensembles (6 units)
MUSIC 200 Bibliography and Research
MUSIC 201 Topics in Analysis
MUSIC 211 Performance (every quarter in residence, maximum of 24 units)
MUSIC 214 Graduate Recital (twice)
B. Select two seminars from the following:
MUSIC 220 Seminar in Music History
MUSIC 230 Seminar in Contemporary Music
MUSIC 235 Critical Studies in Music
MUSIC 236 Theoretical ICIT Seminar
C. Four units of electives, selected with advisor (upper-division or graduate, Music or non-Music).
Comprehensive Examination: This is a special field exam, related to (but not limited to) repertoire selected for the Graduate Recitals. It is taken no later
than March of the second year. The graduate committee sets the exam 24 hours in advance; the student makes an oral presentation and then fields the
committee’s questions.
Vocal Arts
Languages: Reading knowledge of French, German, Italian, or Spanish.
Course Work:
A. Complete the following:
MUSIC 131 Post-Tonal Theory
MUSIC 164 Opera Workshop (4 units)
MUSIC 200 Bibliography and Research
MUSIC 201 Topics in Analysis
MUSIC 211 Performance (every quarter in residence, maximum of 24 units)
MUSIC 214 Graduate Recital
B. Select two seminars from the following:
MUSIC 220 Seminar in Music History
MUSIC 230 Seminar in Contemporary Music
MUSIC 235 Critical Studies in Music
MUSIC 236 Theoretical ICIT Seminar
C. Ten units of electives, selected with advisor (upper-division or graduate, Music or non-Music).
Comprehensive Examination: This is a special field exam, related to (but not limited to) repertoire selected for the Graduate Recital. It is taken no later
than March of the second year. The graduate committee sets the exam 24 hours in advance; the student makes an oral presentation and then fields the
committee’s questions.
Faculty
Kei Akagi, B.A. International Christian University, Professor of Music; Asian American Studies
Amy M. Bauer, Ph.D. Yale University, Associate Professor of Music
Haroutune Bedelian, M.A. Royal Academy of Arts, Professor of Music
Lorna Griffitt Bedelian, D.M.A. Indiana University, Senior Lecturer with Security of Employment of Music
Frances L. Bennett, B.F.A. University of California, Irvine, Lecturer of Music
Anna J. Bosler, D.M.A. University of Southern California, Lecturer of Music
David Brodbeck, Ph.D. University of Pennsylvania, Professor of Music
Robin T. Buck, M.M. University of Southern California, Professor of Drama; Music
Ellie Choate, M.A. California State University, Long Beach, Lecturer of Music
Patricia C. Cloud, M.M. University of Southern California, Lecturer of Music
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Jonathan D. Davis, D.M.A. Juilliard School, Lecturer of Music
Michael Dessen, Ph.D. University of California, San Diego, Robert and Marjorie Rawlins Chair in Music and Associate Professor of Music
Theresa A. Dimond, D.M.A. University of Southern California, Lecturer of Music
John Christopher Dobrian, Ph.D. University of California, San Diego, Professor of Music; Informatics
Nohema Fernandez, D.M.A. Stanford University, Professor Emerita of Music
Frederick W. Greene, B.M. University of Southern California, Lecturer of Music
Matthew Hare, D.M.A. University of Iowa, Lecturer of Music
Jason Harnell, Lecturer of Music
Robert Hickok, B.M. Yale University, Professor Emeritus of Music
Seth Houston, D.M.A. University of Southern California, Director of Choral Activities and Lecturer with Potential Security of Employment of Music
Joseph B. Huszti, MM Northwestern University, Professor Emeritus of Music
Jerzy S. Kosmala, D.M. Indiana University, Lecturer of Music
Lukas Ligeti, Assistant Professor of Music
Kevin McKeown, M.A. University of California, Los Angeles, Lecturer of Music
Nicole M. Mitchell, M.M. Northern Illinois University, Professor of Music
Elliott Moreau, M.M. University of Southern California, Lecturer of Music
Margaret K. Murata, Ph.D. University of Chicago, Professor Emerita of Music
Dariusz Oleszkiewicz, B.A. California Institute of the Arts, Lecturer of Music
Hossein Omoumi, Ph.D. University of Florence, Maseeh Professor in Persian Performing Arts and Professor of Music
Gerald Pinter, B.A. University of North Texas, Lecturer of Music
Colleen A. Reardon, Ph.D. University of California, Los Angeles, Professor of Music
Bobby Rodriguez, D.M.A. University of California, Los Angeles, Lecturer of Music
John H. Schneiderman, M.F.A. University of California, Irvine, Senior Lecturer with Security of Employment of Music
Nina Scolnik, B.M. Oberlin College, Senior Lecturer with Security of Employment of Music
H. Colin Slim, Ph.D. Harvard University, Professor Emeritus of Music
David B. Stetson, B.M. University of Southern California, Lecturer of Music
Darryl G. Taylor, D.M.A. University of Michigan, Professor of Music; African American Studies
Alan Terricciano, M.A. Eastman School of Music, Professor of Dance; Music
Stephen E. Tucker, D.M.A. University of California, Los Angeles, Associate Professor of Music
Kojiro Umezaki, M.A. Dartmouth College, Associate Professor of Music; Computer Science
Amanda Jane Walker, M.F.A. University of California, Los Angeles, Lecturer of Music
David W. Washburn, M.A. New England Conservatory Music, Lecturer of Music
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Courses
MUSIC 3. Introduction to Music. 4 Units.
Introduction to musical concepts and active listening skills. Students develop musical understanding through critical readings, selected repertoire,
fundamental concepts related to rhythm, pitch, and genre. Students apply those concepts to music from a wide range of historical and cultural origins.
Course may be offered online.
(IV)
MUSIC 4. Introduction to Opera. 4 Units.
Introduces students with no musical background to the dramatic and performance conventions of opera, and suggests ways of developing a critical
stance vis-a-vis the social, political, gender-related and moral conflicts that are presented by composers and librettists.
(IV)
MUSIC 8. The Beatles and the Sixties. 4 Units.
Through a study of the music of the Beatles, students are introduced to selected broader historical and cultural themes (e.g., race and music, gender
and music, music and the counterculture) while developing an understanding of the basic elements of music.
(IV)
MUSIC 9. Rock: The Early Years. 4 Units.
Surveys the social and cultural fabric of the post-World War II United States (from the late 1940s through the early 1970s) as seen through the prism of
music - rock and roll music.
(IV)
MUSIC 10. Piano for Majors. 1 Unit.
For Music majors with little or no piano experience. Provides the necessary background for realizing keyboard exercises required in the theory and
harmony courses, and develops skills to play and sight-read simple music from different periods.
Repeatability: May be taken for credit 3 times.
Restriction: Music and Music Performance majors only.
MUSIC 14A. European and American Music 1700 - Twentieth Century. 4 Units.
Survey of European and American music from the Baroque period through the twentieth century. Baroque and Classical music with adequate attention
given to the Medieval and Renaissance periods. May be taken in any order.
(IV)
MUSIC 14B. European and American Music 1700 - Twentieth Century. 4 Units.
Survey of European and American music from the Baroque period through the 20th century. The nineteenth and twentieth centuries. May be taken in
any order.
(IV)
MUSIC 14C. European and American Music 1700 - Twentieth Century. 4 Units.
Survey of European and American music from the Baroque period through the twentieth century. Selected topics in American music. May be taken in
any order.
(IV)
MUSIC 15A. Musicianship I. 2 Units.
Interval and chord quality identification, melodic and harmonic dictation, tonal and chromatic sight-singing, and rhythmic reading and dictation.
Corequisite: MUSIC 16A.
Restriction: Music and Music Performance majors only.
MUSIC 15B. Musicianship II. 2 Units.
Interval and chord quality identification, melodic and harmonic dictation, tonal and chromatic sight-singing, and rhythmic reading and dictation.
Corequisite: MUSIC 16B.
Prerequisite: MUSIC 15A and MUSIC 16A. MUSIC 15A with a grade of C- or better. MUSIC 16A with a grade of C- or better.
Restriction: Music and Music Performance majors only.
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MUSIC 15C. Musicianship III. 2 Units.
Interval and chord quality identification, melodic and harmonic dictation, tonal and chromatic sight-singing, and rhythmic reading and dictation.
Corequisite: MUSIC 16C.
Prerequisite: MUSIC 15B and MUSIC 16B. MUSIC 15B with a grade of C- or better. MUSIC 16B with a grade of C- or better.
Restriction: Prerequisite required and Music and Music Performance majors only.
MUSIC 16A. Music Theory. 4 Units.
Review of music fundamentals. Triad and seventh chords, musical texture, chord spacing, embellishing tones, and introduction to diatonic harmony.
Part-writing and model composition with tonic, dominant seventh, and subdominant harmonies.
Corequisite: MUSIC 15A.
Restriction: Music and Music Performance majors only.
MUSIC 16B. Music Theory. 4 Units.
Introduction to phrase structure. Part-writing and harmonization with predominants, linear dominants, 6/4 embellishing chords, leading-tone and other
diatonic seventh chords. Advanced meters and rhythmic-metric dissonance. Diatonic sequence. Introduction to tonicization and modulation through
motion to V and III.
Corequisite: MUSIC 15B.
Prerequisite: MUSIC 15A and MUSIC 16A. MUSIC 15A with a grade of C- or better. MUSIC 16A with a grade of C- or better.
Restriction: Music and Music Performance majors only.
MUSIC 16C. Music Theory. 4 Units.
Tonicization and modulation to closely related keys. Simple binary and ternary forms. Voice-leading reductions and simple forms. Diatonic sequence
with seventh chords. Introduction to chromatic harmony I: modal exchange and mixture chords, the Neapolitan and augmented sixth chords.
Corequisite: MUSIC 15C.
Prerequisite: MUSIC 15B and MUSIC 16B. MUSIC 15B with a grade of C- or better. MUSIC 16B with a grade of C- or better.
Restriction: Music and Music Performance majors only.
MUSIC 16D. Theory/Musicianship. 4 Units.
Extended homophonic and contrapuntal formal designs (continuous variations, rondo form, sonata form, invention, fugue). Embellishing chromatic
chords, dominant prolongation, modulations to foreign keys, extended harmonies, chromatic sequence, chromatic voice-leading and symmetrical
divisions of the octave.
Prerequisite: MUSIC 15C and MUSIC 16C. MUSIC 15C with a grade of C- or better. MUSIC 16C with a grade of C- or better.
Restriction: Music and Music Performance majors only.
MUSIC 21A. Keyboard Skills. 1 Unit.
Designed to develop the foundational skills of sight-reading, harmonization, transposition, improvisation, figured bass realization, and score reading.
Repeatability: May be taken for credit 6 times.
Restriction: Music and Music Performance majors only. Lower-division students only.
MUSIC 21B. Keyboard Skills. 1 Unit.
Designed to develop the foundational skills of sight-reading, harmonization, transposition, improvisation, figured bass realization, and score reading.
Repeatability: May be taken for credit 6 times.
Restriction: Music and Music Performance majors only. Lower-division students only.
MUSIC 21C. Keyboard Skills. 1 Unit.
Designed to develop the foundational skills of sight-reading, harmonization, transposition, improvisation, figured bass realization, and score reading.
Repeatability: May be taken for credit 6 times.
Restriction: Music and Music Performance majors only. Lower-division students only.
MUSIC 25. Music Fundamentals. 4 Units.
Basic concepts and materials. Major and minor scales, intervals between pitches, key signatures, elements of rhythm, diatonic chords in root position
and inversion. Simple and compound meters. Formerly Music 25A.
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MUSIC 40B. History of European Music: From the Renaissance through the Baroque. 4 Units.
An introduction to the analysis of musical styles and forms, to the sources for constructing music history and reconstructing historical music, and to J.S.
Bach.
Prerequisite: MUSIC 16C. MUSIC 16C with a grade of C- or better.
Restriction: Music and Music Performance majors have first consideration for enrollment.
(IV, VIII)
MUSIC 40C. History of European Music: Hasse to Mahler. 4 Units.
An introduction to the analysis of musical styles and forms, and to the sources for constructing music history and reconstructing historical music, to
Richard Wagner.
Prerequisite: MUSIC 40B. MUSIC 40B with a grade of D or better. MUSIC 16D recommended.
Restriction: Music and Music Performance majors have first consideration for enrollment.
(IV, VIII)
MUSIC 40D. 20th Century Music. 4 Units.
Survey of principal composers, movements, and compositional techniques of Western art music of the modern era.
Prerequisite: MUSIC 16C. MUSIC 16C with a grade of C- or better.
Restriction: Music and Music Performance majors have first consideration for enrollment.
(IV, VIII)
MUSIC 41. Major Composer. 4 Units.
Study of the works of an important composer with emphasis on their significance in historical and social contexts. Composers selected represent a wide
variety of historical periods, nationalities, and stylistic orientations.
Repeatability: May be taken for credit 2 times as topics vary.
(IV)
MUSIC 42. Music and Gender. 4 Units.
Explores various intersections between music and gender. Examines ways in which gender and sexuality have played a vital role in the creation,
dissemination, and consumption of music ranging from medieval Christian mysticism to contemporary hip-hop artists.
(IV, VIII)
MUSIC 44. Classical Music in Society. 4 Units.
Examines some ways in which classical music has played an integral role in aspects of society. Studies pieces from different cultural, political, and
historical contexts in order to understand how musical meaning is created and interpreted.
(IV, VIII)
MUSIC 45. History of Film Music. 4 Units.
Course provides an overview of film music history. Special emphasis will be placed on developing an analytic vocabulary for musical elements and
cultivating an understanding of how music can function within a film. Materials fee.
(IV)
MUSIC 49A. Asian in Western Music. 4 Units.
Traces and critiques western musical representations of Far East culture and figures, reviewing the reception and significance of these works by
present-day Asian consumers of western culture.
Prerequisite: Satisfactory completion of the lower-division writing requirement recommended.
(VIII)
MUSIC 51. Music Technology and Computers. 4 Units.
A study of the influence of technology on the musical culture and aesthetics from the 20th century to the present, with particular emphasis on the role of
the computer. Work includes lectures, readings, listenings, discussions, demonstrations, writing, and experimentation. Course may be offered online.
(IV)
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MUSIC 65. Piano for Music Majors. 4 Units.
Private weekly lessons. Materials fee.
Repeatability: May be taken for credit 6 times as topics vary.
Restriction: Music majors only.
MUSIC 66. Strings for Music Majors. 4 Units.
Private weekly lessons. Materials fee.
Repeatability: May be taken for credit 6 times as topics vary.
Restriction: Music majors only.
MUSIC 67. Winds for Music Majors. 4 Units.
Private weekly lessons. Materials fee.
Repeatability: May be taken for credit 6 times as topics vary.
Restriction: Music majors only.
MUSIC 68. Voice for Music Majors. 4 Units.
Private weekly lessons. Materials fee.
Repeatability: May be taken for credit 6 times.
Restriction: Music majors only.
MUSIC 69. Percussion for Music Majors. 4 Units.
Private weekly lessons. Materials fee.
Repeatability: May be taken for credit 6 times as topics vary.
Restriction: Music majors only.
MUSIC 70. Guitar, Lute, and Other Plucked Instruments for Music Majors. 4 Units.
Private weekly lessons. Materials fee.
Repeatability: May be taken for credit 6 times.
Restriction: Music majors only.
MUSIC 78. History of Jazz. 4 Units.
Development of jazz from African and African American folk origins through blues, early jazz, swing, bebop, "cool" jazz, fusion, free jazz, and
contemporary trends.
Overlaps with MUSIC 78A, MUSIC 78B.
(IV, VII)
MUSIC 82A. Pish Radif: Introduction to Classical Persian Music. 4 Units.
Survey of art music in Iran and the basic structures of classical Persian music. Students learn through vocal exercises how Persian music evolved and
how it was influenced by Persian poetry. An interest in vocal music is strongly recommended. Mahur.
Repeatability: May be repeated for credit unlimited times.
MUSIC 82B. Pish Radif: Introduction to Classical Persian Music. 4 Units.
Survey of art music in Iran and the basic structures of classical Persian music. Students learn through vocal exercises how Persian music evolved and
how it was influenced by Persian poetry. An interest in vocal music is strongly recommended. Homayun.
Repeatability: May be repeated for credit unlimited times.
MUSIC 82C. Pish Radif: Introduction to Classical Persian Music. 4 Units.
Survey of art music in Iran and the basic structures of classical Persian music. Students learn through vocal exercises how Persian music evolved and
how it was influenced by Persian poetry. An interest in vocal music is strongly recommended. Shur.
Repeatability: May be repeated for credit unlimited times.
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MUSIC 122A. Piano Literature. 2 Units.
Survey of stringed keyboard literature from the English Virginalists through twentieth-century composers. Historical, formal, and stylistic considerations
of music presented. Performances by class participants and occasional outside guests.
Prerequisite: MUSIC 16A and MUSIC 16B and MUSIC 16C.
Restriction: Music and Music Performance majors only. Upper-division students only.
MUSIC 122B. Piano Literature. 2 Units.
Survey of stringed keyboard literature from the English Virginalists through twentieth-century composers. Historical, formal, and stylistic considerations
of music presented. Performances by class participants and occasional outside guests.
Prerequisite: MUSIC 16A and MUSIC 16B and MUSIC 16C.
Restriction: Music and Music Performance majors only. Upper-division students only.
MUSIC 122C. Piano Literature. 2 Units.
Survey of stringed keyboard literature from the English Virginalists through twentieth-century composers. Historical, formal, and stylistic considerations
of music presented. Performances by class participants and occasional outside guests.
Prerequisite: MUSIC 16A and MUSIC 16B and MUSIC 16C.
Restriction: Music and Music Performance majors only. Upper-division students only.
MUSIC 126. Piano Pedagogy. 2 Units.
The materials and methods of piano instruction are examined and evaluated.
Restriction: Music and Music Performance majors only. Upper-division students only.
MUSIC 131. Post-Tonal Theory. 4 Units.
Significant harmonic, rhythmic, and structural practices since 1900. Analysis and written work exploring free atonality and serialism; neo-tonal practices
such as use of extended tertian harmonies, modalism, pandiatonicism, and non-tertian harmonies; structural principles such as aleatory, metric
modulation and minimalism.
Prerequisite: MUSIC 16D.
Restriction: Music and Music Performance majors only.
MUSIC 132. Jazz Theory. 4 Units.
Study of jazz harmony and melody construction in improvisation. Covered topics include terminology, chord symbols, notation, voicings, and scales as
commonly used in jazz and popular music. Issues regarding tonality and ramifications of the blue scale are also examined.
Prerequisite: MUSIC 16D.
Restriction: Music and Music Performance majors only.
MUSIC 136. Instrumentation. 4 Units.
Ranges and capabilities of modern orchestral instruments. Exercise in writing for various combinations of wind, string, and percussion instruments and
for full orchestra.
Prerequisite: MUSIC 16C.
Restriction: Music and Music Performance majors only.
MUSIC 140. Studies in Medieval Music. 4 Units.
Topics in Medieval Music.
Repeatability: May be taken for credit 2 times as topics vary.
Restriction: Music majors and Music Performance majors only.
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MUSIC 141. Studies in Renaissance Music. 4 Units.
Topics in Renaissance Music.
Prerequisite: MUSIC 40B.
Repeatability: May be taken for credit 2 times as topics vary.
Restriction: Music majors and Music Performance majors only.
MUSIC 142. Studies in Baroque Music. 4 Units.
Topics in Baroque Music.
Prerequisite: MUSIC 40B.
Repeatability: May be taken for credit 2 times as topics vary.
Restriction: Music majors and Music Performance majors only.
MUSIC 142W. Studies in Baroque Music . 4 Units.
Topics in Baroque Music.
Prerequisite: MUSIC 40B. Satisfactory completion of the Lower-Division Writing requirement.
Repeatability: May be taken for credit 2 times as topics vary.
Restriction: Music and Music Performance majors only.
(Ib)
MUSIC 143. Studies in Classical Music. 4 Units.
Topics in Classical Music.
Prerequisite: MUSIC 40C. Satisfactory completion of the lower-division writing requirement.
Repeatability: May be taken for credit 2 times as topics vary.
Restriction: Music majors and Music Performance majors only.
MUSIC 143W. Studies in Classical Music. 4 Units.
Topics in Classical Music.
Prerequisite: MUSIC 40C or equivalent. Satisfactory completion of the lower-division writing requirement.
Repeatability: May be taken for credit 2 times as topics vary.
Restriction: Music and Music Performance majors only.
(Ib)
MUSIC 144. Studies in Romantic Music. 4 Units.
Topics in Romantic Music.
Prerequisite: MUSIC 40C.
Repeatability: May be taken for credit 2 times as topics vary.
Restriction: Music majors and Music Performance majors only.
MUSIC 144W. Studies in Romantic Music. 4 Units.
Topics in Romantic Music.
Prerequisite: MUSIC 40C or equivalent.
Repeatability: May be taken for credit 2 times as topics vary.
Restriction: Music and Music Performance majors only.
(Ib)
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MUSIC 145. Studies in Twentieth-Century Music. 4 Units.
Topics in Twentieth-Century Music.
Prerequisite: Satisfactory completion of the Lower-Division writing requirement.
Repeatability: May be taken for credit 2 times as topics vary.
Restriction: Music majors and Music Performance majors only. Upper-division majors only.
MUSIC 145W. Studies in Twentieth-Century Music. 4 Units.
Topics in Twentieth-Century Music.
Prerequisite: Satisfactory completion of the lower-division writing requirement.
Repeatability: May be taken for credit 2 times as topics vary.
Restriction: Music and Music Performance majors only. Upper-division only.
(Ib)
MUSIC 146. Studies in Jazz Music. 4 Units.
Topics in Jazz Music.
Repeatability: May be taken for credit 2 times as topics vary.
Restriction: Music majors and Music Performance majors only.
MUSIC 147. Studies in Music Technology. 4 Units.
Specialized topics in electronic music, computer-aided music, and other aspects of music technology.
Repeatability: May be taken for credit 2 times as topics vary.
MUSIC 148. Studies in Ethnomusicology. 4 Units.
Topics in Ethnomusicology.
Repeatability: May be taken for credit 2 times.
Restriction: Music majors and Music Performance majors only.
MUSIC 149. Studies in Music History. 4 Units.
Specialized topics in musical genres; culture and social issues; performance practices; and interrelated arts.
Prerequisite: MUSIC 40B and MUSIC 40C and MUSIC 40D. Satisfactory completion of the lower-division writing requirement.
Repeatability: May be taken for credit 3 times as topics vary.
Restriction: Music majors and Music Performance majors only.
MUSIC 150. Composition. 4 Units.
Exercises and projects for diverse instrumental-vocal combinations; contemporary techniques and problems. Participation in the improvisation ensemble
and working with electronic media.
Prerequisite: MUSIC 16C.
Repeatability: May be repeated for credit unlimited times.
Restriction: Music and Music Performance majors only.
MUSIC 151. Computer Music Composition. 4 Units.
Exercises in the composition of music uniquely possible by computer, including digital signal processing, computer control of synthesizers and
processors, and algorithmic composition. Demonstrations and musical analyses in class; considerable studio work outside class.
Prerequisite: MUSIC 51.
MUSIC 152. Interactive Arts Programming. 4 Units.
Study of artistic issues and programming techniques involved in the development of interactive computer art and music. Theoretical background, basic
tenets of programming, and practical exercises in programming interactive computer multimedia art.
Prerequisite: MUSIC 51 or ART 65A or DANCE 163.
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MUSIC 155. Analysis. 4 Units.
Methods of formal analysis applicable to all Western musical styles: additive, continuous, transformational, and hierarchic forms; rhythm, texture, and
sonority as form and process.
Prerequisite: MUSIC 16D.
Restriction: Music and Music Performance majors only.
MUSIC 156A. Song Literature. 2 Units.
A survey of song literature. Designed as an overview of the song repertoire, German Lieder.
Restriction: Music and Music Performance majors only.
MUSIC 156B. Song Literature. 2 Units.
A survey of song literature. Designed as an overview of the song repertoire, French mélodie.
Restriction: Music and Music Performance majors only.
MUSIC 157. Advanced Study in Composition. 4 Units.
Individual weekly lessons in composition.
Prerequisite: MUSIC 150.
Repeatability: May be taken for credit 6 times.
Restriction: Music and Music Performance majors only. Upper-division students only.
MUSIC 158A. Diction. 2 Units.
In-depth study of the International Phonetic Alphabet (IPA), including its transcription and pronunciation, and its application for singers. Introduction to
IPA and Italian Diction.
Restriction: Music and Music Performance majors only.
MUSIC 158B. Diction. 2 Units.
In-depth study of the International Phonetic Alphabet (IPA), including its transcription and pronunciation, and its application for singers. German Diction.
Prerequisite: MUSIC 158A.
Restriction: Music and Music Performance majors only.
MUSIC 158C. Diction. 2 Units.
In-depth study of the International Phonetic Alphabet (IPA), including its transcription and pronunciation, and its application for singers. French Diction.
Prerequisite: MUSIC 158A and MUSIC 158B.
Restriction: Music and Music Performance majors only.
MUSIC 159. Vocal Pedagogy. 2 Units.
Survey about the physical structure of the singing mechanism, science and philosophy of studio instruction.
Restriction: Music and Music Performance majors only.
MUSIC 160. University Orchestra. 2 Units.
Study and performance of standard orchestral repertory and works by contemporary composers. Membership is open to all qualified students by audition
only.
Prerequisite: Audition required.
Repeatability: May be repeated for credit unlimited times.
MUSIC 161. Wind Ensemble. 2 Units.
Study and performance of works written for varying combinations of wind and percussion instruments. Membership is open to all qualified students by
audition only.
Prerequisite: Audition required.
Repeatability: May be repeated for credit unlimited times.
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MUSIC 162. University Chorus. 2 Units.
Make-up of the ensembles varies and may include University Chorus, Chamber Choir, Madrigal Singers, Women's Chorus, and Reading Choir.
Membership is open to all qualified students by audition only.
Prerequisite: Audition required.
Repeatability: May be repeated for credit unlimited times.
MUSIC 162L. Basic Voice Lab. 1 Unit.
Vocal technique and musicianship for selected singers in UCI's choral organizations.
Corequisite: MUSIC 162.
Repeatability: May be repeated for credit unlimited times.
Restriction: Not open to Music majors.
MUSIC 162P. University Chorus: Accompanying. 2 Units.
Keyboard accompanying for one of the UCI choral organizations, with individual coaching in sight reading, score reading, and other accompanying skills.
Repeatability: May be taken for credit 12 times.
MUSIC 164. Opera Workshop. 2-4 Units.
Preparation and performance of operatic repertoire, including arias, scenes, and fully staged operas, and/or stage training and role analysis.
Repeatability: May be repeated for credit unlimited times.
Restriction: Music and Music Performance majors only.
MUSIC 164P. Opera Workshop: Accompanying. 2-4 Units.
Training in techniques and operatic repertory for keyboard players.
Repeatability: May be repeated for credit unlimited times.
MUSIC 165. Piano for Music Performance Majors. 4 Units.
Private weekly lessons. Materials fee.
Repeatability: May be taken for credit 6 times.
Restriction: Music Performance majors only.
MUSIC 166. Strings for Music Performance Majors. 4 Units.
Private weekly lessons. Materials fee.
Repeatability: May be taken for credit 6 times.
Restriction: Music Performance majors only.
MUSIC 166P. String Accompaniment. 2 Units.
Chamber ensemble experience with the solo string repertory for keyboard, participation in the weekly string master class, performance in public recitals.
Repeatability: May be taken for credit 3 times.
MUSIC 167. Winds for Music Performance Majors. 4 Units.
Private weekly lessons. Materials fee.
Repeatability: May be taken for credit 6 times.
Restriction: Music Performance majors only.
MUSIC 168. Voice for Music Performance Majors. 4 Units.
Private weekly lessons. Materials fee.
Repeatability: May be taken for credit 6 times.
Restriction: Music Performance majors only.
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MUSIC 169. Percussion for Music Performance Majors. 4 Units.
Private weekly lessons. Materials fee.
Repeatability: May be taken for credit 6 times.
Restriction: Music Performance majors only.
MUSIC 170. Guitar, Lute, and Other Plucked Instruments for Music Performance Majors. 4 Units.
Private weekly lessons and a weekly master class/workshop for the discussion of solo repertory and performance practice, including special topics such
as historical notational systems, traditional American guitar styles, and demonstrations of period plucked instruments. Materials fee.
Repeatability: May be taken for credit 6 times.
Restriction: Music Performance majors only.
MUSIC 171. Chamber Singers. 2 Units.
A select ensemble specializing in vocal chamber music from all periods. Frequent performances on and off campus. Membership is open to all singers
by audition.
Repeatability: May be repeated for credit unlimited times.
MUSIC 172. Men in Blaque. 2 Units.
Men's chamber choir studying and performing music in original SATB and TTBB voicing. Gregorian chant, Renaissance motets and masses, part-songs
from the Romantic era by Schubert and Schumann, folksongs, spirituals, jazz and contemporary literature comprises majority of repertoire.
Repeatability: May be taken for credit 12 times.
MUSIC 176. Chamber Ensembles . 2 Units.
Make-up of the ensembles varies and may include various Classical ensembles, Latin Jazz Ensemble, Small Jazz Combos, Percussion Ensemble, and
Guitar Ensemble. Membership is open to all qualified students by audition only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Music and Music Performance majors have first consideration for enrollment.
MUSIC 178. Jazz Orchestra. 2 Units.
Rehearsal and performance of literature written for large jazz ensemble with emphasis on methods and materials. Laboratory setting for new arrangers
and/or composers of modern jazz pieces.
Repeatability: May be repeated for credit unlimited times.
MUSIC 180. Music Criticism . 4 Units.
Topics in Music Criticism.
Repeatability: Unlimited as topics vary.
Restriction: Music and Music Performance majors only.
MUSIC 180A. Music and Material Culture. 4 Units.
Examines the cultural value of secular music objects such as scores, musical instruments, and cassette tapes beyond the period of their use.
"Biographies" of not-sounding musical objects trace the changing social contexts in which they survived.
Prerequisite: Satisfactory completion of the lower-division writing requirement.
MUSIC 180AW. Music and Material Culture. 4 Units.
Examines the cultural value of secular music objects such as scores, musical instruments, and cassette tapes beyond the period of their use.
"Biographies" of not-sounding musical objects trace the changing social contexts in which they survived.
Prerequisite: Satisfactory completion of the lower-division writing requirement.
(Ib)
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MUSIC 180W. Music Criticism . 4 Units.
Topics in Music Criticism.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Music and Music Performance majors only.
(Ib)
MUSIC 181. Improvisation. 4 Units.
Improvisation has been central to all music traditions. Course explores real-time music-making in a variety of non-notated contexts. Different
improvisational styles are presented, including jazz, Asian improvisation, and experimental modern music. Emphasis on actual classroom performance.
Repeatability: May be repeated for credit unlimited times.
Restriction: Music and Music Performance majors only.
MUSIC 182. Advanced Jazz Combo. 2 Units.
Small-group jazz ensemble and improvisational workshop. Range of music covered encompasses the full traditional jazz from improvised ragtime up
through the most current avant-garde musical techniques.
Repeatability: May be repeated for credit unlimited times.
MUSIC 183A. Jazz Composition. 4 Units.
Performance and lecture course for writing and performing original jazz compositions. Emphasis is placed on composing as a way to create new
improvisational frameworks. Cyclical forms, modal compositions, blues-oriented compositions, ballad writing.
Prerequisite: MUSIC 78 and MUSIC 132.
Restriction: Music and Music Performance majors only.
MUSIC 183B. Jazz Composition. 4 Units.
Performance and lecture course for writing and performing original jazz compositions. Emphasis is placed on composing as a way to create new
improvisational frameworks. Non-functional harmony, contemporary forms, free-bop, and current trends.
Prerequisite: MUSIC 78 and MUSIC 132 and MUSIC 183A.
Restriction: Music and Music Performance majors only.
MUSIC 183C. Jazz Composition. 4 Units.
Performance and lecture course for writing and performing original jazz compositions. Emphasis is placed on composing as a way to create new
improvisational frameworks. Study of modern tonal-center compositions, intervallic compositions, and alternate rhythms.
Prerequisite: MUSIC 78 and MUSIC 132 and MUSIC 183A and MUSIC 183B.
Restriction: Music and Music Performance majors only.
MUSIC 189. Accompanying for Plucked Strings: Continuo and Changes. 2 Units.
Students apply theory to their instruments as they learn the basics of pre-1800 continuo playing and post-1900 jazz charts. Includes discussions of
appropriate repertory, treatment of harmonic progressions, and finer points of style and technique.
Prerequisite: MUSIC 16C.
Repeatability: May be repeated for credit unlimited times.
Restriction: Music and Music Performance majors only.
MUSIC 191. Tutorial in Music. 1-4 Units.
Independent supplemental instruction related to student's area of study.
Repeatability: May be repeated for credit unlimited times.
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336 Claire Trevor School of the Arts
MUSIC 193. Conducting. 4 Units.
Introduces students to the basic techniques employed in the practice of conducting and includes score study and development of leadership skills.
Prerequisite: MUSIC 16D and MUSIC 40B and MUSIC 40C.
Restriction: Music and Music Performance majors only.
MUSIC 195A. Senior Thesis. 2 Units.
With consultation in regularly scheduled meetings, students identify and study relevant texts and materials and prepare a prospectus for an original
thesis.
Prerequisite: Senior standing in the Honors Program in Music and Culture.
Grading Option: In progress only.
Restriction: Music and Music Performance majors only.
MUSIC 195B. Senior Thesis. 2 Units.
Students submit an outline and preliminary drafts of section of their thesis to the instructor, on a schedule supervised by the instructor. The final version
will address the instructor's comments and criticisms.
Prerequisite: MUSIC 195A.
Restriction: Music and Music Performance majors only.
MUSIC 197. Word and Music. 2 Units.
Performance class for advanced singers and pianists with emphasis on collaborative approach to vocal literature.
Repeatability: May be repeated for credit unlimited times.
Restriction: Music and Music Performance majors only.
MUSIC 199. Independent Study. 2 Units.
Research, writing, or composition work, under the guidance of a faculty member.
Repeatability: May be taken for credit 2 times.
Restriction: Music and Music Performance majors only.
MUSIC 200. Bibliography and Research. 4 Units.
Required of all entering students. A systematic introduction to the bibliographical tools both in the general field of music and in the student's areas of
specialization.
Repeatability: May be repeated for credit unlimited times.
Restriction: Music graduate students only.
MUSIC 201. Topics in Analysis . 4 Units.
Seminar focusing on different analytical methods, modal, tonal, and post-tonal, and their applications to repertories drawn from various historical periods
through to the present day.
Prerequisite: Placement into MUSIC 201.
Repeatability: Unlimited as topics vary.
Restriction: Music graduate students only.
MUSIC 203. Music Thesis . 4 Units.
Intensive work dedicated to researching and writing a Master's thesis under the supervision of a faculty advisor.
Prerequisite: MUSIC 200.
Repeatability: May be repeated for credit unlimited times.
Restriction: M.F.A. students in Musicology only.
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MUSIC 209. Seminar in Creative Practices. 4 Units.
Core first-year seminar required for graduate students in the Integrated Composition, Improvisation, and Technology emphasis of the M.A. and Ph.D.
programs. Composition and presentation of original student works, lecture, and discussion.
Repeatability: May be taken for credit 3 times.
Restriction: Music graduate students only.
MUSIC 210. Choral Conducting . 4 Units.
Intensive private instruction and study of the various choral literatures.
Repeatability: May be taken for credit 6 times.
Restriction: Music graduate students only.
MUSIC 211. Performance . 4 Units.
Contents vary according to the student's major instrument. Intensive private instruction and study of the various literatures.
Repeatability: May be taken for credit 6 times.
Restriction: Music graduate students only.
MUSIC 212. Composition. 4 Units.
Intensive work in composition geared to each student's level of competence.
Repeatability: May be repeated for credit unlimited times.
Restriction: Music graduate students only.
MUSIC 213. Orchestral Conducting. 4 Units.
Intensive private instruction in instrumental conducting.
Repeatability: May be repeated for credit unlimited times.
Restriction: Music graduate students only.
MUSIC 214. Graduate Recital.
Performance of public recital.
Repeatability: May be taken for credit 2 times.
Restriction: Music graduate students only.
MUSIC 215A. Computer Music Composition and Production. 4 Units.
Study of the composition and production of music made uniquely possible by the computer, including usage of prevalent digital music technology,
techniques of digital signal processing, and computer control of synthesizers and audio processors.
Restriction: Music graduate students only.
MUSIC 215B. Computer Music Programming. 4 Units.
Study of the artistic issues and programming techniques involved in the development of original applications for computer music composition and
interactive performance.
Restriction: Music graduate students only.
MUSIC 220. Seminar in Music History. 4 Units.
Topics in Music History.
Repeatability: Unlimited as topics vary.
Restriction: Music graduate students only.
MUSIC 230. Seminar in Contemporary Music. 4 Units.
Special seminar projects dealing with contemporary music with emphasis on analytical techniques and style criticism.
Repeatability: Unlimited as topics vary.
Restriction: Music graduate students only.
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MUSIC 231. Improvisation. 4 Units.
Introduces the practice and history of improvisation in diverse fields of Western music since 1950. Performance projects and group critiques, weekly
reading and listening assignments, participation in a class concert, and a research paper.
Restriction: Music graduate students only.
MUSIC 235. Critical Studies in Music. 4 Units.
A critical examination of Western music traditions, institutions, and aesthetics, employing new scholarship in music and new critical studies in other
disciplines.
Repeatability: May be repeated for credit unlimited times.
Restriction: Music graduate students only.
MUSIC 236. Theoretical ICIT Seminar. 4 Units.
Seminar studying new genres and topics that integrate composition, improvisation, new technologies, and non-classical cultures.
Repeatability: Unlimited as topics vary.
Restriction: Music graduate students only.
MUSIC 237. Practical ICIT Seminar. 4 Units.
Study of new practices and techniques that integrate composition, improvisation, new technologies, and non-classical cultures.
Repeatability: Unlimited as topics vary.
Restriction: Music graduate students only.
MUSIC 239. Thesis Colloquium. 1-2 Units.
ICIT students present their thesis work-in-progress for discussion and criticism. Faculty and visiting artists/scholars also present their current work.
Repeatability: May be taken for credit for 8 units.
Restriction: Music graduate students only.
MUSIC 240. Graduate Projects . 4 Units.
Substantial projects in performance, conducting, or composition (other than those specifically required for the degree), accompanied by a summary
paper.
Repeatability: Unlimited as topics vary.
Restriction: Music graduate students only.
MUSIC 250. Directed Reading. 4 Units.
Individual research projects, resulting in the writing of a substantial paper pertaining to the principal area of concentration.
Repeatability: Unlimited as topics vary.
Restriction: Music graduate students only.
MUSIC 276. Graduate Ensemble . 2 Units.
Chamber ensemble for the performance of contemporary music, including newly composed and improvised forms.
Repeatability: May be repeated for credit unlimited times.
Restriction: Music graduate students only.
MUSIC 399. University Teaching. 1-4 Units.
Limited to Teaching Assistants.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
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Francisco J. Ayala School of Biological Sciences
On This Page:
• Overview
• Biological Sciences Degrees
• Honors
• Biological Sciences Honors
• Scholarships, Prizes, and Awards
• Special Programs and Courses
• Special Research Resources
• Advising: Academic, Career, Health Sciences
Frank M. LaFerla, Hana and Francisco J. Ayala Dean
5120 Natural Sciences II
http://www.bio.uci.edu/
Undergraduate Counseling: 949-824-5318
Graduate Programs: contact individual departments
Department of Developmental and Cell Biology: 949-824-1969
Department of Ecology and Evolutionary Biology: 949-824-4743
Department of Molecular Biology and Biochemistry: 949-824-6034
Department of Neurobiology and Behavior: 949-824-8519
Overview
This is the ideal time to be studying biology. We are solving problems today whose solutions were unimaginable even a few years ago, and implications
for our society, our health, and our environment are profound. The Francisco J. Ayala School of Biological Sciences is dedicated to providing students
with a unique course of study that fosters a deep appreciation for the exciting facts and concepts in the field, an education that allows graduates to excel
in their chosen careers.
The School has recently redesigned the curriculum to remain on the cutting edge of biological education. All first-year students are introduced to basic
concepts in ecology and evolutionary biology, as well as cellular and molecular biology. The core set of courses in biology continues into the second
year, featuring genetics, biochemistry, and molecular biology, followed in the third and fourth year by a choice of advanced courses in biology. Since
biology is a laboratory discipline, students complete a series of laboratory courses in which they learn both the techniques and approaches needed to
solve problems in biology.
Finally, the faculty expect that most students will engage in cutting-edge research in one of more than 250 laboratories and medical clinics in the
Francisco J. Ayala School of Biological Sciences and the UCI School of Medicine. It is in these situations that faculty train students to think in a
sophisticated way about real-world problems. There is also no feeling of excitement greater than finding out something about the world that no one has
ever known before, a feeling afforded in biology only by participation in research. The Excellence in Research Program allows students to present their
work and be recognized for their performance with a series of awards and publication of their reports in the School’s online Journal of Undergraduate
Research. The set of core classes that instructs students in the concepts of biology, the advanced classes that allow a deep understanding of
specialized aspects of biology, the laboratory courses that convey the practical aspects of problem-solving in biology, and the research experiences that
engage students in the real excitement in revealing new information about biology, come together to provide an extraordinary experience for students.
The Honors Program in the Francisco J. Ayala School of Biological Sciences further enhances the educational experience for the best students.
Biology students have the option of specializing in areas of biology that best fit their interests, completing courses for degree programs in Biochemistry
and Molecular Biology, Biology/Education, Developmental and Cell Biology, Ecology and Evolutionary Biology, Exercise Sciences, Genetics, Human
Biology, Microbiology and Immunology, or Neurobiology.
Those students who wish to receive a broader education in the area can opt to complete a major in Biological Sciences. Completion of any of these
majors forms an excellent basis for application to either graduate or professional studies such as medical school, and graduates of the Francisco J.
Ayala School of Biological Sciences are routinely accepted to the most prestigious programs in the country.
The quality of the faculty in the Francisco J. Ayala School of Biological Sciences has remained high while increasing steadily in number over the
past few years, giving students a remarkable range of expertise in biology and with it, a large number of different advanced courses and research
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340 Francisco J. Ayala School of Biological Sciences
opportunities. In addition, their efforts have brought several high-impact research units to the campus, such as the Center for the Neurobiology of
Learning and Memory, the Center for Virus Research, the Beckman Laser Institute, the Cancer Research Institute, the Developmental Biology Center,
the Center for Immunology, the Institute for Memory Impairments and Neurological Disorders, the Macromolecular Structure Research Unit, the
Organized Research Unit in Molecular and Mitochondrial Medicine and Genetics, the Institute for Genomics and Bioinformatics, and the Reeve-Irvine
Research Center, all of which are accessible to undergraduates. The Francisco J. Ayala School of Biological Sciences also has close research and
teaching collaborations with faculty in the Schools of Medicine, Physical Sciences, Social Ecology, and Social Sciences; the Donald Bren School of
Information and Computer Sciences; and The Henry Samueli School of Engineering.
In addition to the regular University requirements for admission, students interested in the biological sciences should include in their high school
curriculum, in addition to a course in biology, four years of mathematics, as well as courses in chemistry and physics, which are now an integral part of
most contemporary biological work.
The School’s professional counseling staff is always available for consultation to students regarding the many decisions in their academic program. They
also are trained to provide guidance in the application process to both professional and graduate schools, a real advantage to the high proportion of
students in the Francisco J. Ayala School of Biological Sciences who go on to pursue advanced degrees.
Opportunities are available at the graduate level to specialize in Developmental and Cell Biology, Ecology and Evolutionary Biology, Molecular Biology
and Biochemistry, and Neurobiology and Behavior.
Degrees
Biochemistry and Molecular Biology B.S.
Biological Sciences B.S., M.S., Ph.D.
Biological Sciences and Educational Media Design M.S.
Biology/Education B.S.
Biotechnology Management* M.S.
Developmental and Cell Biology B.S.
Ecology and Evolutionary Biology B.S.
Exercise Sciences B.S.
Genetics B.S.
Human Biology B.S.
Microbiology and Immunology B.S.
Neurobiology B.S.
* Offered jointly with the The Henry Samueli School of Engineering and The Paul Merage School of Business.
Honors
Honors Program in the Francisco J. Ayala School of Biological Sciences
The Honors Program in the Francisco J. Ayala School of Biological Sciences provides an opportunity for outstanding majors in the School to pursue
advanced work in independent research via participation in the Excellence in Biological Sciences Research Program and earn Honors in Biological
Sciences upon graduation. Admission to the program is based on an application to participate in the Excellence in Biological Sciences Research
program filed during the middle part of the fall quarter of the year of the student’s participation. Additionally, students must have a minimum overall 3.5
grade point average and a minimum 3.5 grade point average in all required Biological Sciences courses. The Program requires enrollment in research
(BIO SCI 199) including successful completion of BIO SCI H195 and the Excellence in Biological Sciences Research program.
Graduation with Honors
Of the graduating seniors, no more than 12 percent will receive Latin honors: approximately 1 percent summa cum laude, 3 percent magna cum laude,
and 8 percent cum laude. The selection for these awards is based on spring quarter rank-ordered grade point averages. To be eligible for honors at
graduation, the student must, by the end of spring quarter of the senior year, be officially declared a Biological Sciences major; submit an Application to
Graduate by the end of winter quarter of the senior year; have completed at least 72 units in residence at a UC campus by the end of the spring quarter
of the academic year in which they graduate; have all corrections to the academic record processed by the University Registrar’s Office by the end of
spring quarter; if completing the Language Other Than English general education requirement with a language exemption test, pass the test by the
end of spring quarter; and be able to verify completion of all course work by the end of the spring quarter of the senior year. Other important factors are
considered visit at Honors Recognition.
Excellence in Research Program
The Francisco J. Ayala School of Biological Sciences believes that successful participation in creative research is one of the highest academic goals its
undergraduates can attain. Students enrolled in Undergraduate Research (BIO SCI 199) and who meet the eligibility requirements have an opportunity
to present the results of their research endeavors to peers and faculty. Those students awarded with “Excellence in Research” will then have their
papers published in the School’s online Journal of Undergraduate Research in the Biological Sciences.
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University of California, Irvine 2016-2017 341
The program begins each fall with a mandatory instructional workshop and continues through spring with students completing a scientific paper, poster
presentation, and scientific talk. Contact the Biological Sciences Student Affairs Office, room 1011 Biological Sciences III, or visit the Excellence in
Research website (https://www.bio.uci.edu/undergraduates/research/excellence-in-research) for additional information.
Campuswide Honors Program
The Campuswide Honors Program is available to selected high-achieving students from all academic majors from their freshman through senior years.
For more information contact the Campus-wide Honors Program, 1200 Student Services II; 949-824-5461; [email protected]; or visit the Campuswide
Honors Program website (http://honors.uci.edu).
Dean’s Honor List. The quarterly Dean’s Honor List is composed of students who have received a 3.5 grade point average while carrying a minimum of
12 graded units.
Biological Sciences Honors, Scholarships, Prizes, and Awards
The following honors, scholarships, prizes, and awards are presented at the annual Biological Sciences Honors Convocation held in June.
Excellence in Research Award. Undergraduates who have successfully completed the requirements for this program are presented with Excellence in
Research certificates.
Brian Atwood Scholarship. The Brian Atwood Scholarship is awarded to junior Biological Sciences majors who demonstrate outstanding achievement
in both scholarship and service to the UCI community.
Robert H. Avnet Memorial Scholarship. The Robert H. Avnet Memorial Scholarship has been established to assist a student interested in becoming a
physician. The student must be a Biological Sciences major and demonstrate financial need.
Carol Becker McGaugh Award. This award is given to a junior with outstanding research in the area of neurobiology of learning and memory.
Robert Ernst Prize for Excellence in Research in the Biological Sciences. This prize is awarded to a student for meritorious research conducted in
the field of biology.
Robert Ernst Prize for Excellence in Student Research in Plant Biology. This prize is awarded to a student for meritorious research conducted in
plant biology.
Kyle Farol Memorial Award. The Kyle Farol Memorial Award is presented to an outstanding undergraduate Biological Sciences major who has
dedicated their time as a volunteer in a clinical setting.
M. Marlene Godoy Award. This award is given to support a graduating senior in the Biological Sciences who is pre-medical or pre-dental. The recipient
is one who is actively involved with philanthropic community service, University service, and in undergraduate research.
Dr. William F. Holcomb Scholarship. The intent of the Dr. William F. Holcomb Scholarship is to support biomedical or marine biological studies. The
Scholarship is to be used to support continuing academic work over a specific period.
Laurence J. Mehlman Prize. The Laurence J. Mehlman Prize is awarded to an undergraduate student in the Francisco J. Ayala School of Biological
Sciences who has demonstrated outstanding achievement in both scholarship and service to the School.
Edward Mittelman Memorial Fund Scholarship. The Edward Mittelman Memorial Fund Scholarship is presented to an outstanding Biological
Sciences student who will pursue a career in the medical field.
Edward A. Steinhaus Memorial Award. The Edward A. Steinhaus Memorial Award is given to outstanding Biological Sciences graduate student
teaching assistants who demonstrate promise as future educators.
Joseph H. Stephens Award for Outstanding Research in Ecology and Conservation. This award is granted to a graduate student who has
demonstrated outstanding research in ecology and conservation.
Joseph H. Stephens Award for Outstanding Research in Biochemistry and Molecular Biology. This award is granted to a graduate student who
has demonstrated outstanding research in biochemistry and molecular biology.
Jayne Unzelman Scholarship. The Jayne Unzelman Scholarship is presented to an undergraduate student who has shown academic excellence and
been of service to the Francisco J. Ayala School of Biological Sciences and/or the University, and to the community.
Special Programs and Courses
Biological Sciences 199
The (BIO SCI 199) Undergraduate Research Training Program provides students the opportunity to pursue independent research. Students conduct
experimental laboratory, field, or clinical research as an apprentice scientist under the supervision of a professor in the Francisco J. Ayala School
of Biological Sciences or the School of Medicine. BIO SCI 199 research students experience the challenge and excitement of the world of science.
Students develop new scientific skills and knowledge while training with professors who are on the cutting edge of research and discovery in the
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342 Francisco J. Ayala School of Biological Sciences
biological and medical sciences. The research training may commence as early as the sophomore year or, in the case of exceptional students, in the
freshman year.
To participate in this unique research training program, students must be in good academic standing, and completion of both BIO SCI 94 From
Organisms to Ecosystems and BIO SCI 194S Safety and Ethics for Research are mandatory prior to enrollment. Students are encouraged to investigate
the possibilities for research early to assure that all requirements and deadlines are met. It is recommended that students contact a faculty sponsor at
least one quarter in advance for (BIO SCI 199) enrollment. Once a faculty sponsor is acquired, the student must submit the enrollment packet to the
Biological Sciences Student Affairs Office, 1011 Biological Sciences III. At the end of each quarter a Summary Report is required.
Students cannot participate in research involving human blood, body fluids, or tissue, unless special approval is granted. The faculty sponsor must
submit a request for exception to the Biological Sciences Student Affairs Office.
Students conducting research directly with patients or other human subjects must comply with special enrollment procedures and the additional safety
training required at the clinical site. The (BIO SCI 199) Undergraduate Research Training Program standards, procedures, enrollment packets, and
announcements are available at the Biological Sciences Undergraduate Research website (https://www.bio.uci.edu/undergraduates/research/bio-199).
The (BIO SCI 199) Undergraduate Research Training Program can provide experience that is beneficial for the future pursuit of graduate school.
Information regarding research careers in the biological sciences is best obtained from a faculty research mentor.
Students should be aware that for any one quarter, a maximum of five units of independent study courses (BIO SCI 197, BIO SCI 198 or BIO SCI 199)
may be taken within the Francisco J. Ayala School of Biological Sciences.
Minority Sciences Programs in Biological Sciences
The Minority Sciences Programs (MSP) in Biological Sciences is a UCI umbrella program that provides infrastructure and orchestration for the operation
of minority research training grants supported by the National Institutes of Health (NIH) and other agencies. MSP seeks to increase the number of
U.S. underrepresented groups in biomedical research careers. MSP participants benefit from early exposure, continuous research training, and faculty
mentoring. Support is also provided through paid summer and year-round research internships, early research exposure, tutoring, academic advising,
scientific writing, and participation at national conferences. Furthermore, MSP has established a campuswide, regional, national, and international
network of committed faculty and resource programs to facilitate the transition from high school through community college, baccalaureate, and master’s
degrees to Ph.D. careers in biomedical research and related fields. Additional information is available from the MSP office, 1104 Biological Sciences III;
949-824-2589; or visit the Minority Sciences website (http://port.bio.uci.edu).
Biological Sciences Tutoring Program
The Tutoring Program provides free tutoring for most Biological Sciences courses and is available to all students in any major. Weekly small group
tutoring sessions, reviews for midterms and finals, and a growing online database of worksheets and review materials are provided. In the Tutoring
Program, UCI students tutor other UCI students. For the student tutor, this program provides opportunities to develop their teaching abilities, to meet
and interact with faculty, and to perform a worthwhile and necessary service. Tutors also receive academic credit. For more information, contact the
Biological Sciences Student Affairs Office in 1011 Biological Sciences III or visit the Bio Sci Peer Tutoring website (https://sites.google.com/a/uci.edu/
biotutor).
UC Education Abroad Program
Upper-division students have the opportunity to experience a different culture while making progress toward degree objectives through the University’s
Education Abroad Program (UCEAP). UCEAP is an overseas study program which operates in cooperation with host universities and colleges
throughout the world. Specifically, Biology majors should consider the UCEAP programs in the United Kingdom, Canada, Sweden, Australia, Denmark,
and Costa Rica. Visit the Study Abroad Center website (http://www.studyabroad.uci.edu) for additional information.
Students may wish to participate in the UCEAP Tropical Biology Quarter which is for undergraduates with at least one year of introductory biology,
one quarter of upper-division biology, and a serious interest in biological studies. The program includes lectures, field laboratories, and independent
research, with an emphasis on direct field experience. Students also take a course in Spanish language and Latin American culture.
Master of Science with a Concentration in Biotechnology
The Francisco J. Ayala School of Biological Sciences offers a master’s program with a concentration in Biotechnology designed to train students to
enter the field of biotechnology as skilled laboratory practitioners. The upper-division course requirements for admission into the program are extensive.
Students interested in applying for admission to the Biotechnology program should plan to complete the necessary courses during their junior and senior
years. Click on the Graduate tab above for more information.
Special Research Resources
Special research resources include the Beckman Laser Institute and Medical Clinic, a research, training, and service facility in the area of laser
microbeam technology; the School of Biological Sciences Biohazard (P-3) Facility, which provides laboratory facilities for working with biological agents
or biological molecules such as recombinant DNA which would be hazardous when used in open laboratories; the Developmental Biology Center,
devoted to analyzing the cellular and genetic mechanisms underlying growth, development, and regeneration; the Center for the Neurobiology of
Learning and Memory, a research center for studies of the brain mechanisms underlying learning and memory; the Institute for Memory Impairments
and Neurological Disorders; the Center for Virus Research, which includes the Viral Vector Design research group; the Conservation Biology Project; the
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University of California, Irvine 2016-2017 343
Cancer Research Institute; the Center for Immunology; the Macromolecular Structure Research Unit; the UCI Arboretum, a botanical garden facility; the
San Joaquin Marsh Reserve, which supports controlled marsh biota; the Burns Piñon Ridge Reserve, a high-desert habitat in San Bernardino County;
and the UCI Ecological Preserve, which includes coastal hills on the campus, once under heavy grazing, but now returning to a more natural state. It is
important to note that the Francisco J. Ayala School of Biological Sciences collaborates with the School of Medicine, thereby providing an opportunity for
the sharing of both teaching and research activities. These collaborative efforts include the Institute for Genomics and Bioinformatics; the Reeve-Irvine
Research Center; and the Bio-Imaging Interest Group.
Advising: Academic, Career, Health Sciences
1011 Biological Sciences III
http://www.bio.uci.edu/students/undergraduates/contact-us/
Academic Advising
The Biological Sciences Student Affairs Office coordinates the advising program and provides academic counseling as well as special services
particularly in the area of preprofessional career counseling. Undergraduate Biological Sciences students should consult the Biological Sciences Student
Affairs Office for information on academic requirements for the degree, career opportunities, the BIO SCI 199 Research Program, available tutoring for
Biological Sciences courses, Biological Sciences student organizations, and scholarship information. Students can also come to the Biological Sciences
Student Affairs Office to change their major, apply for graduation, or for any other help they might need related to their academic career at UCI.
Peer Academic Advisors. The Peer Academic Advisors are upper-division Biological Sciences majors who bring with them valuable academic and
social experiences. Their functions include counseling students in matters of major selection, program planning, petitioning, tutoring, learning skills
problems, and participation in co-curricular and extracurricular activities.
The Peer Advisors are located in the Biological Sciences Student Affairs Office. Office hours are posted at the beginning of each quarter.
Career Advising
Information on graduate and professional schools in the health sciences can be obtained from the Biological Sciences Student Affairs Office. The UCI
Career Center provides services to students and alumni including career counseling, information about job opportunities, a career library, and workshops
on resume preparation, job search, and interview techniques. See the Career Center section for additional information.
Areas of opportunity open to those with a Bachelor of Science degree include laboratory technology, publishing, technical editing, pharmaceutical sales,
and training programs in county, state, and federal agencies. The bachelor’s degree is necessary to pursue studies leading to the M.S. and Ph.D.
degrees.
The B.S. degree, plus short training periods, may prepare students for employment in education, medical technology (usually one year), allied health
positions, and various other areas.
Education (community colleges, state colleges, or private schools), medical illustration, and public health (which includes hospital administration,
biostatistics, epidemiology, environmental health sciences, social work, public health education, maternal and child health, and infectious and tropical
diseases) are fields in which opportunities are available upon completion of a master’s program.
The Ph.D. degree may lead to research in many areas, among them biochemistry, biometeorology, botany, cytology, ecology, fishery biology, genetics,
home economics, microbiology, molecular biology, pathology, physiology, psychobiology, public health, range management, soil conservation, and
zoology.
Other areas where advanced degrees are necessary include medicine, dentistry, law, optometry, podiatry, osteopathy, physical therapy, and veterinary
medicine.
Health Sciences Advising
Advising for careers in the health sciences is a specialty of the Biological Sciences Student Affairs Office. Students desiring to enter the health sciences
should have their programs checked in the Office and should plan to enroll in BIO SCI 3A. Admissions tests for medical, dental, pharmacy, and graduate
schools should be taken in the spring, a year and one-half before the student plans to enter.
Leaders in nearly all health professional schools recommend that students preparing to seek admission to their schools plan to obtain a bachelor’s
degree. Students who plan to enter a school of dentistry, medicine, or other areas of the health sciences may receive the required preprofessional
training at UCI. This preprofessional training may be accomplished by (1) completing the major in Biological Sciences or (2) majoring in any school or
department and fulfilling concurrently the specific course requirements of the dental, medical, or other professional school the student expects to attend.
Students interested in the health sciences should choose electives in the social sciences, possibly a foreign language, physical chemistry, or
other specific courses required or recommended by graduate schools. See the Pre-Health Professional Advising website (https://www.bio.uci.edu/
undergraduates/careers) for additional information
Student Participation
A wide variety of student associations, clubs, and groups provide opportunities for Francisco J. Ayala School of Biological Sciences students to
participate in different types of activities and events. The groups are wide ranging and include nationally recognized honors societies such as Alpha
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344 Francisco J. Ayala School of Biological Sciences
Epsilon Delta, volunteer service organizations such as the Flying Sams, specialized groups such as the UCI Sports Medicine Club, and more. Detailed
information about the numerous options is available at Biological Sciences Student Involvement Opportunities (https://www.bio.uci.edu/undergraduates/
events-deadlines).
Requirements for the Bachelor’s Degree
All School of Biological Sciences students must complete the following requirements.
All students must meet the University Requirements.
All students must meet the School Requirements, as shown below:
Complete:
BIO SCI 2A Freshman Seminar
or BIO SCI 190 Transfer Student Seminar
BIO SCI 194S Safety and Ethics for Research
Biological Sciences Core:
BIO SCI 93 From DNA to Organisms
BIO SCI 94 From Organisms to Ecosystems
BIO SCI 97 Genetics
BIO SCI 98 Biochemistry
BIO SCI 99 Molecular Biology
BIO SCI 100 Scientific Writing
Select one of the following General Chemistry sequences:
CHEM 1A- 1B- 1C General Chemistry
and General Chemistry
and General Chemistry
and accompanying labs:
CHEM 1LC- 1LD General Chemistry Laboratory
and General Chemistry Laboratory
or
CHEM H2A- H2B- H2C Honors General Chemistry
and Honors General Chemistry
and Honors General Chemistry
and accompanying labs:
CHEM H2LA- H2LB- H2LC Honors General Chemistry Laboratory
and Honors General Chemistry Laboratory
and Honors General Chemistry Laboratory
Select one of the following Organic Chemistry sequences:
CHEM 51A- 51B- 51C Organic Chemistry
and Organic Chemistry
and Organic Chemistry
and accompanying labs:
CHEM 51LB- 51LC Organic Chemistry Laboratory
and Organic Chemistry Laboratory
or
CHEM H52A- H52B- H52C Honors Organic Chemistry
and Honors Organic Chemistry
and Honors Organic Chemistry
and accompanying labs:
CHEM H52LA- H52LB Honors Organic Chemistry Laboratory
and Honors Organic Chemistry Laboratory
Complete:
MATH 2A Single-Variable Calculus
or MATH 5A Calculus for Life Sciences
MATH 2B Single-Variable Calculus
or MATH 5B Calculus for Life Sciences
Select one of the following:
344 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 345
STATS 7 Basic Statistics
STATS 8 Introduction to Biological Statistics
MATH 2D Multivariable Calculus
MATH 3A Introduction to Linear Algebra
Select one of the following Physics Series:
Series A
PHYSICS 3A- 3B- 3C Basic Physics I
and Basic Physics II
and Basic Physics III
PHYSICS 3LB- 3LC Basic Physics Laboratory
and Basic Physics Laboratory
Series B
PHYSICS 7C- 7D- 7E Classical Physics
and Classical Physics
and Classical Physics
PHYSICS 7LC- 7LD Classical Physics Laboratory
and Classical Physics Laboratory
Prerequisites for all Biological Sciences Core courses are rigorously enforced. Students must have a 2.0 cumulative grade point average in the
Biological Sciences Core Curriculum, four upper-division elective courses, and three upper-division laboratories.
Upper-Division Writing Requirement
Students in the Francisco J. Ayala School of Biological Sciences have the option to satisfy the upper-division writing requirement by completing
BIO SCI 100 with a grade of Pass, followed by the completion of three upper-division laboratories selected from the following:
BIO SCI D111L Developmental and Cell Biology Laboratory
BIO SCI E106L Habitats and Organisms
BIO SCI E112L Physiology Laboratory
BIO SCI E115L Evolution Laboratory
BIO SCI E131L Image Analysis in Biological Research
BIO SCI E140L Evolution and the Environment Laboratory
BIO SCI E161L Biology of Birds Lab
BIO SCI E166L Field Biology
BIO SCI E179L Field Freshwater Ecology
BIO SCI M114L Biochemistry Laboratory
BIO SCI M116L Molecular Biology Laboratory
BIO SCI M118L Experimental Microbiology Laboratory
BIO SCI M121L Advanced Immunology Laboratory
BIO SCI M122L Advanced Microbiology Laboratory
BIO SCI M124L Virus Engineering Laboratory
BIO SCI M127L Virology and Immunology Laboratory
BIO SCI M130L Advanced Molecular Lab Techniques
BIO SCI N113L Neurobiology Laboratory
Students must earn a grade of C or better in each of the three laboratories selected. Completion of the Excellence in Research in Biological Sciences
program may count as one of the three-upper division labs.
School Residence Requirement
After matriculation, all courses required for the major must be successfully completed at UCI. Students must be a major in the Francisco J. Ayala School
of Biological Sciences for the 3 academic quarters (excluding summer session) immediately preceding degree certification.The Francisco J. Ayala
School of Biological Sciences strictly enforces the UCI residence requirement. At least 36 of the final 45 units completed by a student for the bachelor’s
degree must be earned in residence at the UCI campus. (The School considers courses taken in the UC Education Abroad Program to be in-residence
courses.)
Undergraduate Programs
The following majors are offered:
Biological Sciences
Biology/Education
Biochemistry and Molecular Biology
UCI General Catalogue 2016-2017 345
346 Francisco J. Ayala School of Biological Sciences
Developmental and Cell Biology
Ecology and Evolutionary Biology
Exercise Sciences
Genetics
Human Biology
Microbiology and Immunology
Neurobiology
The following minors are offered:
Biological Sciences
Admission to the Major in Biological Sciences
In the event that the number of students who elect Biological Sciences as a major exceeds the number of positions available, applicants may be subject
to screening beyond minimum University of California admissions requirements.
Freshmen: Preference will be given to those who rank the highest using the selection criteria as stated in the Undergraduate Admissions section of this
Catalogue.
Transfer students: Junior-level applicants with the highest grades overall and who satisfactorily complete course prerequisites will be given preference
for admission. All applicants must complete one year of general chemistry with laboratory with grades of C or better; one year of organic chemistry
with laboratory with grades of C or better; one year of biology courses equivalent to BIO SCI 93, BIO SCI 94 at UCI with a grade of C or better in each
course; and have a cumulative GPA of 3.0 or higher.
No student may enter as a double major, but Biological Sciences students interested in other areas may apply to become double majors after the first
quarter, if the second school or program approves. A strong academic performance in the second area is requisite for acceptance as a double major.
Change of Major
Students who wish to declare any major within the Francisco J. Ayala School of Biological Sciences should contact the Biological Sciences Student
Affairs Office in 1011 Biological Sciences III for information about change-of-major requirements, procedures, and policies. Information can also be
found at UC Irvine Change of Major Criteria website (http://www.changeofmajor.uci.edu). Change of Major requests are accepted and reviewed by the
School throughout the year.
Undergraduate Major in Biological Sciences
The Biological Sciences major presents a unified, in-depth study of modern biology. The Biological Sciences Core is a five-quarter series of courses
ranging from ecology and evolutionary biology, to genetics, biochemistry, and molecular biology. Important laboratory techniques and methodology are
presented in upper-division laboratories. Advanced elective courses provide an opportunity to continue to diversify students’ exposure to the biological
sciences or to gain a much more in-depth study of a particular area of the biological sciences.
NOTE: Biological Sciences majors who successfully complete their second year of study may elect to apply for a change of major to one of the following:
Biochemistry and Molecular Biology, Developmental and Cell Biology, Exercise Sciences, Genetics, Human Biology, Microbiology and Immunology, or
Neurobiology. Students may apply directly to the Biology/Education major or the Ecology and Evolutionary Biology major when they apply for admission
to UCI. Contact the Biological Sciences Student Affairs Office for more information.
Requirements for the B.S. Degree in Biological Sciences
All students must meet the University Requirements.
All students must meet the School Requirements.
Major Requirements
A. Required Major Courses:
Select three of the following:
BIO SCI D103 Cell Biology
BIO SCI D104 Developmental Biology
BIO SCI D105 Cell, Developmental, and Molecular Biology of Plants
BIO SCI E106 Processes in Ecology and Evolution
BIO SCI E109 Human Physiology
BIO SCI N110 Neurobiology and Behavior
B. Upper-Division Laboratories:
Select three of the following:
BIO SCI D111L Developmental and Cell Biology Laboratory
BIO SCI E106L Habitats and Organisms
346 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 347
BIO SCI E112L Physiology Laboratory
BIO SCI E115L Evolution Laboratory
BIO SCI E131L Image Analysis in Biological Research
BIO SCI E140L Evolution and the Environment Laboratory
BIO SCI E161L Biology of Birds Lab
BIO SCI E166L Field Biology
BIO SCI E179L Field Freshwater Ecology
BIO SCI M114L Biochemistry Laboratory
BIO SCI M116L Molecular Biology Laboratory
BIO SCI M118L Experimental Microbiology Laboratory
BIO SCI M121L Advanced Immunology Laboratory
BIO SCI M122L Advanced Microbiology Laboratory
BIO SCI M124L Virus Engineering Laboratory
BIO SCI M127L Virology and Immunology Laboratory
BIO SCI M130L Advanced Molecular Lab Techniques
BIO SCI N113L Neurobiology Laboratory
One laboratory can be satisfied with completion of Excellence in Research in the Biological Sciences.
C. Upper-Division Biology Electives:
Select four upper-division, four-unit courses from the following:
1
BIO SCI D103–D190, E106–E190, M114–M190, N110–N190
PHRMSCI 170A Molecular Pharmacology I
PHRMSCI 170B Molecular Pharmacology II
PHRMSCI 171 Physical Biochemistry
PHRMSCI 173 Pharmacotherapy
PHRMSCI 174 Biopharmaceutics and Nanomedicine
PHRMSCI 177 Medicinal Chemistry
The following courses can be used to partially satisfy the Upper-Division Biology Elective Requirement:
CHEM 131A- 131B- 131C Quantum Principles
and Molecular Structure and Elementary Statistical Mechanics
and Thermodynamics and Chemical Dynamics
or
PHYSICS 147A- 147B Principles of Imaging
and Techniques in Medical Imaging I: X-ray, Nuclear, and NMR Imaging
Additionally, Psychology/Biological Sciences double majors may also use PSYCH 112A-PSYCH 112B-PSYCH 112C to partially satisfy the Upper-
Division Biology Elective Requirement.
NOTE: Double majors within the School of Biological Sciences or with Public Health Sciences, Biomedical Engineering: Premedical, Nursing Science, or
Pharmaceutical Sciences are not permitted.
1
BIO SCI D103, BIO SCI D104, BIO SCI D105, BIO SCI E106, BIO SCI E109, BIO SCI N110 may not be used to satisfy more than one
requirement.
Concentration in Biological Sciences Education
The optional concentration in Biological Sciences Education requires seven courses:
BIO SCI 14 California Teach 1: Introduction to Science and Mathematics Teaching
BIO SCI 101 California Teach 2: Middle School Science and Mathematics Teaching
EARTHSS 1 Introduction to Earth System Science
EARTHSS 7 Physical Geology
PHYSICS 20A Introduction to Astronomy
PHYSICS 20B Cosmology: Humanity's Place in the Universe
Select one of the following:
EDUC 108 Adolescent Development and Education
EDUC 124 Multicultural Education in K-12 Schools
EDUC 128 Exceptional Learners
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348 Francisco J. Ayala School of Biological Sciences
EDUC 131 Educational Technology
EDUC 173 Cognition and Learning in Educational Settings
The requirements for a general Biological Sciences B.S. degree for students in this concentration will be reduced by one upper-division laboratory
course (major requirement B) and two upper-division biology electives (major requirement C). Students pursuing other majors within the Francisco
J. Ayala School of Biological Sciences will need specific departmental approval for the reduction of degree requirements when completing this
concentration.
Planning a Program of Study
Since biological sciences courses are built upon a base of the physical sciences, it is very important for students to take their required physical sciences
early, particularly general and organic chemistry. Students who have not completed high school chemistry are well advised to complete a preparatory
chemistry course before entering UCI. The academic program shown below is only a suggested program. Students should consult the Biological
Sciences Student Affairs Office for individual academic planning.
Freshmen will normally take HUMAN 1A and HUMAN 1AS or lower-division writing courses, CHEM 1A, BIO SCI 93, and a freshman seminar
(BIO SCI 2A) during the fall quarter. Students will then continue with BIO SCI 94, complete their general chemistry requirement, and continue with
Humanities or lower-division writing during the remaining winter and spring quarters.
Sophomores begin organic chemistry (CHEM 51A or CHEM H52A) and continue the Biological Sciences Core with BIO SCI 97, BIO SCI 98,
BIO SCI 99. Sophomores often begin taking courses in other disciplines to meet the UCI general education requirement and fulfill their mathematics
requirement if they have not done so as freshmen.
During their junior year, most majors continue with the Biological Sciences electives and take physics. Students who intend to double major in Chemistry
will be required to take PHYSICS 7C-PHYSICS 7D-PHYSICS 7E in place of PHYSICS 3A-PHYSICS 3B-PHYSICS 3C. Juniors may complete their
general education requirements and usually start their research and their upper-division biology laboratory courses.
Finally, during their senior year, students continue their research and complete their remaining major requirements.
Students in the Biological Sciences major are required to make progress toward their degree, and their progress will be monitored. If normal academic
progress toward the degree in Biological Sciences is not being met, students will be subject to probation.
Sample Program — Biological Sciences
Freshman
Fall Winter Spring
BIO SCI 93 BIO SCI 94 MATH 2A or 5A
CHEM 1A CHEM 1B CHEM 1C- 1LC
1 1 1
Lower-Division Writing Lower-Division Writing Lower-Division Writing
BIO SCI 2A General Education
Sophomore
Fall Winter Spring
BIO SCI 97 BIO SCI 98 BIO SCI 99
CHEM 51A CHEM 51B- 51LB CHEM 51C- 51LC
CHEM 1LD General Education STATS 7, 8, MATH 2D, or MATH 3A
MATH 2B or 5B
BIO SCI 194S
Junior
Fall Winter Spring
Required Major course Required Major course Required Major course
PHYSICS 3A PHYSICS 3B- 3LB PHYSICS 3C- 3LC
Elective/Research Elective/Research Bio. Sci. elective
BIO SCI 100 Elective/Research
Senior
Fall Winter Spring
Bio. Sci. elective Bio. Sci. elective Bio. Sci. elective
Bio. Sci. U-D Lab Bio. Sci. U-D Lab Bio. Sci. U-D Lab
Elective Research Research
Electives Electives
1
Students have the option of taking HUMAN 1AS, HUMAN 1BS, HUMAN 1CS or WRITING 39A, WRITING 39B, WRITING 39C in order to fulfill
the lower-division writing requirement.
348 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 349
Undergraduate Major in Biology/Education
Majors in Biology/Education earn their bachelor’s degree concurrently with a California Preliminary Single Subject Teaching Credential. Individuals who
hold this credential are authorized to teach biology and general science in a middle school or high school.
Requirements for the B.S. Degree in Biology/Education
All students must meet the University Requirements.
All students must meet the School Requirements.
School requirement variation: BIO SCI 100, CHEM 51C, and CHEM 51LC are not required of Biology/Education majors.
Major Requirements for the B.S. in Biology/Education
A. Required Major Courses:
Select three of the following:
BIO SCI D103 Cell Biology
BIO SCI D104 Developmental Biology
BIO SCI D105 Cell, Developmental, and Molecular Biology of Plants
BIO SCI E106 Processes in Ecology and Evolution
BIO SCI E109 Human Physiology
BIO SCI N110 Neurobiology and Behavior
B. Upper-Division Laboratories:
Select two of the following:
BIO SCI D111L Developmental and Cell Biology Laboratory
BIO SCI E106L Habitats and Organisms
BIO SCI E112L Physiology Laboratory
BIO SCI E115L Evolution Laboratory
BIO SCI E131L Image Analysis in Biological Research
BIO SCI E140L Evolution and the Environment Laboratory
BIO SCI E161L Biology of Birds Lab
BIO SCI E166L Field Biology
BIO SCI E179L Field Freshwater Ecology
BIO SCI M114L Biochemistry Laboratory
BIO SCI M116L Molecular Biology Laboratory
BIO SCI M118L Experimental Microbiology Laboratory
BIO SCI M121L Advanced Immunology Laboratory
BIO SCI M122L Advanced Microbiology Laboratory
BIO SCI M124L Virus Engineering Laboratory
BIO SCI M127L Virology and Immunology Laboratory
BIO SCI M130L Advanced Molecular Lab Techniques
BIO SCI N113L Neurobiology Laboratory
One laboratory can be satisfied with completion of Excellence in Research in the Biological Sciences.
C. Upper-Division Biology Electives:
Select two, four-unit courses from the following:
1
BIO SCI D103–D190, E106–E190, M114–M190, N110–N190
PHRMSCI 170A Molecular Pharmacology I
PHRMSCI 170B Molecular Pharmacology II
PHRMSCI 171 Physical Biochemistry
PHRMSCI 173 Pharmacotherapy
PHRMSCI 174 Biopharmaceutics and Nanomedicine
CHEM 177 Medicinal Chemistry
The following courses can be used to partially satisfy the Upper-Division Biology Elective Requirement:
CHEM 131A- 131B- 131C Quantum Principles
and Molecular Structure and Elementary Statistical Mechanics
and Thermodynamics and Chemical Dynamics
or
UCI General Catalogue 2016-2017 349
350 Francisco J. Ayala School of Biological Sciences
PHYSICS 147A- 147B Principles of Imaging
and Techniques in Medical Imaging I: X-ray, Nuclear, and NMR Imaging
Additionally, Psychology/Biological Sciences double majors may also use PSYCH 112A-PSYCH 112B-PSYCH 112C to partially satisfy the Upper-
Division Biology Elective Requirement.
D. Science Teaching Courses:
BIO SCI 14 California Teach 1: Introduction to Science and Mathematics Teaching
BIO SCI 101 California Teach 2: Middle School Science and Mathematics Teaching
BIO SCI 108 Research Methods
EDUC 55 Knowing and Learning in Mathematics and Science
EDUC 109 Reading and Writing in Secondary Mathematics and Science Classrooms
EDUC 143AW Classroom Interactions I
EDUC 143BW Classroom Interactions II
EDUC 148 Complex Pedagogical Design
EDUC 158 Student Teaching Mathematics and Science in Middle/High School (two
quarters)
LPS/HISTORY 60 The Making of Modern Science
1
BIO SCI D103, BIO SCI D104, BIO SCI D105, BIO SCI E106, BIO SCI E109, BIO SCI N110 may not be used to satisfy more than one
requirement.
NOTE: Double majors within the Francisco J. Ayala School of Biological Sciences or with Public Health Sciences, Biomedical Engineering: Premedical,
Nursing Science, or Pharmaceutical Sciences are not permitted.
Requirements for the Teaching Credential
BIO SCI 14 California Teach 1: Introduction to Science and Mathematics Teaching
BIO SCI 101 California Teach 2: Middle School Science and Mathematics Teaching
BIO SCI 108 Research Methods
EDUC 55 Knowing and Learning in Mathematics and Science
EDUC 109 Reading and Writing in Secondary Mathematics and Science Classrooms
EDUC 143AW Classroom Interactions I
EDUC 143BW Classroom Interactions II
EDUC 148 Complex Pedagogical Design
EDUC 158 Student Teaching Mathematics and Science in Middle/High School (two
quarters)
LPS 60 The Making of Modern Science
Beyond course work, some additional requirements for teacher certification are described below. With careful, early planning, it is possible for students
to complete their bachelor’s degree and teacher certification in four years. This is a more time-efficient and cost-effective route than the traditional
five-year teacher preparation model, which usually involves a full academic year of teacher education courses and clinical teaching experience after
completion of a bachelor’s degree.
After the Francisco J. Ayala School of Biological Sciences verifies the completion of all requirements for the bachelor’s degree, students are awarded
their degree from UC Irvine. By contrast, the Preliminary Single Subject Teaching Credential is awarded by the California Commission on Teacher
Credentialing (CTC) upon completion of a bachelor’s degree and the state-approved UCI teacher education program, which combines course work,
student teaching, and a teaching performance assessment. The UCI School of Education must verify completion of all requirements for the teaching
credential and then recommend that the credential be awarded to a candidate by the CTC.
Additional Requirements for Teacher Certification. In addition to the required course work for a California Preliminary Single Subject Teaching
Credential, some additional requirements must be satisfied:
1. The Francisco J. Ayala School of Biological Sciences requires a cumulative GPA of 2.0 (C) to graduate with the bachelor’s degree.
BIO SCI 101 California Teach 2: Middle School Science and Mathematics Teaching
EDUC 55 Knowing and Learning in Mathematics and Science
EDUC 109 Reading and Writing in Secondary Mathematics and Science Classrooms
EDUC 143AW Classroom Interactions I
EDUC 143BW Classroom Interactions II
EDUC 148 Complex Pedagogical Design
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University of California, Irvine 2016-2017 351
EDUC 158 Student Teaching Mathematics and Science in Middle/High School
a. However, students must earn a grade of C or better in the following courses in order to be recommended for the Preliminary Single Subject
Credential:
b. In the final phase of teaching preparation, students enrolled in EDUC 158 gain teaching experience as a “student teacher” at a local middle
school or high school, while also attending a weekly student teaching seminar at UCI. Each student teacher is paired with a highly qualified
science teacher who acts as a mentor while the student teacher gradually takes on full responsibility for daily lesson planning, instruction, and
assessment. Cal Teach program instructors select the mentor teachers and match them with student teachers. During the winter and spring
quarters when students are enrolled in EDUC 158, they should expect to spend a minimum of four hours per day (typically mornings), five days
per week, in their student teaching assignment at a middle school or high school.
2. The following must be completed and verified prior to the start of student teaching in EDUC 158:
a. Pass the California Basic Education Skills Test (CBEST), a basic mathematics and literacy skills test. For more information, see http://
www.ctcexams.nesinc.com/test_info_CBEST.asp.
b. Pass the California Subject Exam for Teachers (CSET) in science: biology/life science. Although secondary teachers are only required
to pass the CSET exam in one discipline, those who pass the CSET exam in more than one disciplinary field (e.g. biology/life science
and chemistry) can be authorized to teach classes in each of those disciplines. For more information about the CSET exam, see http://
www.ctcexams.nesinc.com/tests.asp.
c. Secondary school science teachers in California are expected to have a broad range of general science knowledge in addition to their discipline
of specialization, because their Single Subject Teaching Credential in one of the sciences also authorizes them to teach classes in general or
integrated science. The general science subtests of the CSET exam cover foundational topics in astronomy, geodynamics, Earth resources,
ecology, genetics and evolution, molecular biology and biochemistry, cellular and organismal biology, waves, forces and motion, electricity and
magnetism, heat transfer and thermodynamics, and structure and properties of matter. Although students can prepare for the CSET exam’s
general science subtests through independent study, Biological Sciences students can also prepare by taking lower-division courses that cover
the content. Here are some suggested courses for Biology/Education majors:
EARTHSS 1 Introduction to Earth System Science
EARTHSS 7 Physical Geology
PHYSICS 20A Introduction to Astronomy
d. Obtain a Certificate of Clearance from the State of California.
e. Obtain a TB test with negative results.
f. Demonstrate readiness for student teaching responsibilities as evidenced in course work and satisfactory observations of a candidate during the
following required courses:
BIO SCI 101 California Teach 2: Middle School Science and Mathematics Teaching
EDUC 143AW Classroom Interactions I
EDUC 148 Complex Pedagogical Design
3. The following must be completed and verified before the School of Education is able to recommend an individual for the Preliminary Single Subject
Credential:
a. Pass a state-approved teacher performance assessment, which is completed concurrently with student teaching in EDUC 158.
b. Complete a college-level course or pass an examination on the U.S. Constitution. POL SCI 21A satisfies this requirement. Contact the UCI
School of Education Student Affairs Office for information about the exam.
c. Obtain a CPR certificate in adult, child, or infant training.
Declaring Intention to Complete the Biology/Education Major and Teacher Certification. Prospective teachers who want to complete their degree
and a teaching credential in four years are encouraged to start planning early by reviewing the sample program for the Biology/Education major, and
consulting with an academic counselor. Interested students are encouraged to get started on the suggested first- and second-year credentialing course
work, including BIO SCI 14 and BIO SCI 101, and can do so without officially declaring their intention to complete the credential. However, students
must declare their intention to complete requirements for the Biology/Education major and requirements for the Preliminary Single Subject Teaching
Credential prior to enrolling in EDUC 55, which they would typically take in fall of their third year. Forms for declaring an intention to complete the
teaching credential are available in the Biological Sciences Student Affairs Office or in the Cal Teach Science and Mathematics Resource and Advising
Center (137 Biological Sciences Administration).
Sample Program — Biology/Education
Freshman
Fall Winter Spring
BIO SCI 93 BIO SCI 94 MATH 2A or 5A
CHEM 1A CHEM 1B CHEM 1C- 1LC
1 1 1
Lower-Division Writing Lower-Division Writing Lower-Division Writing
BIO SCI 2A BIO SCI 14
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352 Francisco J. Ayala School of Biological Sciences
Sophomore
Fall Winter Spring
BIO SCI 97 BIO SCI 98 BIO SCI 99
CHEM 51A CHEM 51B- 51LB LPS 60 or HISTORY 60
BIO SCI 101 BIO SCI 108 MATH 2B or 5B
CHEM 1LD
Junior
Fall Winter Spring
Bio. Required Major course Bio. Required Major course Bio. Required Major course
PHYSICS 3A PHYSICS 3B- 3LB PHYSICS 3C- 3LC
EDUC 55 EDUC 143AW EDUC 148
STATS 8 General Education
Senior
Fall Winter Spring
Bio. Sci. U-D elective Bio. Sci. U-D elective Bio. Sci. U-D lab
Bio. Sci. U-D lab EDUC 158 EDUC 158
EDUC 143BW EDUC 109 General Education
General Education General Education
1
Students have the option of taking HUMAN 1AS, HUMAN 1BS, HUMAN 1CS or WRITING 39A, WRITING 39B, WRITING 39C in order to fulfill
the lower-division writing requirement.
Undergraduate Major in Exercise Sciences
Virtually every organism is dependent on movement (both intracellular and extracellular) in one form or another. With respect to humans, physical
activity imposes unique stresses on a broad spectrum of cell types, tissues, and organ systems. In so doing, physical activity plays a key role in shaping
fundamental biological processes necessary for maintaining health and preventing disease. While both human and nonhuman species exhibit many
common biological phenomenon, there are also many unique aspects of their physiology. This major will also highlight some of the unique physiological
traits of nonhuman species and how such unique phenomenon may provide important insights into human health. Upper-division courses in this major
are designed to integrate fundamental principles of biology, chemistry, and physics into a coherent understanding of how physical activity/inactivity
impacts human health under healthy and diseased states.
Requirements for the B.S. Degree in Exercise Sciences
All students must meet the University Requirements.
All students must meet the School Requirements.
Major Requirements for the B.S. Degree in Exercise Sciences
A. Required Major Courses:
BIO SCI D103 Cell Biology
BIO SCI E109 Human Physiology
BIO SCI E117A- E117B- E117C Exercise Sciences Seminar
and Exercise Sciences Seminar
and Exercise Sciences Seminar
BIO SCI E136 The Physiology of Human Nutrition
BIO SCI E139 Animal Sensing and Motion
BIO SCI E155 Physiology in Extreme Environments
or BIO SCI D170 Applied Human Anatomy
BIO SCI E183 Exercise Physiology
BIO SCI N110 Neurobiology and Behavior
B. Upper-Division Laboratories:
BIO SCI E112L Physiology Laboratory
BIO SCI M116L Molecular Biology Laboratory
and either
BIO SCI N113L Neurobiology Laboratory
or BIO SCI M114L Biochemistry Laboratory
Application Process to Declare the Major: The major in Exercise Sciences is open to junior- and senior-level students only. Applications to declare
the major can be submitted during the spring of the sophomore year. Review of applications submitted at that time and selection to the major by the
Exercise Science Faculty Board is completed at the end of the sophomore year. Information can also be found at UCI Change of Major Criteria website
352 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 353
(http://www.changeofmajor.uci.edu). Double majors within the School of Biological Sciences or with Public Health Sciences, Biomedical Engineering:
Premedical, Nursing Science, or Pharmaceutical Sciences are not permitted.
Sample Program — Exercise Sciences
Freshman
Fall Winter Spring
BIO SCI 93 BIO SCI 94 MATH 2A or 5A
CHEM 1A CHEM 1B CHEM 1C- 1LC
1 1 1
Lower-Division Writing Lower-Division Writing Lower-Division Writing
BIO SCI 2A General Education
Sophomore
Fall Winter Spring
BIO SCI 97 BIO SCI 98 BIO SCI 99
CHEM 51A CHEM 51B- 51LB CHEM 51C- 51LC
CHEM 1LD General Education STATS 7 or 8
MATH 2B or 5B General Education
BIO SCI 194S
Junior
Fall Winter Spring
BIO SCI D103 BIO SCI E183 BIO SCI N110
PHYSICS 3A PHYSICS 3B- 3LB BIO SCI E139
BIO SCI E109 BIO SCI E112L PHYSICS 3C- 3LC
BIO SCI 100 BIO SCI 199
Senior
Fall Winter Spring
BIO SCI E155 BIO SCI E136 BIO SCI M114L or N113L
BIO SCI M116L General Education General Education
BIO SCI 199 BIO SCI 199 BIO SCI 199
BIO SCI E117A BIO SCI E117B BIO SCI E117C
1
Students have the option of taking HUMAN 1AS, HUMAN 1BS, HUMAN 1CS or WRITING 39A, WRITING 39B, WRITING 39C in order to fulfill
the lower-division writing requirement.
Undergraduate Major in Human Biology
Understanding normal and disordered human function both require a broad integration of human physiology, behavior, and culture that is provided in this
major. Students in this major will receive a unified, in-depth study of modern biology that includes ecology, evolutionary biology, genetics, biochemistry,
molecular biology, cell biology, human physiology, neurobiology, and behavior. In addition, the skills and concepts needed to pursue this field are
presented in upper-division laboratories. Advanced elective courses provide an opportunity to diversify exposure to the biological sciences. Additional
courses in the humanities and social sciences focus on the relevance of these areas to the human condition. Given the focus on human biology, this
major will serve as an ideal preparation for the health science professions.
Requirements for the B.S. Degree in Human Biology
All students must meet the University Requirements.
All students must meet the School Requirements.
Major Requirements for the B.S. Degree in Human Biology
A. Required Major Courses:
BIO SCI D103 Cell Biology
BIO SCI E109 Human Physiology
BIO SCI N110 Neurobiology and Behavior
BIO SCI N120 Human Biology
B. Upper-Division Laboratories:
Select three of the following:
BIO SCI D111L Developmental and Cell Biology Laboratory
BIO SCI E106L Habitats and Organisms
BIO SCI E112L Physiology Laboratory
BIO SCI E115L Evolution Laboratory
BIO SCI E131L Image Analysis in Biological Research
BIO SCI E140L Evolution and the Environment Laboratory
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354 Francisco J. Ayala School of Biological Sciences
BIO SCI E161L Biology of Birds Lab
BIO SCI E166L Field Biology
BIO SCI E179L Field Freshwater Ecology
BIO SCI M114L Biochemistry Laboratory
BIO SCI M116L Molecular Biology Laboratory
BIO SCI M118L Experimental Microbiology Laboratory
BIO SCI M121L Advanced Immunology Laboratory
BIO SCI M122L Advanced Microbiology Laboratory
BIO SCI M124L Virus Engineering Laboratory
BIO SCI M127L Virology and Immunology Laboratory
BIO SCI M130L Advanced Molecular Lab Techniques
BIO SCI N113L Neurobiology Laboratory
One laboratory can be satisfied with completion of Excellence in Research in the Biological Sciences.
C. Upper-Division Biology Electives:
Select four upper-division, four-unit courses from the following:
2
Biological Sciences D103-D190, E106-E190, M114-M190, N110-N190
PHRMSCI 170A Molecular Pharmacology I
PHRMSCI 170B Molecular Pharmacology II
PHRMSCI 171 Physical Biochemistry
PHRMSCI 173 Pharmacotherapy
PHRMSCI 174 Biopharmaceutics and Nanomedicine
PHRMSCI 177 Medicinal Chemistry
The following courses can be used to partially satisfy the Upper-Division Biology Elective Requirement:
CHEM 131A- 131B- 131C Quantum Principles
and Molecular Structure and Elementary Statistical Mechanics
and Thermodynamics and Chemical Dynamics
or
PHYSICS 147A- 147B Principles of Imaging
and Techniques in Medical Imaging I: X-ray, Nuclear, and NMR Imaging
Additionally, Psychology/Biological Sciences double majors may also use PSYCH 112A-PSYCH 112B-PSYCH 112C to partially satisfy the Upper-
Division Biology Elective Requirement.
D. Behavioral Science Courses (choose 1 option):
Option 1
ANTHRO 2A Introduction to Sociocultural Anthropology
PSYCH 7A Introduction to Psychology
SOCIOL 1 Introduction to Sociology
Option 2
SOC SCI H1E- H1F- H1G Honors: Critical Issues on the Social Sciences
and Honors: Critical Issues on the Social Sciences
and Honors: Critical Issues on the Social Sciences
E. HUMAN 1A-HUMAN 1AS-HUMAN 1B-HUMAN 1BS-HUMAN 1C-HUMAN 1CS.
F. BIO SCI 3A.
1
One laboratory can be satisfied with completion of Excellence in Research in the Biological Sciences.
2
BIO SCI D103, BIO SCI D104, BIO SCI D105, BIO SCI E106, BIO SCI E109, BIO SCI N110 may not be used to satisfy more than one
requirement.
Application Process to Declare the Major: The major in Human Biology is open to junior- and senior-level students only. Applications to declare the
major can be made at any time, but typically in the spring of the sophomore year. Review of applications submitted at that time and selection to the
major by the Human Biology Faculty Board is completed during the summer. Information can also be found at the UCI Change of Major Criteria website
(http://www.changeofmajor.uci.edu). Double majors within the School of Biological Sciences or with Public Health Sciences, Biomedical Engineering:
Premedical, Nursing Science, or Pharmaceutical Sciences are not permitted.
354 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 355
Sample Program — Human Biology
Freshman
Fall Winter Spring
BIO SCI 93 BIO SCI 94 MATH 2A or 5A
CHEM 1A CHEM 1B CHEM 1C- 1LC
HUMAN 1A HUMAN 1B HUMAN 1C
HUMAN 1AS HUMAN 1BS HUMAN 1CS
BIO SCI 2A
Sophomore
Fall Winter Spring
BIO SCI 97 BIO SCI 98 BIO SCI 99
CHEM 51A CHEM 51B- 51LB CHEM 51C- 51LC
CHEM 1LD PSYCH 7A STATS 7 or 8
MATH 2B or 5B
BIO SCI 194S
Junior
Fall Winter Spring
BIO SCI D103 BIO SCI 3A BIO SCI N110
PHYSICS 3A BIO SCI E109 PHYSICS 3C- 3LC
BIO SCI 100 PHYSICS 3B- 3LB ANTHRO 2A
SOCIOL 1 BIO SCI N120 BIO SCI 199
Research
Senior
Fall Winter Spring
Bio. Sci. Elective Bio. Sci. Elective Bio. Sci. Elective
Bio. Sci. Lab Bio. Sci. Lab Bio. Sci. Lab
BIO SCI 199 BIO SCI 199 BIO SCI 199
Bio. Sci. Elective
Undergraduate Minor in Biological Sciences
Requirements for the Minor in Biological Sciences
Nine courses are required, no more than two of which may be taken on a Pass/Not Pass basis:
1
A. Select three of the following:
BIO SCI 93 From DNA to Organisms
BIO SCI 94 From Organisms to Ecosystems
BIO SCI 97 Genetics
BIO SCI 98 Biochemistry
BIO SCI 99 Molecular Biology
2
B. Select six of the following:
Three- or four-unit courses selected from BIO SCI 5–H90 (excluding 14 and 46), 93–99, and D103–D190, E106–E190, M114–M190, N110–N190.
1
Prerequisites are strictly enforced. Exceptions may be made for some majors that accept the above courses for degree requirements. Consult
with the Biological Sciences Student Affairs Office or the academic counseling office of the major.
2
Three courses must be upper-division. Prerequisites are strictly enforced. (Courses used to satisfy group A may not also be used to satisfy
group B.)
Residence requirement for the minor: A minimum of six courses required for the minor must be completed at UCI. Approved courses taken in the
Education Abroad Program are considered to be in-residence courses.
NOTE: Students in any of the majors within the Francisco J. Ayala School of Biological Sciences or students majoring in Public Health Sciences,
Biomedical Engineering: Premedical, Nursing Science, or Pharmaceutical Sciences may not minor in Biological Sciences.
On This Page:
• Graduate Study in Biological Sciences
• Master of Science
• Doctor of Philosophy
• Master of Science with a Concentration in Biotechnology
UCI General Catalogue 2016-2017 355
356 Francisco J. Ayala School of Biological Sciences
• Master of Science in Biotechnology Management (MSBTM)
• Master of Science in Biological Sciences and Educational Media Design
• Interdisciplinary Graduate Programs
• Cellular and Molecular Biosciences
• Mathematical, Computational, and Systems Biology
• Interdepartmental Neuroscience Program
Graduate Study in Biological Sciences
The Francisco J. Ayala School of Biological Sciences offers graduate study in a wide variety of fields ranging across the spectrum of the biological
sciences. The four Departments of the Francisco J. Ayala School of Biological Sciences (Developmental and Cell Biology, Ecology and Evolutionary
Biology, Molecular Biology and Biochemistry, and Neurobiology and Behavior) offer concentrations of study under the Ph.D. degree administered by the
Francisco J. Ayala School of Biological Sciences. Most graduate students are admitted to the Doctor of Philosophy (Ph.D.) degree program. Additionally,
the master’s program in Biotechnology (M.S. degree in Biological Sciences), the M.S. degree in Biological Sciences and Educational Media Design, the
M.S. degree in Biotechnology Management, and the master’s program in any of the four departments (M.S. degree in Biological Sciences) are offered.
Each department has a graduate advisor whom students may consult for additional details of the individual programs. Several interdisciplinary graduate
programs are also available: Graduate Program in Cellular and Molecular Biosciences, Graduate Program in Mathematical and Computational Biology,
and Interdepartmental Neuroscience Program.
The department or program evaluates applications for admission to graduate study based on letters of recommendation, Graduate Record Examination
scores, grades, research experience, and other relevant qualifications of the applicant. Candidates for graduate admission are urged to consult the
particular department or program whose faculty and expertise best fit their interests and background.
Master of Science and Doctor of Philosophy in the Biological Sciences
The Francisco J. Ayala School of Biological Sciences offers both the Master of Science and Doctor of Philosophy, although emphasis at the graduate
level is placed on the Ph.D. programs. Most training takes place within one of the departments, although full facilities and curricular offerings are
available to all graduate students in all departments of the Biological Sciences. Interdisciplinary study and research are encouraged.
Students are expected to maintain a B average at all times. The normative time to degree is two years for the master’s degree and five years for the
doctoral degree. A master’s degree is not a prerequisite for the Ph.D. degree.
Students plan their academic program in consultation with the graduate advisor or a faculty committee. Faculty advisors may be changed to meet the
needs and interests of the student. In addition, it is possible for students to transfer to another program in the School, subject to the approval of the dean
of Graduate Studies, and acceptance into that program. Students are encouraged to consult with faculty members with regard to their research and
academic interests.
During their graduate training, all doctoral students are required to serve at least two quarters as a 50-percent teaching assistant under the direction of
laboratory coordinators or faculty. Advanced graduate students may work closely with faculty in the planning and execution of the teaching program. The
amount and nature of the teaching experience varies with the department.
Master of Science
The Master of Science degree may be completed by submission of a research thesis (plan I) or by course work and a comprehensive examination (plan
II).
Plan I: Thesis Plan. The student is required to complete at least four didactic graduate courses (16 units) offered by the department, and elective
course work with an additional eight units of graduate or upper-division undergraduate course work. In addition, the student will typically take additional
seminar courses during the graduate study. Students in the M.S. program may be employed as teaching assistants, but units earned through enrollment
in University Teaching (399) may not be counted toward degree completion. The student engages in thesis research with a faculty thesis advisor, and
will prepare and submit a thesis to the thesis committee. The final examination is an oral presentation of the thesis to the committee. The normative time
to degree is two years for the thesis M.S. degree.
Plan II: Comprehensive Examination Plan. The plan II M.S. degree is awarded based on completion of at least 36 units of course work and
satisfactory completion of a comprehensive examination. The student is required to complete at least 16 units (four courses) of didactic graduate course
work offered by the department. In addition, the student will take up to 12 units of research. An additional eight units or more of elective course work
will be completed from other graduate courses offered by the department. A maximum of four units of upper-division undergraduate courses may be
included in the program with the approval of the associate dean for Graduate Studies. Students in the M.S. program may be employed as teaching
assistants, but units earned through enrollment in University Teaching (399) may not be counted toward degree completion. The comprehensive exam
will be administered by a committee of at least three departmental faculty, and may include written and oral sections. The comprehensive examination
format will include presentation of research or a capstone project and may include additional sections such as a research proposal, presentation of a
project, critical analysis, or other components. The normative time to degree is two years for the M.S. degree by comprehensive examination.
356 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 357
Doctor of Philosophy
Comprehensive Examination-First Year. Some departments and graduate programs require a comprehensive examination that is generally taken at
the end of the first year of graduate study.
Advancement to Candidacy Exam. The advancement to candidacy examination is taken in the third year of graduate study. The student will prepare
a written research proposal based on a federal granting agency format, and the proposal will be submitted to the advancement committee. The student
will present the research proposal to a committee of five faculty members. At the time of advancement to candidacy, the student is expected to have
identified an important and tractable dissertation topic, and to have demonstrated the technical and intellectual skills to complete doctoral thesis
research.
Once the advancement to candidacy examination is completed, the student is expected to complete the doctoral degree within three years. The student
must submit a dissertation on their research and defend the thesis in an oral examination during the final year of graduate study. The normative time for
completion of the Ph.D. is five years, and the maximum time permitted is seven years.
Graduate student status or consent of instructor is a prerequisite for all 200–299 courses.
Master of Science with a Concentration in Biotechnology
Department of Molecular Biology and Biochemistry
Michael G. Cumsky, Director
3205 McGaugh Hall
949-824-6034
http://www.bio.uci.edu/
[email protected]
The field of biotechnology has developed explosively since the discovery of gene cloning and sequencing methods in the mid-1970s. The field is now
represented by many active and successful companies who share an intense demand for well-trained people with up-to-date research skills in the
manipulation of nucleic acids, proteins, immunological reagents, and pathogenic organisms. The program in Biotechnology features two tracks leading
to an M.S. degree in Biological Sciences. The first is the traditional program, and the second, which takes advantage of a defined area of campus
research strength, provides an emphasis in stem cell biology. Both tracks incorporate extensive training from both teaching laboratories and actual
research settings (individual faculty laboratories). Focus is placed on techniques relevant to industry and seminar exposure to the nature of industry.
It is designed to train students to enter the field of biotechnology as skilled laboratory practitioners. Emphasis is placed on learning state-of-the-art
technology in protein isolation and characterization, animal and microbial cell culture, virology, immunology, and/or stem cell biology. Students are
trained in experimental rationales for solving actual research problems and are encouraged to take summer internships in industry between the first and
second year of their studies.
The Department of Molecular Biology and Biochemistry evaluates applicants to the program on the basis of grades, letters of recommendation, GRE
scores, and other relevant qualifications. Applicants should have successfully completed a B.S. degree or equivalent. Courses should include general
chemistry with laboratory, calculus, physics, organic chemistry, genetics, biochemistry, molecular biology, microbiology, immunology, and virology,
as well as laboratory courses in biochemistry, molecular biology, microbiology, and either animal virology or immunology. Enrollment in the stem cell
biology emphasis is limited to eight continuing students per year. Biotechnology graduate students interested in this track apply for admission during the
winter quarter of their first year in the program.
The traditional program emphasizes training in laboratory and research environments. First-year students are required to enroll in a series of laboratory
courses:
MOL BIO 250L Biotechnology Laboratory - Nucleic Acids
MOL BIO 251L Biotechnology Laboratory - Protein Purification and Characterization
MOL BIO 221L Advanced Immunology Laboratory (if offered )
MOL BIO 227L Virology and Immunology Laboratory (if 221L or 224 are not offered)
These courses are designed to teach techniques in recombinant DNA methodology, protein isolation and characterization, proteomics, animal and
microbial cell culture, immunology, and virology. In addition, students are trained rigorously in data recording and presentation as the laboratory
notebooks are reviewed and graded by laboratory course instructors. Students are taught formal course work in nucleic acids, proteins, genetic
engineering, and molecular/cellular biology. Emphasis during the second year is devoted exclusively to research projects in faculty laboratories, with the
exception of one elective course each quarter from an approved list or by consent of the Director. The program concludes with a formal presentation of
the student’s research at the end of the second year.
Students enrolled in the stem cell biology emphasis take the same number of laboratory and lecture courses as those in the traditional track. However,
in the spring quarter of their first year they must enroll in the stem cell laboratory (taught at the Stem Cell Research Core Facility), and their electives
must include the following courses, if offered: Stem Cell Policy (M&MG 230), Stem Cell Biology (DEV BIO 245), and Clinical Aspects of Stem Cells
(DEV BIO 203B, when offered). In addition, their individual research must be conducted in the laboratory of a faculty member utilizing stem cells.
UCI General Catalogue 2016-2017 357
358 Francisco J. Ayala School of Biological Sciences
While the Biotechnology program is designed to produce skilled laboratory practitioners for industrial positions, some students may wish to continue
in a Ph.D. degree program. The Department of Molecular Biology and Biochemistry is a member of the interdisciplinary graduate program in Cellular
and Molecular Biosciences, a program which offers the Ph.D. degree in Biological Sciences. Biotechnology program students who wish to enter the
interdisciplinary graduate program upon completion of the M.S. degree should apply for admission during their second year.
Master of Science in Biotechnology Management (MSBTM)
Michael G. Cumsky, Director
Department of Molecular Biology and Biochemistry
3205 McGaugh Hall
949 824-6034
http://www.bio.uci.edu/
[email protected];
The M.S. in Biotechnology Management is a joint graduate degree that will prepare scientists for leadership roles in biotechnology, science, and
engineering-based companies through a curriculum comprised of courses from the Department of Molecular Biology and Biochemistry (MB&B) in the
Francisco J. Ayala School of Biological Sciences, the Department of Biomedical Engineering in The Henry Samueli School of Engineering, and The
Paul Merage School of Business. Students will receive advanced training in biotechnology through course work, a teaching laboratory, and two quarters
of independent research in a faculty laboratory of their choosing. They will also learn to think as a business manager by solving product development
challenges through consulting projects, creating business plans, and by exposure to current issues within the biotechnology sector. Students will develop
quantitative and qualitative skills along with business communication skills. Students will learn about business from the biotechnology perspective and
biotechnology from the business perspective, and will be taught to think about their work through the lens of innovation, a crucial view for their careers.
Importantly, the MSBTM program is fully interdisciplinary, as students are immersed in the campus cultures of both science and business. They take
their science courses with M.S. and Ph.D. students from several campus graduate programs, and they take their business/management courses with
students in the full-time M.B.A. or FEMBA programs.
Some of the distinctive features of the MSBTM program include the following:
• Advanced training in biotechnology through course work and an eight-unit teaching laboratory;
• A research component whereby students will engage in research with a faculty member in either the Francisco J. Ayala School of Biological
Sciences Sciences or the Department of Biomedical Engineering (requests to perform research in labs outside of Biological Sciences or Biomedical
Engineering will be considered on a case-by-case basis). This research component is considered to be important for careers in the biotechnology
industry and makes this program unique worldwide;
• An Intensive course, Responding to Dynamic Times: Thinking Strategically in Business (MGMTMBA 200), which presents fundamental concepts,
tools, and solutions from management to initiate students into the concrete challenges that managers in high-performing organizations typically
confront. Students will be introduced to the pedagogical methods of case analysis, group problem solving, and group presentations as a means of
developing the skills and strategies associated with effective managerial action. The course is structured as a full-time, in-residence intensive;
• An experiential learning component wherein student teams, under the guidance of The Paul Merage School of Business and Department of
Molecular Biology and Biochemistry professors, act as a consulting team which works with managers of biotechnology or biological science-based
companies on innovative solutions to current problems faced by the companies;
• A business plan component wherein students from biosciences and management prepare a formal business plan for an Entrepreneurship or New
Venture Management course;
• A new capstone course taught in the spring quarter of the second year by faculty in both Biological Sciences and The Paul Merage School of
Business. The cross-listed course, Biotech Management (MOL BIO 253)/Biotech Management (MGMTMBA 293) will integrate the program’s two-
year curriculum and provide a format for the required comprehensive exam. The curriculum will address a number of management issues in the
biotech industry including finance, product development, pharmaceuticals, project management, regulatory affairs, and ethics. Guest lecturers from
the biotech industry will also be invited to talk about both the scientific and management sides of their companies;
• “Proseminar” courses in the first year that provides students with information and practical skills for success in the program and career planning.
Admissions
Applicants will apply directly to the Graduate Division for the MSBTM program beginning each fall. The program uses rolling admission deadlines. The
priority deadline is January 15; applications received by this date are read first, and we begin filling next fall's class from this group. March 15 is the
normal deadline; the remainder of the class is filled from these applicants. If the class is not full after review of the March 15 applicants, we will accept
additional applications until June 1. Prerequisite requirements will be the same as those for the Graduate Program in Biotechnology, which include a
B.A. or B.S. degree in biological sciences or related discipline and several specific elective and laboratory courses. Admission to graduate standing in
MB&B is generally accorded to those possessing a B.S. degree in biological sciences or an allied field obtained with an acceptable level of scholarship
from an institution of recognized standing. Those seeking admission without the prerequisite scholarship record may, in some cases, undertake remedial
work; if such work is completed at the stipulated academic level, the applicant will be considered for admission. Those admitted from an allied field may
be required to take supplementary upper-division courses in basic engineering subjects. The Graduate Record Examination (GRE) General Test is
required of all applicants.
Foreign students will be required to submit a TOEFL score and occasionally a TSE score. Applicants from India must submit one of the following in
order to be eligible for graduate studies consideration: a continuous four-year degree from an accredited university, college, or institution, or a completed
358 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 359
three-year bachelor’s accompanied with a completed two-year master’s degree. The combination of 3+2 would be the equivalent of the U.S. bachelor’s
degree. The MSBTM program does not accept a straight three-year bachelor's degree, nor does it accept a one-year completion of the two-year
master’s degree in the 3+2 combination.
Applicants will be evaluated on their prior academic record and their potential for management and leadership as demonstrated in the submitted
application materials (university’s transcripts, GRE test scores, letters of recommendation, applicable work experience, a Statement of Purpose, and an
essay). In addition, there will be an interview by admissions counselors from The Paul Merage School of Business.
Course Work and Examination Requirements
M.S. Plan II: Seventeen required courses, a minimum of 77 units, a zero-unit Proseminar sequence in the first year (defined below), and a
comprehensive examination which will be administered during the jointly taught capstone course in the spring quarter of the second year.
Required and Recommended Courses, Business: A total of nine courses adding up to 36 units. These include the Intensive Responding to Dynamic
Times: Thinking Strategically in Business (MGMTMBA 200), Experiential Learning (MGMTMBA 298),or New Venture Management (MGMTMBA 213),
and at least six courses from the Paul Merage School of Business, of which:
Three courses must be selected from the following five courses: Management Science (MGMTMBA 201B), Organizational Behavior for Management
(MGMTMBA 202), Financial Reporting for Management (MGMTMBA 203A), Marketing Management (MGMTMBA 205), Managerial Finance
(MGMTMBA 209A), and categorized as required courses;
Two courses must be selected from the following three courses: US Health Policy (MGMTMBA 264), Supply Chain Management (MGMTMBA 285),
Business Law (MGMTMBA 292), and categorized as restricted elective courses; and
One additional elective course of the student’s choosing.
Required and Recommended Courses, Biotechnology: A total of seven courses adding up to 36 units. These include:
Two core biological science courses, Nucleic Acid Structure and Function (MOL BIO 203) and Protein Structure and Function (MOL BIO 204);
Two additional graduate-level elective courses in biological sciences or biomedical engineering;
One teaching laboratory course focusing on essential methods in biotechnology, Biotechnology Management Laboratory (MOL BIO 252L); and
Two quarters of research (four units in winter quarter of the second year and eight units in spring quarter of the second year) whereby students will
engage in independent research with a faculty member of their choosing in the School of Biological Sciences or Department of Biomedical Engineering
(requests to perform research in labs outside of Biological Sciences or Biomedical Engineering will be considered on a case by case basis).
Proseminar Course (Year One)
This three-quarter course, MBA Proseminar (MGMTMBA 211), provides students with information and practical skills for success in the program and for
career planning. The goal is to help clarify goals and develop skills and techniques to successfully manage the job search process for employment upon
graduation and throughout one's career. This will be accomplished through workshops, presentations, webinars, and meetings with career counselors.
Topics include resume writing, job interview coaching, company hiring practices, and career advice and counseling.
Capstone Course (Year Two)
(Biotech Management (MOL BIO 253)/Biotech Management (MGMTMBA 293), five units), jointly taught by Biological Sciences and Business School
faculty, is designed to integrate the program’s two-year curriculum and provide a format for the required comprehensive exam. The curriculum will
address a number of management issues in the biotech industry including finance, product development, pharmaceuticals, project management,
regulatory affairs, and ethics. Guest lecturers from the biotech industry will also be invited to talk about both the scientific and management sides of their
companies.
Master of Science in Biological Sciences and Educational Media Design
Brad Hughes, Director
301 Steinhaus Hall
949-824-2359
[email protected]
Program Objectives and Student Eligibility
To meet the increasingly complex challenges facing science and education, highly trained professionals with advanced scientific knowledge and
pedagogical techniques coupled with state-of-the-art media design skills will be the science education leaders of the future. The Master of Science
in Biological Sciences and Educational Media Design establishes an intensive pathway for training those innovative leaders. The program can be
completed flexibly within one or two years of study, in as little as nine months of full-time study, or over two years of part-time study. In order to make
the program accessible to working professionals, courses will be available during the academic year in the early evening and during the regular summer
session. With the convenience of evening and summer course schedules, the program is tailored to suit working science educators.
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360 Francisco J. Ayala School of Biological Sciences
Program candidates will typically possess the qualifications of a teaching credential and a B.S. in Biological Sciences or comparable degree, and
have obtained a 3.0 or better GPA. Students with degrees in other areas will be considered if they have substantial course work in biology, chemistry,
mathematics, and physics that is comparable to the degree requirements for a B.S. in Biological Sciences from UCI. Applicants possessing different
prerequisite qualifications may potentially be considered for admission by approval of the program director with consideration of experience and/or
additional course work, on an individual case basis.
Curriculum Description
The program offers an integrative interdisciplinary structure with a curriculum that includes advanced academic biological sciences course work
electives, individually selected from upper-division and graduate-level schoolwide offerings. Students also choose from external field experience,
research lab experience, or a graduate course in the School of Education. A special graduate-level integrative biological science course, Experimental
Evolution in Biology and Education, is part of the required core courses. The four additional core courses comprise a blend of advanced training in the
field of science education and leadership, media production technologies, and educational media design. The biological and educational course work are
integrated through the productive synthesis of pedagogical methods, science content, and media design, culminating in a capstone project of biological
science educational media that is presented and defended in the final quarter of study. Students are encouraged to serve as teaching assistants during
their program; however, course units earned for University Teaching (399) will not count as units for degree completion.
Required and Elective Course Work
The M.S. program requires a minimum of 36 quarter units in approved courses, at least 24 of which must be from graduate-level courses in the 200
series or higher. Four graduate-level core courses (16 units) in science education media design are required for the M.S. degree including the following:
1. Advanced Pedagogical Design and Educational Science Media Production (four units, fall, lecture);
2. Directed Research Specialization and Project Development (four units, fall, lab);
3. Directed Educational Media Project Production (four units, winter, lab); and
4. Project Presentations and Science Education Leadership (four units, spring, lecture/seminar).
Three academic courses (12 units) in biological sciences are also required, including the required core graduate course Experimental Evolution in
Biology and Education (four units, winter, lecture/seminar). The remaining eight academic course units may include graduate-level courses offered
by the School of Biological Sciences (lecture or lab, approval of the departmental instructor and the program director are required), or upper-division
undergraduate courses offered by the School of Biological Sciences (lecture or lab, approval of the program director is required).
Another eight units of electives from any of the following options must also be completed (approval of the program director is required), including:
1. Independent laboratory research (up to eight units, e.g., DEV BIO 200A);
2. Independent field research (up to eight units, e.g., ECO EVO 200A);
3. Graduate course work in the School of Education (maximum of four units);
4. Upper-division courses offered by the School of Biological Sciences (maximum of four units, lecture or lab); and
5. Graduate-level courses offered by the School of Biological Sciences (up to eight units, lecture or lab).
Capstone Project for Degree Completion
The written documentation, multimedia product, and oral presentation of the educational media capstone project will serve as the comprehensive
examination for completion of the M.S. degree in Biological Sciences and Educational Media Design. The centerpiece of the capstone project is the
educational media product, which uses modern multimedia tools to provide compelling educational content that links conceptually to the biological
science course work content. The methodological design of the educational media demonstrates the student’s pedagogical skills, as well as technical
facility with media development tools. The scope of the project is set to a reasonable size and challenge range, both worthy of the master’s degree and
also realistically attainable. Projects may be developed using a modular production design in consultation with the program director, so that various
elements are functional, while others are descriptively simulated, to efficiently showcase the educational media product design effectively without
unreasonably high production efforts.
The educational media products are accompanied by a well-written documentation package. A requirement list and format for the project documentation
package is provided early in the program, and includes such elements as pedagogical rationale for product design referenced to pedagogical
course work, California State content standards addressed, lesson plans, bibliographic references, background content information referenced to
biological science course work, user manual instructions, assessment tools, media overview linked to media design and production course work, and
advertisement of product features. All projects will be required to address National or State standards, except by approval of the program director, for
projects that deal with higher education or public educational foci.
Presentations of the projects occur during class sessions via multimedia colloquia style talks for instructor and peer review. Presentations emulate in-
service training for end users, including comprehensive integrated descriptions of the project’s educational media features and documentation package.
360 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 361
This constructive process includes extensive peer evaluation, revisionary responses, and discussion participation. Exemplary capstone projects may be
exhibited/presented at the annual UCI Media Arts in Science Symposia (MASS), currently in development.
Courses in Biological Sciences and Educational Media Design
BSEMD 200 Individual Research
BSEMD 211 Advanced Pedagogical Design and Educational Science Media Production
BSEMD 212 Directed Research Specialization and Project Development
BSEMD 213 Directed Educational Media Project Production
BSEMD 214 Project Presentations and Science Education Leadership
BSEMD 220 Experimental Evolution in Biology and Education
BSEMD 299 Independent Study
Interdisciplinary Graduate Programs
The School is structured in a manner that encourages an interdisciplinary approach to scientific problems. Interaction and cooperative efforts across
traditional institutional boundaries are especially evident in the School’s participation in various organized research units (described in the Office of
Research section) and in the interdepartmental/interschool graduate programs described below.
Graduate Program in Cellular and Molecular Biosciences
Melanie Cocco, Director
Administrative Contact Information: Renee Frigo
4141 Natural Sciences II
949-824-8145
http://cmb.uci.edu
The combined graduate program in Cellular and Molecular Biosciences (CMB) provides the first year of instruction for graduate students entering Ph.D.
programs in six departments within the Francisco J. Ayala School of Biological Sciences and the School of Medicine. Applicants should have significant
laboratory experience and be well prepared in biochemistry, molecular biology, cell biology, and genetics with appropriate course work in organic
chemistry, calculus, and physics.
During the first year, students will select one of five focus areas: “Immunology and Microbiology,” Cancer and Cell Biology,” "Structural Biology,
Biochemistry, and Biophysics,” “Developmental and Stem Cell Biology,” or “Genetics, Epigenetics and Genomics.” Students will select three didactic
courses, one each quarter, from a menu of course options recommended for their focus area. Students with more general interests will be allowed to
substitute courses to gain knowledge in different areas of biomedical science. Furthermore, any student may switch focus areas during the first year.
Changes to course work or Focus Area can be achieved by simple petition to the CMB director. During the first year the students also complete three
required 2-unit S/U courses (Ph.D. Fundamentals, Biomedical Research Methods, and Responsible Conduct of Research) that develop knowledge and
skills not necessarily covered in the didactic courses. Students may take additional elective courses relevant to their area of specialization although this
is not encouraged. Each Focus Area recommends elective courses for students in years two or later, to be taken after transfer to a departmental Ph.D.
program.
The students also undertake introductory research in at least two laboratories during their first year. Students can select a laboratory rotation from over
100 faculty laboratories in the departments of Biological Chemistry, Developmental and Cell Biology, Microbiology and Molecular Genetics, Molecular
Biology and Biochemistry, Pathology and Laboratory Medicine, and Physiology and Biophysics. Each faculty member’s area of research is described on
the department websites. Faculty also are associated with research areas that span departments, as shown on the CMB website (http://cmb.uci.edu).
The year culminates in a comprehensive preliminary examination and evaluation.
At the end of the first academic year, students will select a thesis advisor in one of the departments. Students who select a thesis advisor in the
Francisco J. Ayala School of Biological Sciences (Department of Developmental and Cell Biology or Molecular Biology and Biochemistry) will complete
the doctoral degree in Biological Sciences. Students who select a thesis advisor in the School of Medicine (Departments of Biological Chemistry,
Microbiology and Molecular Genetics, Pathology and Laboratory Medicine, and Physiology and Biophysics) will complete the doctoral degree in
Biomedical Sciences.
During the second year and beyond, students participate in the departmental doctoral program. Students are required to meet all doctoral degree
requirements associated with the thesis advisor’s department or program, and may be required to take additional course work, and participate in
journal club and seminar series. The normative time for completion of the Ph.D. is five years, and the maximum time permitted is seven years. Further
information is available in the Catalogue sections of the participating departments and through the CMB program office.
Graduate Program in Mathematical, Computational, and Systems Biology
The graduate program in Mathematical, Computational, and Systems Biology (MCSB) is designed to meet the interdisciplinary training challenges of
modern biology and to function in concert with existing departmental programs or as an individually tailored program leading to an M.S. or Ph.D. degree.
Detailed information is available at the Mathematical, Computational, and Systems Biology website (http://mcsb.uci.edu) and in the Interdisciplinary
Studies section of the Catalogue.
UCI General Catalogue 2016-2017 361
362 Francisco J. Ayala School of Biological Sciences
Interdepartmental Neuroscience Program
Karina S. Cramer, Director
4145 Natural Sciences II
949-824-6226
http://www.inp.uci.edu;
[email protected] ( [email protected])
The Interdepartmental Neuroscience Program (INP) is a first-year graduate program that brings together more than 90 faculty from the Francisco
J. Ayala School of Biological Sciences and the School of Medicine, including participation from the Departments of Anatomy and Neurobiology,
Developmental and Cell Biology, Molecular Biology and Biochemistry, Neurobiology and Behavior, Pharmacology, and Physiology and Biophysics. INP
faculty have broad research interests in behavioral neuroscience, brain aging, developmental neurobiology, genetics, learning and memory, molecular
neurobiology, cellular neurobiology, neural injury/disorders/repair, neuropharmacology, plasticity, and sensory neuroscience. Neuroscience as a
discipline requires scientists to have a detailed understanding of at least one field, and a broad understanding of many other fields. INP provides breadth
early on, followed by specialization in years two through five of predoctoral training.
INP organizes and coordinates a core curriculum that provides a foundation in neuroscience and forms the basis of future specialized instruction in a
participating departmental degree-granting program. This curriculum includes course work and laboratory rotations. Each trainee is individually mentored
in tailoring an appropriate course of study based on academic background, interests, and research foci. After successfully completing the academic
requirements of the program, students identify a thesis advisor who is willing to accept them into their laboratory, and the student will transfer to the
doctoral program in their advisor’s home department. In this way, INP serves not as a degree-granting program, but as a gateway to further graduate
training. Students are required to meet all doctoral degree requirements associated with the thesis advisor’s department or program.
In particular, the program provides trainees with an opportunity: (1) to begin training in neuroscience with a broad academic introduction, (2) to
receive individualized attention to curricular needs, (3) to conduct initial research projects with a large and diverse group of faculty in a wide variety of
departments, and (4) to conduct dissertation research in any of a large and diverse group of laboratories in a wide variety of departments.
In the first year of study, students must successfully complete one course from each of the molecular, systems, and cellular neuroscience categories.
All trainees also participate in a two-unit course called Foundations of Neuroscience (NEURBIO 202A-NEURBIO 202B). This mandatory course meets
in the fall and winter quarters and is intended to expose students to research in neuroscience and critical reading and analysis of the primary literature.
Students are encouraged to carry out three laboratory rotations of 10 weeks each. With permission from the director and the dean, students may
carry out fewer rotations. Rotations are graded on a Satisfactory/Unsatisfactory Only scale. Trainees are judged as having successfully completed
the program provided that they have: (1) achieved at least a B+ (3.3) average in the core courses, (2) achieved a satisfactory grade in each quarter of
Foundations of Neuroscience, (3) achieved satisfactory grades in all rotations, and (4) identified a participating faculty member who has agreed to serve
as their thesis advisor.
The ideal INP candidate will have had a substantial subset of the following courses: biology, chemistry, physics, calculus, neuroscience, psychology,
biochemistry, and genetics. Preference will be given to applicants who have had laboratory research experience.
Following completion of the INP and selection of a thesis mentor, students will become members of the faculty member’s participating department. In
addition to the INP course work requirements, each department has specific requirements to be fulfilled, indicated below. Students who select a thesis
advisor in the Francisco J. Ayala School of Biological Sciences (Department of Developmental and Cell Biology, Molecular Biology and Biochemistry,
or Neurobiology and Behavior) will complete the doctoral degree in Biological Sciences. Students who select an advisor in the School of Medicine
(Department of Anatomy and Neurobiology, Pharmacology, or Physiology and Biophysics) will complete the doctoral degree in Biomedical Sciences.
Developmental and Cell Biology (Francisco J. Ayala School of Biological Sciences): Students entering the Developmental and Cell Biology
program are required to enroll in and attend the weekly Department seminar series (DEV BIO 290A-DEV BIO 290B-DEV BIO 290C) and Developmental
and Cell Biology journal club (DEV BIO 206A-DEV BIO 206B-DEV BIO 206C). Two quarters of teaching under the supervision of Departmental faculty
are required. Student training will also be individually assessed for possible courses with an emphasis in molecular, developmental biology, or genetics
as deemed necessary for successful completion of the thesis research project.
Molecular Biology and Biochemistry (Francisco J. Ayala School of Biological Sciences): Students entering the Molecular Biology and
Biochemistry program are required to enroll in and attend the weekly Department seminar series (MOL BIO 201A-MOL BIO 201B-MOL BIO 201C)
and the Research in Progress Seminar (MOL BIO 229), where they will present their own work annually. Students will enroll in University Teaching
(DEV BIO 399) and teach (TA) beginning in their second year for at least two quarters. Student training will also be individually assessed to include at
least one formal graduate course in each of the second through fifth years with an emphasis in molecular biology or biochemistry as deemed necessary
for successful completion of the thesis research project. Necessary courses will include two core classes (MOL BIO 203-MOL BIO 204).
Neurobiology and Behavior (Francisco J. Ayala School of Biological Sciences): Neurobiology and Behavior accepts any of the INP core courses
toward the requirement of one each from Cellular, Molecular, Systems, and Behavioral categories. INP students who enter Neurobiology and Behavior
in their second year must complete the fourth category if they only fulfilled three as INP students. In addition, they will fulfill the requirements met by all
continuing students, including teaching (TA) beginning in their second year for at least two quarters, advancing to candidacy in their third year, annual
meetings with an advisory committee, and completing four advanced courses prior to defending their dissertation in their fifth year. They also participate
in the regular Department colloquia. Students also present their research annually in the graduate student NeuroBlitz colloquium series.
362 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 363
Anatomy and Neurobiology (School of Medicine): Students entering the Anatomy and Neurobiology program are required to participate in the
Current Topics in Neuroscience journal club (ANATOMY 227A-ANATOMY 227B-ANATOMY 227C) and attend all Department-sponsored seminars.
They are also required to meet once each year with an advisory committee to monitor their progress and present their research at the annual “Grad Day”
meeting. Individual advisors may require students to take other courses depending on their interests and research program.
Pharmacology (School of Medicine): Students entering the Pharmacological Sciences program through the INP are required to complete Statistics
(PHARM 256) and Ethics (PHARM 257) during the summer. They will also fulfill the requirements met by all continuing students including the seminar
series (PHARM 298) and graduate research (PHARM 299). The seminar series includes a journal club and research presentation component. Students
will also have the opportunity to present their research at an annual Departmental Research Symposium. Students are expected to advance to
candidacy by year three and to meet with their thesis committee annually.
Physiology and Biophysics (School of Medicine): Students entering the Physiology program through the INP are required to enroll each quarter
in Topics in Physiology (PHYSIO 290), which is graded by attendance and participation, and to attend all meetings of the Physiology and Biophysics
journal club, all Physiology and Biophysics Departmental seminars and lunch meetings with the seminar speaker, and the Research in Progress
seminars. All students are required to present their research once a year at the Research in Progress program. Students are encouraged, but not
required, to enroll in Physiology of Ion Channels (PHYSIO 232) and Proteomics (PHYSIO 252). All students are required to hold meetings with their
thesis committee annually, beginning in their second year. The Department has no formal teaching requirements, but students who wish to gain
experience as Teaching Assistants (TA) can make arrangements to do so in coordination with the director of Graduate Studies for the Department of
Physiology and Biophysics.
Faculty
Dritan Agalliu, Ph.D. Columbia University, Assistant Professor of Developmental and Cell Biology (molecular, cellular, and genetic analysis of
mammalian blood-brain barrier development, the role of the barrier in disease pathogenesis)
Nancy M. Aguilar-Roca, Ph.D. University of California, San Diego, Lecturer with Potential Security of Employment of Ecology and Evolutionary Biology
Steven D. Allison, Ph.D. Stanford University, Associate Professor of Ecology and Evolutionary Biology; Earth System Science
Joseph Arditti, Ph.D. University of Southern California, Professor Emeritus of Developmental and Cell Biology (developmental physiology of orchids)
Kavita Arora, Ph.D. University of Bombay, Professor of Developmental and Cell Biology (Drosophila development; TGF-ß signal transduction; cell
signaling)
Dana W. Aswad, Ph.D. University of California, Berkeley, Professor of Molecular Biology and Biochemistry
Peter R. Atsatt, Ph.D. University of California, Los Angeles, Professor Emeritus of Ecology and Evolutionary Biology
Scott Atwood, Ph.D. University of Oregon, Assistant Professor of Developmental and Cell Biology
John C. Avise, Ph.D. University of California, Davis, UCI Distinguished Professor of Ecology and Evolutionary Biology
Francisco J. Ayala, Ph.D. Columbia University, Donald Bren Professor and University Professor of Ecology and Evolutionary Biology; Logic and
Philosophy of Science
Manny Azizi, Ph.D. University of Massachusetts, Assistant Professor of Ecology and Evolutionary Biology
Pierre F. Baldi, Ph.D. California Institute of Technology, UCI Chancellor's Professor of Computer Science; Biological Chemistry; Biomedical Engineering;
Developmental and Cell Biology (bioinformatics, computational biology)
Alan G. Barbour, M.D. Tufts University, Professor of Microbiology and Molecular Genetics; Ecology and Evolutionary Biology; Medicine
Lee Bardwell, Ph.D. Stanford University, Professor of Developmental and Cell Biology (intracellular signaling in development and disease)
Claudia Benavente, Ph.D. University of Arizona, Assistant Professor of Pharmaceutical Sciences; Developmental and Cell Biology (genetics,
epigenetics, cancer, pediatric cancer, retinoblastoma, osteosarcoma)
Albert F. Bennett, Ph.D. University of Michigan, Professor Emeritus of Ecology and Evolutionary Biology
Rudi C. Berkelhamer, Ph.D. University of California, Berkeley, Senior Lecturer Emerita of Ecology and Evolutionary Biology
Hans-Ulrich Bernard, Ph.D. University of Goettingen, Professor Emeritus of Molecular Biology and Biochemistry; Program in Public Health
Michael W. Berns, Ph.D. Cornell University, Arnold and Mabel Beckman Chair in Laser Biomedicine and Professor of Surgery; Biomedical Engineering;
Developmental and Cell Biology (photomedicine, laser microscopy, biomedical devices)
UCI General Catalogue 2016-2017 363
364 Francisco J. Ayala School of Biological Sciences
Bruce Blumberg, Ph.D. University of California, Los Angeles, Professor of Developmental and Cell Biology; Biomedical Engineering; Environmental
Health Sciences; Pharmaceutical Sciences (gene regulation by nuclear hormone receptors in vertebrate development physiology, endocrine disruption)
Mathew M. Blurton-Jones, Ph.D. University of California, San Diego, Assistant Professor of Neurobiology and Behavior
Hans R. Bode, Ph.D. Yale University, Professor Emeritus of Developmental and Cell Biology (molecular basis of pattern formation in Hydra)
Alexander D. Boiko, Ph.D. University of Illinois at Urbana–Champaign, Assistant Professor of Molecular Biology and Biochemistry
Peter A. Bowler, Ph.D. University of California, Irvine, Senior Lecturer of Ecology and Evolutionary Biology
Matthew E. Bracken, Ph.D. Oregon State University, Associate Professor of Ecology and Evolutionary Biology
Timothy J. Bradley, Ph.D. University of British Columbia, Professor of Ecology and Evolutionary Biology
Timothy Bredy, Ph.D McGill University, Assistant Professor of Neurobiology and Behavior
Adriana D. Briscoe, Ph.D. Harvard University, Professor of Ecology and Evolutionary Biology
Peter J. Bryant, Ph.D. University of Sussex, Research Professor and Professor Emeritus of Developmental and Cell Biology (tumor-suppressor genes of
Drosophila and humans)
Susan V. Bryant, Ph.D. University of London, Professor Emerita of Developmental and Cell Biology (molecular basis of limb development and
regeneration)
Michael J. Buchmeier, Ph.D. McMaster University, Professor of Medicine; Microbiology and Molecular Genetics; Molecular Biology and Biochemistry
Nancy T. Burley, Ph.D. University of Texas at Austin, Professor of Ecology and Evolutionary Biology
Jorge A. Busciglio, Ph.D. Universidad Nacional de Córdoba, Professor of Neurobiology and Behavior
Robin M. Bush, Ph.D. University of Michigan, Associate Professor of Ecology and Evolutionary Biology
Lawrence F. Cahill, Ph.D. University of California, Irvine, Professor of Neurobiology and Behavior (neural mechanisms of emotionally influenced
behavior, sex differences in brain)
Anne L. Calof, Ph.D. University of California, San Francisco, Professor of Anatomy and Neurobiology; Developmental and Cell Biology (neurogenesis
and neuronal differentiation)
Diane R. Campbell, Ph.D. Duke University, Professor of Ecology and Evolutionary Biology
Richard D. Campbell, Ph.D. The Rockefeller University, Professor Emeritus of Developmental and Cell Biology (Morphogenesis; biology of Hydra; fractal
geometry of biological forms)
F. Lynn Carpenter, Ph.D. University of California, Berkeley, Professor Emerita of Ecology and Evolutionary Biology
Ken W. Cho, Ph.D. University of Pennsylvania, Professor of Developmental and Cell Biology (TGF-ß signaling, gene regulatory networks in
development)
Olivier Cinquin, Ph.D. University College London, Assistant Professor of Developmental and Cell Biology (mathematical modeling of networks, systems
biology)
Olivier Civelli, Ph.D. Swiss Federal Institute of Technology in Zurich, Department Chair and Eric L. and Lila D. Nelson Chair in Neuropharmacology and
Professor of Pharmacology; Developmental and Cell Biology; Pharmaceutical Sciences (novel neuroactive molecules)
Michael T. Clegg, Ph.D. University of California, Davis, Donald Bren Professor and Professor Emeritus of Ecology and Evolutionary Biology
Melanie Cocco, Ph.D. Pennsylvania State University, Associate Professor of Molecular Biology and Biochemistry; Pharmaceutical Sciences
Susana Cohen-Cory, Ph.D. The Rockefeller University, Professor of Neurobiology and Behavior
Carl W. Cotman, Ph.D. Indiana University, Professor of Neurology; Biomedical Engineering; Neurobiology and Behavior (Alzheimer's disease, apoptosis,
successful aging, dementia)
Karina S. Cramer, Ph.D. California Institute of Technology, Professor of Neurobiology and Behavior
Michael G. Cumsky, Ph.D. University of California, Berkeley, Senior Lecturer of Molecular Biology and Biochemistry
364 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 365
Michelle Digman, Ph.D. University of Illinois at Chicago, Assistant Professor of Biomedical Engineering; Chemical Engineering and Materials Science;
Developmental and Cell Biology (quantitative imaging techniques to study spatial-temporal dynamics of signaling protein networks in live cells and
tissues)
Peter J. Donovan, Ph.D. University College London, Professor of Biological Chemistry; Developmental and Cell Biology (stem cell biology)
Aimee Lara Edinger, Ph.D. University of Pennsylvania, Associate Professor of Developmental and Cell Biology (cancer biology and metabolism, growth
control, protein trafficking)
James J. Emerson, Ph.D. University of Chicago, Assistant Professor of Ecology and Evolutionary Biology
German A. Enciso Ruiz, Ph.D. Rutgers, the State University of New Jersey, Associate Professor of Mathematics; Developmental and Cell Biology
(applied and computational mathematics, mathematical and computational biology)
Hung Y. Fan, Ph.D. Massachusetts Institute of Technology, Professor Emeritus of Molecular Biology and Biochemistry
Howard J. Federoff, M.D. Ph.D. Albert Einstein College of Medicine, Vice Chancellor for Health Affairs and Professor of Neurobiology and Behavior
Norbert Fortin, Ph.D. Boston University, Associate Professor of Neurobiology and Behavior
Donald E. Fosket, Ph.D. University of Idaho, Professor Emeritus of Developmental and Cell Biology (regulation of cytoskeleton formation and function)
Christie Fowler, Ph.D. Florida State University, Assistant Professor of Neurobiology and Behavior
Steven A. Frank, Ph.D. University of Michigan, Professor of Ecology and Evolutionary Biology; Logic and Philosophy of Science
Ron D. Frostig, Ph.D. University of California, Los Angeles, Professor of Neurobiology and Behavior; Biomedical Engineering
David A. Fruman, Ph.D. Harvard University, Professor of Molecular Biology and Biochemistry
Christine M. Gall, Ph.D. University of California, Irvine, Department Chair and Professor of Anatomy and Neurobiology; Neurobiology and Behavior
Sunil P. Gandhi, Ph.D. University of California, San Diego, Assistant Professor of Neurobiology and Behavior
David M. Gardiner, Ph.D. University of California, San Diego, Professor of Developmental and Cell Biology (limb development and regeneration)
Brandon S. Gaut, Ph.D. University of California, Riverside, Professor of Ecology and Evolutionary Biology
Donovan German, Ph.D. University of Florida, Assistant Professor of Ecology and Evolutionary Biology
Paul David Gershon, Ph.D. University of Liverpool, Professor of Molecular Biology and Biochemistry
Charles Glabe, Ph.D. University of California, Davis, Professor of Molecular Biology and Biochemistry
Michael L. Goulden, Ph.D. Stanford University, Professor of Earth System Science; Ecology and Evolutionary Biology
Celia Goulding, Ph.D. King's College London, Professor of Molecular Biology and Biochemistry; Pharmaceutical Sciences
Gale A. Granger, Ph.D. University of Washington, Professor Emeritus of Molecular Biology and Biochemistry
Enrico Gratton, Ph.D. University of Rome, Professor of Biomedical Engineering; Developmental and Cell Biology; Physics and Astronomy (design of new
fluorescence instruments, protein dynamics, single molecule, fluorescence microscopy, photon migration in tissues)
Kim Green, Ph.D. University of Leeds, Assistant Professor of Neurobiology and Behavior
Michael T. Green, Ph.D. University of Chicago, Professor of Molecular Biology and Biochemistry; Chemistry (chemical, biology, inorganic and
organometallic, physical chemistry and chemical physics, theoretical and computational)
Steven P. Gross, Ph.D. University of Texas at Austin, Professor of Developmental and Cell Biology; Biomedical Engineering; Physics and Astronomy
(force generation by molecular motors in living cells)
John F. Guzowski, Ph.D. University of California, Irvine, Director in the Neurobiology of Learning and Memory and Associate Professor of Neurobiology
and Behavior
Barbara A. Hamkalo, Ph.D. University of Massachusetts, Professor Emerita of Molecular Biology and Biochemistry
Bradford A. Hawkins, Ph.D. University of California, Riverside, Professor of Ecology and Evolutionary Biology
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366 Francisco J. Ayala School of Biological Sciences
Patrick L. Healey, Ph.D. University of California, Berkeley, Professor Emeritus of Developmental and Cell Biology (plant cellular differentiation and
morphogenesis, ultrastructure and histochemistry of secretory systems, early reproductive development)
L. R. Herman, B.S. University of California, Irvine, Academic Coordinator of Biological Sciences
James W. Hicks, Ph.D. University of New Mexico, Professor of Ecology and Evolutionary Biology
Franz J. Hoffmann, Ph.D. University of Hohenheim, Senior Lecturer with Security of Employment Emeritus of Developmental and Cell Biology
(regeneration of cultured plant cells, somatic cell genetics)
Yilin Hu, Ph.D. Loma Linda University, Assistant Professor of Molecular Biology and Biochemistry
Bradley S. Hughes, Ph.D. University of California, Irvine, Lecturer with Security of Employment of Ecology and Evolutionary Biology; Education
Christopher C. Hughes, Ph.D. University of London, Francisco J. Ayala Chair and Interim Director of Edwards Lifesciences Center for Advanced
Cardiovascular Technology and Professor of Molecular Biology and Biochemistry; Biomedical Engineering (tissue engineering, growth and patterning of
blood vessels)
George L. Hunt, Jr., Ph.D. Harvard University, Professor Emeritus of Ecology and Evolutionary Biology
Travis E. Huxman, Ph.D. University of Nevada, Professor of Ecology and Evolutionary Biology
Matthew Inlay, Ph.D. University of California, San Diego, Assistant Professor of Molecular Biology and Biochemistry
Mahtab F. Jafari, Ph.D. University of California, San Francisco, Vice Chair of the Undergraduate Program in Pharmaceutical Sciences and Associate
Professor of Pharmaceutical Sciences; Ecology and Evolutionary Biology; Pharmacology
Anthony A. James, Ph.D. University of California, Irvine, UCI Distinguished Professor of Microbiology and Molecular Genetics; Molecular Biology and
Biochemistry
Pavan Kadandale, Ph.D. Rutgers, The State University of New Jersey, Lecturer with Potential Security of Employment of Molecular Biology and
Biochemistry
Claudia H. Kawas, M.D. University of Louisville, Nichols Term Chair in Neuroscience and Professor of Neurology; Neurobiology and Behavior
Daniel J. Knauer, Ph.D. University of Nebraska, Professor Emeritus of Developmental and Cell Biology (human antithrombins and related serine
protease inhibitors)
Natalia Komarova, Ph.D. University of Arizona, Professor of Mathematics; Ecology and Evolutionary Biology (applied and computational mathematics,
mathematical and computational biology, mathematics of complex and social phenomena)
Harold Koopowitz, Ph.D. University of California, Los Angeles, Professor Emeritus of Ecology and Evolutionary Biology
Stuart M. Krassner, SCE Johns Hopkins University, Professor Emeritus of Developmental and Cell Biology (developmental transitions of
hemoflagellates)
Young Jik Kwon, Ph.D. University of Southern California, Professor of Pharmaceutical Sciences; Biomedical Engineering; Chemical Engineering and
Materials Science; Molecular Biology and Biochemistry (gene therapy, drug delivery, cancer-targeted therapeutics, combined molecular imaging and
therapy, cancer vaccine)
Frank M. Laferla, Ph.D. University of Minnesota, Dean of the Francisco J. Ayala School of Biological Sciences and Professor of Neurobiology and
Behavior; Neurology
Arthur D. Lander, Ph.D. University of California, San Francisco, Donald Bren Professor and Professor of Developmental and Cell Biology; Biomedical
Engineering; Logic and Philosophy of Science; Pharmacology (systems biology of development, pattern formation, growth control)
Michael Leon, Ph.D. University of Chicago, Professor of Neurobiology and Behavior
Shin Lin, Ph.D. University of California, Los Angeles, Professor of Developmental and Cell Biology (combined use of biochemistry, cell biology,
molecular biology, molecular biophysics to study the structure and function of proteins involved in cytoskeletal/contractile functions and signal
transduction in muscle and nonmuscle cells)
Melissa Lodoen, Ph.D. University of California, San Francisco, Assistant Professor of Molecular Biology and Biochemistry
Anthony D. Long, Ph.D. McMaster University, Professor of Ecology and Evolutionary Biology; Pharmaceutical Sciences
Catherine Loudon, Ph.D. Duke University, Senior Lecturer of Ecology and Evolutionary Biology
366 UCI General Catalogue 2016-2017
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Ulrike Luderer, M.D., Ph.D. Northwestern University, Professor of Medicine; Developmental and Cell Biology; Environmental Health Sciences; Program
in Public Health (reproductive toxicology, developmental toxicology, developmental basis of ovarian toxicity, ovarian cancer)
Hartmut Luecke, Ph.D. William Marsh Rice University, Professor of Molecular Biology and Biochemistry; Physiology and Biophysics
Ray Luo, Ph.D. University of Maryland, College Park, Professor of Molecular Biology and Biochemistry; Biomedical Engineering; Chemical Engineering
and Materials Science (protein structure, noncovalent associations involving proteins)
Andrej Luptak, Ph.D. Yale University, Associate Professor of Pharmaceutical Sciences; Chemistry; Molecular Biology and Biochemistry (chemical
biology)
Grant R. MacGregor, Ph.D. University of Sussex, Professor of Developmental and Cell Biology (mouse reproduction, development, homeostasis)
Richard E. MacMillen, Ph.D. University of California, Los Angeles, Professor Emeritus of Ecology and Evolutionary Biology
Stephen V. Mahler, Ph.D. University of Michigan, Assistant Professor of Neurobiology and Behavior
Jerry E. Manning, Ph.D. University of Utah, Professor Emeritus of Molecular Biology and Biochemistry
J. Lawrence Marsh, Ph.D. University of Washington, Professor of Developmental and Cell Biology (mechanisms of neurodegeneration and molecular
genetics of development)
John F. Marshall, Ph.D. University of Pennsylvania, Professor Emeritus of Neurobiology and Behavior
Rachel Martin, Ph.D. Yale University, Associate Professor of Chemistry; Molecular Biology and Biochemistry (analytical, chemical biology, physical
chemistry and chemical physics)
Adam Martiny, Ph.D. Technical University of Denmark, Associate Professor of Earth System Science; Ecology and Evolutionary Biology
Jennifer Martiny, Ph.D. Stanford University, Professor of Ecology and Evolutionary Biology
Maria J. Massimelli, Ph.D., Lecturer with Potential Security of Employment of Molecular Biology and Biochemistry
Debra K. Mauzy-Melitz, Ph.D. Marquette University, Lecturer with Potential Security of Employment of Developmental and Cell Biology (role of writing in
scientific teaching)
James L. McGaugh, Ph.D. University of California, Berkeley, Research Professor and Professor Emeritus of Neurobiology and Behavior; Logic and
Philosophy of Science
Matthew J. McHenry, Ph.D. University of California, Berkeley, Associate Professor of Ecology and Evolutionary Biology
Bruce L. McNaughton, Ph.D. Carleton University, UCI Distinguished Professor of Neurobiology and Behavior
Alexander McPherson, Ph.D. Purdue University, Professor of Molecular Biology and Biochemistry
Raju Metherate, Ph.D. McGill University, Professor of Neurobiology and Behavior
Ronald L. Meyer, Ph.D. California Institute of Technology, Professor Emeritus of Developmental and Cell Biology (development of nerve connections,
nerve injury, and regeneration)
John Middlebrooks, Ph.D. University of California, San Francisco, Professor of Otolaryngology; Biomedical Engineering; Cognitive Sciences;
Neurobiology and Behavior (hearing research, neurophysiology, psychophysics, auditory prosthesis, computational neuroscience)
Ricardo Miledi, M.D. Universidad Nacional Autonoma De Mexico, Professor Emeritus of Neurobiology and Behavior
Edwin S. Monuki, M.D. Ph.D. University of California, San Diego, Department Chair and Associate Professor of Pathology and Laboratory Medicine;
Developmental and Cell Biology (cerebral cortex, choroid plexus development, translation)
Kailen Mooney, Ph.D. University of Colorado Boulder, Associate Professor of Ecology and Evolutionary Biology
Naomi Morrissette, Ph.D. University of Pennsylvania, Associate Professor of Molecular Biology and Biochemistry
Seyed Ali Mortazavi, Ph.D. California Institute of Technology, Assistant Professor of Developmental and Cell Biology (functional genomics to study
transcriptional regulation in development)
Laurence D. Mueller, Ph.D. University of California, Davis, Department Chair and Professor of Ecology and Evolutionary Biology
R. Michael Mulligan, Ph.D. Michigan State University, Biological Sciences Associate Dean of Graduate Studies and Professor of Developmental and Cell
Biology; Ecology and Evolutionary Biology (RNA editing in plant mitochondria and chloroplasts)
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368 Francisco J. Ayala School of Biological Sciences
Edward L. Nelson, M.D. University of Oregon, Associate Professor of Medicine; Molecular Biology and Biochemistry
Andrea C. Nicholas, Ph.D. University of Chicago, Lecturer with Potential Security of Employment of Neurobiology and Behavior
Diane K. O'Dowd, Ph.D. University of California, San Diego, Professor of Developmental and Cell Biology; Anatomy and Neurobiology (regulation of
activity in developing and adult nervous systems)
Ian Parker, Ph.D. University College London, Professor of Neurobiology and Behavior; Physiology and Biophysics
Irene Pedersen, Ph.D. University of California, San Diego, Assistant Professor of Molecular Biology and Biochemistry
Maksim Plikus, Ph.D. University of Southern California, Assistant Professor of Developmental and Cell Biology (mechanisms of regeneration, stem cell
control)
Thomas L. Poulos, Ph.D. University of California, San Diego, UCI Chancellor's Professor of Molecular Biology and Biochemistry; Chemistry;
Pharmaceutical Sciences; Physiology and Biophysics (chemical biology)
Jessica Pratt, Ph.D. University of California, Irvine, Lecturer with Potential Security of Employment of Ecology and Evolutionary Biology
Jennifer A. Prescher, Ph.D. University of California, Berkeley, Assistant Professor of Chemistry; Molecular Biology and Biochemistry; Pharmaceutical
Sciences (chemical biology, organic and synthetic)
Susanne M. Rafelski, Ph.D. Stanford University, Assistant Professor of Developmental and Cell Biology; Biomedical Engineering (control of
mitochondrial network size, topology and function in budding yeast cells)
James T. Randerson, Ph.D. Stanford University, UCI Chancellor's Professor of Earth System Science; Ecology and Evolutionary Biology
Jose Mari Ranz Navalpotro, Ph.D. Universidad Autónoma de Madrid, Associate Professor of Ecology and Evolutionary Biology
Olga Razorenova, Ph.D. Institute of Molecular Genetics, Assistant Professor of Molecular Biology and Biochemistry
Elizabeth L. Read, Ph.D. University of California, Berkeley, Assistant Professor of Chemical Engineering and Materials Science; Molecular Biology and
Biochemistry (dynamics of complex biochemical systems, regulation of immune responses)
Markus W. Ribbe, Ph.D. University of Bayreuth, UCI Chancellor's Professor of Molecular Biology and Biochemistry; Chemistry (chemical biology,
inorganic and organometallic)
Michael R. Rose, Ph.D. University of Sussex, Professor of Ecology and Evolutionary Biology
Ann K. Sakai, Ph.D. University of Michigan, Professor of Ecology and Evolutionary Biology
Brian Sato, Ph.D. University of California, San Diego, Lecturer with Security of Employment of Molecular Biology and Biochemistry
Thomas F. Schilling, Ph.D. University of Oregon, Department Chair and Professor of Developmental and Cell Biology (zebrafish development, vertebrate
genetics, craniofacial development)
Donald F. Senear, Ph.D. University of Washington, Professor of Molecular Biology and Biochemistry
Justin F. Shaffer, Ph.D. University of Washington, Lecturer with Potential Security of Employment of Developmental and Cell Biology (improving
teaching and learning in college science classes)
Steven L. Small, M.D. University of Rochester, Dr. Stanley van den Noort Endowed Chair and Professor of Neurology; Cognitive Sciences; Neurobiology
and Behavior
Cascade J. Sorte, Ph.D. University of California, Davis, Assistant Professor of Ecology and Evolutionary Biology
George Sperling, Ph.D. Harvard University, UCI Distinguished Professor of Cognitive Sciences; Neurobiology and Behavior (empirical studies of human
information processing: short-term visual memory systems, attention, visual perception, 3-D object recognition; mathematical, computational, and neural
models of visual processes: light adaptation, temporal sensitivity, contrast-D)
Craig Stark, Ph.D. Carnegie Mellon University, James L. McGaugh Chair in the Neurobiology of Learning and Memory and Professor of Neurobiology
and Behavior
Oswald Steward, Ph.D. University of California, Irvine, Reeve-Irvine Chair in Spinal Cord Injury Research and Professor of Anatomy and Neurobiology;
Neurobiology and Behavior
Georg F. Striedter, Ph.D. University of California, San Diego, Professor of Neurobiology and Behavior
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Christine Suetterlin, Ph.D. University of Basel, Associate Professor of Developmental and Cell Biology (centrosome and cilia regulation, Golgi, host-
pathogen interaction)
Katumi Sumikawa, Ph.D. Imperial College London, Professor of Neurobiology and Behavior
Sha Sun, Ph.D. University of Chicago, Assistant Professor of Developmental and Cell Biology (long noncoding RNAs in epigenetic programming)
Richard Symanski, Ph.D. Syracuse University, Senior Lecturer of Ecology and Evolutionary Biology
Andrea Tenner, Ph.D. University of California, San Diego, Professor of Molecular Biology and Biochemistry; Neurobiology and Behavior
Krishna K. Tewari, Ph.D. University of Lucknow, Professor Emeritus of Molecular Biology and Biochemistry
Leslie M. Thompson, Ph.D. University of California, Irvine, Professor of Psychiatry and Human Behavior; Biological Chemistry; Neurobiology and
Behavior
Kevin Thornton, Ph.D. University of Chicago, Associate Professor of Ecology and Evolutionary Biology
Kathleen K. Treseder, Ph.D. Stanford University, Department Vice Chair and UCI Chancellor's Fellow and Professor of Ecology and Evolutionary Biology
Shiou-Chuan (Sheryl) Tsai, Ph.D. University of California, Berkeley, Professor of Molecular Biology and Biochemistry; Chemistry; Pharmaceutical
Sciences
Luis P. Villarreal, Ph.D. University of California, San Diego, Professor Emeritus of Molecular Biology and Biochemistry
Craig Walsh, Ph.D. University of California, Los Angeles, Professor of Molecular Biology and Biochemistry
Rahul Warrior, Ph.D. Yale University, Associate Professor of Developmental and Cell Biology (developmental genetics of transcription and proteoglycan
synthesis)
Arthur Weis, Ph.D. University of Illinois at Urbana-Champaign, Professor Emeritus of Ecology and Evolutionary Biology
Gregory A. Weiss, Ph.D. Harvard University, Professor of Chemistry; Molecular Biology and Biochemistry (analytical, chemical biology, organic and
synthetic, polymer, materials, nanoscience)
Stephen G. Weller, Ph.D. University of California, Berkeley, Professor of Ecology and Evolutionary Biology
Katrine Whiteson, Ph.D. University of Chicago, Assistant Professor of Molecular Biology and Biochemistry
Dominik Franz X. Wodarz, Ph.D. Oxford University, Professor of Ecology and Evolutionary Biology; Mathematics
Marcelo A. Wood, Ph.D. Princeton University, UCI Chancellor's Fellow and Department Chair and Professor of Neurobiology and Behavior
Clifford A. Woolfolk, Ph.D. University of Washington, Professor Emeritus of Molecular Biology and Biochemistry
Zeba Wunderlich, Ph.D. Harvard University, Assistant Professor of Developmental and Cell Biology (understanding the organization of regulatory
information in the genome)
Xaiohui Xie, Ph.D. Massachusetts Institute of Technology, Associate Professor of Computer Science; Developmental and Cell Biology (computational
biology, bioinformatics, genomics, neural computation, machine learning)
Guiyun Yan, Ph.D. University of Vermont, Professor of Program in Public Health; Ecology and Evolutionary Biology; Program in Public Health
Michael Yassa, Ph.D. University of California, Irvine, Assistant Professor of Neurobiology and Behavior
Biological Sciences Courses
BIO SCI 1A. Life Sciences. 4 Units.
Designed to introduce nonmajors to the basic concepts of modern biology. Discussion of evolutionary biology, ecology, molecular biology, and genetics.
Restriction: Non-School of Biological Sciences majors only.
(II)
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BIO SCI 2A. Freshman Seminar. 2 Units.
Weekly meetings consisting of presentations by faculty, professional staff, and Peer Academic Advisors provide information about the School of
Biological Sciences, campus resources, learning skills, and special programs/opportunities.
Grading Option: Pass/no pass only.
Restriction: Freshmen only. Biological Sciences majors only.
BIO SCI 2B. Freshman Seminar . 1 Unit.
Faculty presentations and readings focused on the structure, function, opportunities, and current issues in the biological sciences.
Grading Option: Pass/no pass only.
Restriction: Biological Sciences majors only. Freshman only.
BIO SCI 2C. Solutions in Science. 1 Unit.
Students will be introduced to approaches that can be used to solve scientific problems. These methods can be utilized in introductory to advanced
classes and will allow students to become independent thinkers.
BIO SCI 3A. Career Decision Making. 1 Workload Unit.
An introductory course designed to facilitate the career decision-making process. Decision-making processes, values, and standardized tests of
aptitudes, interests, and values are utilized with non-test data in appraising biological sciences career options.
Grading Option: Pass/no pass only.
BIO SCI 3B. Non-Health Sciences Career Exploration. 1 Workload Unit.
A survey course designed to assist students in exploring non-health science career options. Lectures by professionals in various fields.
Grading Option: Pass/no pass only.
BIO SCI 6. Tropical Biology: Race to Save the Tropics. 4 Units.
Population growth combines with tropical resource consumption by industrialized nations to cause high rates of deforestation, pollution, habitat
fragmentation, and extinction of species. Discusses tropical biomes, their population, community, and ecosystem processes, and possible means of
conservation of biodiversity.
(II)
BIO SCI 9A. Nutrition Science. 4 Units.
An introduction to nutrition science, integrating concepts from biology, biochemistry, microbiology, physiology, and psychology to explain the interaction
between nutrients and the human body. Biological basis of nutrient standards is analyzed. Effects of nutrition, behavior, exercises on health/disease.
(II)
BIO SCI 9B. Biology and Chemistry of Food and Cooking . 4 Units.
The kitchen is used as a laboratory to introduce fundamental principles of biology, chemistry, and physics. A molecular/cellular analysis of cooking,
including concepts such as protein structure, browning reactions, colloids, emulsions, carbohydrate metabolism, and development of flavor/texture
through biochemical transformations.
Restriction: Non-Bio Sci majors only.
(II)
BIO SCI 9D. Diseases of the Twenty-First Century . 4 Units.
Why do we get sick? An introduction to the biological basis of human disease, including diseases of the cardiovascular, respiratory, nervous, and
reproductive systems. Case studies present diagnosis, treatment, and prevention protocols. Inheritable and infectious diseases also discussed.
Overlaps with BIO SCI 10, BIO SCI 12D.
(II)
BIO SCI 9E. Horticulture Science . 4 Units.
Scientific principles of horticulture at the UCI Arboretum. Taxonomy, plant life history strategies; experiments with seed dormancy; morphological
adaptations for specialized sexual and clonal reproduction; basics of plant propagation and ecological restoration. Materials fee.
(II)
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BIO SCI 9G. Way Your Body Works. 4 Units.
An introduction to the basic mechanisms that control the organ systems of the human body, including the nervous, cardiovascular, immune, and
reproductive systems. Emphasis is on how the body works normally, but includes how these processes fail in disease.
Restriction: Non-Biological Sciences majors only.
(II)
BIO SCI 9J. Biology of Oriental Medicine. 4 Units.
With lectures, demonstrations, and hands-on learning, the theory and practice of herbal medicine, acupuncture, qigong, and manipulative therapies are
explained in Western biomedical terms. The latest basic and clinical research advances in each area are also described.
Overlaps with BIO SCI 9N, BIO SCI D124.
(II)
BIO SCI 9K. Global-Change Biology. 4 Units.
Addresses ways in which humans are altering the global environment, with consequences for the ecology of animals, plants, and microbes. Discussion
on how these biologically oriented questions relate to human society, politics, and the economy.
Same as EARTHSS 13.
(II)
BIO SCI 10. The Biology of Human Diseases. 4 Units.
Introduction to concepts of diagnosis, treatment, and prevention of major human infectious diseases. Covers some aspects of epidemiology. Scope and
impact of infectious diseases in the present and past experiences in controlling infectious disease. Reviews biology of human organ systems.
Overlaps with BIO SCI 9D, BIO SCI 12D.
(II)
BIO SCI 11. Topics in Biological Sciences. 4 Units.
Studies in selected areas of biological sciences.
Repeatability: May be taken for credit 3 times.
(II)
BIO SCI 14. California Teach 1: Introduction to Science and Mathematics Teaching. 3 Units.
First in a series for students interested in becoming middle or high school teachers of mathematics or science. Students gain an understanding of
effective, research-based teaching strategies. Includes supervised field experience in a K-12 classroom.
Same as PHY SCI 5.
Restriction: School of Physical Sciences, School of Biological Sciences, School of Information and Computer Sciences, and School of Engineering
majors have first consideration for enrollment.
BIO SCI 23. Sustainable Landscaping: Design and Practices. 4 Units.
Through lectures and hands-on work, students learn how to design habitats around dwellings, within cities, and in rural environments. These include
traditional/sustainable landscaping, restoration, stormwater/wastewater treatment, xeriscaping, and low impact development design. Sustainable
landscape plant materials emphasized.
(II)
BIO SCI 25. Biology of Cancer. 4 Units.
Biological, clinical, and psychosocial nature of cancer through the perspectives of medical researchers, biologists, physicians, and health educators. For
students of all majors, designed so that each can increase personal awareness of the biology of cancer.
Restriction: BIO SCI 25 may not be taken for credit if taken after BIO SCI M125.
(II)
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BIO SCI 35. The Brain and Behavior. 4 Units.
Introduction to how the brain works. Biological processes underlying perception, movement, sleep-wake cycles, motivation, language, learning, and
memory. Changes in the brain associated with sex differences, drug use, aging, seasons, and time of day. Fundamental properties of the nervous
system.
Restriction: Non-Biological Sciences majors only.
(II)
BIO SCI 36. Drugs and the Brain. 4 Units.
Introduction to the actions of drugs on the brain. How studying drug action helps reveal normal functions of neurons. How drugs can correct neural
disorders or disrupt neural function. Biological issues related to drug abuse, drug addiction, and drug seeking.
Restriction: Non-Biological Sciences majors only.
(II)
BIO SCI 37. Brain Dysfunction and Repair . 4 Units.
Introduction to the disruptions in brain function that underlie disorders such as Alzheimer's disease, Parkinsonism, schizophrenia, and depression, and
the basis for drug therapies. The brain's ability to repair itself after damage and the pros and cons of that repair.
Restriction: Non-Biological Sciences majors only.
(II)
BIO SCI 38. Mind, Memory, Amnesia, and the Brain. 4 Units.
Introduction to neural mechanisms underlying learning and memory. Emphasis on molecular changes that mediate memory as well as structures
involved in different forms of memory. Additionally, examines the biology of memory phenomena, from extraordinary memory to false memory to
amnesia.
Restriction: Non-Biological Sciences majors only.
(II)
BIO SCI 41. Aspects of Mood Disorder. 4 Units.
There are significant differences in response to psychiatric illness across cultures. Delves into the neuroscience underlying mood disorder, investigating
current pharmacological treatments and sociocultural influences on treatment outcomes.
Restriction: Non-School of Biological Sciences majors only.
(II)
BIO SCI 42. Origin of Life. 4 Units.
Biochemical explanations for the origin of life are presented. Topics include definitions of life, the first replicating molecules, the first catalyzed
biosynthesis and metabolism, the origin of cells (compartmentalization) and the origins of information and the genetic code.
(II)
BIO SCI 43. Media on the Mind. 4 Units.
Surveys an ever-increasing collection of research, suggesting modern technology and social media are changing in the way our brains function.
Restriction: Non-Biological Sciences majors only.
(II)
BIO SCI 44. Stem Cells and Brain Repair. 4 Units.
Students introduced to the field of regenerative neurobiology. Both basic stem cell discoveries and their potential clinical application to brain disorders
examined. Discussion of opportunities, challenges, and implications of this research.
Overlaps with BIO SCI N172.
Restriction: Non-Biological Sciences majors only.
(II)
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BIO SCI 45. AIDS Fundamentals. 4 Units.
Considers the biological and sociological bases of the AIDS epidemic. Topics include the history of AIDS, current medical knowledge, transmission, risk
reduction, and how the community can respond.
Same as PUBHLTH 80.
(II)
BIO SCI 46. Discussion and Literature Research in AIDS. 2-4 Units.
Students carry out two activities: (1) leading discussions about HIV/AIDS (predominantly regarding sociological and personal reactions) among students
taking the AIDS Fundamentals course and (2) literature research about biomedical aspects of AIDS.
Prerequisite: BIO SCI 45 or PUBHLTH 80.
BIO SCI 47. Stress. 4 Units.
Investigates stress at a psychological, physiological, and molecular level, and provides a current overview of the field of stress research.
Restriction: Non-Biological Sciences majors only.
(II)
BIO SCI 55. Introduction to Ecology. 4 Units.
Principles of ecology; application to populations, communities, ecosystems, and humans.
Restriction: Non-Biological Sciences majors only. BIO SCI 55 may not be taken for credit if taken after BIO SCI 96 or BIO SCI E106.
(II)
BIO SCI 56. Life Sciencing from Aristotle to Venter. 4 Units.
History of biology from Aristotle through to the scientific revolutions precipitated by Darwin, geneticists, molecular biologists, and now genomics.
Introduces the practices and achievements of biological research to both beginning biology students and non-majors.
Overlaps with BIO SCI H90, BIO SCI H90B.
(II)
BIO SCI 75. Human Development: Conception to Birth. 4 Units.
Processes leading to the birth of a healthy child and the avoidance of birth defects. Male and female reproductive systems, hormonal control of egg-
sperm formations, sexual intercourse, contraception, venereal diseases, fertilization, cell division, embryonic development, fetal physiology.
Restriction: Non-Biological Science majors only.
(II)
BIO SCI H90. The Idiom and Practice of Science. 4 Units.
The importance of biological sciences in our world is discussed. Topics may include brain and behavior, health and disease, genetics and society, and
conservation biology. Primary goal is to encourage students to understand better the world in which they live.
Restriction: Campuswide Honors Program students only.
(II)
BIO SCI 92. Curriculum. 1-4 Units.
Initiation, planning, and coordination of student-run courses.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 12 times.
Restriction: Biological Sciences majors only.
BIO SCI 93. From DNA to Organisms. 4 Units.
Cell biology, biochemistry, genetics, and the biology of organ systems. Covers concepts of building blocks (nucleotides, amino acids, and cells) and of
information flow (DNA to proteins, receptors to nuclei, the blood to distant organs, and DNA to offspring). Course may be offered online.
Restriction: BIO SCI 93 may not be taken for credit if taken after BIO SCI 97 or BIO SCI 98.
(II)
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BIO SCI H93. Honors From DNA to Organisms. 4 Units.
Cell biology, biochemistry, genetics, and the biology or organ systems. Covers concepts of building blocks (nucleotides, amino acids, and cells) and of
information flow (DNA to proteins, receptors to nuclei, the blood to distant organs, and DNA to offspring).
Restriction: BIO SCI H93 may not be taken for credit if taken after BIO SCI 97 or BIO SCI 98.
(II)
BIO SCI 94. From Organisms to Ecosystems. 4 Units.
Patterns of diversity, ecology, and evolutionary biology. Emphasis is on the Tree of Life and how its members are distributed and interact. Course may
be offered online.
Prerequisite: BIO SCI 93.
Restriction: BIO SCI 1A may not be taken for credit if taken after BIO SCI 94.
(II)
BIO SCI 97. Genetics. 4 Units.
Introduction to genetics. Basic features of replication and expression of DNA, cell division, and gene transmission. Recombination and mutation in
diploid organisms.
Prerequisite: BIO SCI 94.
Restriction: Biological Sciences, Pharmaceutical Sciences, Public Health Sciences, Biomedical Engineering: Premedical, and Nursing Science majors
have first consideration for enrollment.
BIO SCI 98. Biochemistry. 4 Units.
Structure and properties of proteins; major biochemical pathways and mechanisms for their control. Course may be offered online.
Prerequisite: BIO SCI 97. Prerequisite or corequisite: CHEM 51B.
Restriction: Biological Sciences, Pharmaceutical Sciences, Public Health Sciences, Biomedical Engineering: Premedical, and Nursing Science majors
have first consideration for enrollment.
BIO SCI 99. Molecular Biology. 4 Units.
Biochemistry and replication of nucleic acids; molecular genetics; protein biosynthesis; genetic code; regulation of expression of genetic information;
biochemical evolution.
Prerequisite: BIO SCI 98.
Restriction: Biological Sciences, Pharmaceutical Sciences, Public Health Sciences, Biomedical Engineering: Premedical, and Nursing Science majors
have first consideration for enrollment.
BIO SCI 100. Scientific Writing. 3 Units.
Designed to give an overview of the basic aspects of scientific writing relevant to reporting research in the Biological Sciences.
Prerequisite: BIO SCI 99. Prerequisite or corequisite: BIO SCI 194S. Satisfactory completion of the Lower-Division Writing requirement.
Restriction: Biological Sciences, Pharmaceutical Sciences, and Biomedical Engineering: Premedical majors have first consideration for enrollment.
BIO SCI 101. California Teach 2: Middle School Science and Mathematics Teaching. 3 Units.
Second in a series for students interested in becoming middle or high school teachers of mathematics or science. Students gain an understanding of
effective, research-based teaching strategies for grades 6-8. Includes supervised field experience in a middle school classroom.
Prerequisite: PHY SCI 5.
Same as PHY SCI 105.
Restriction: School of Physical Sciences, School of Biological Sciences, School of Information and Computer Sciences, and School of Engineering
majors have first consideration for enrollment.
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BIO SCI D103. Cell Biology. 4 Units.
Analysis of the basic structure and function of animal cells, with an emphasis on the regulation of cellular processes. The basic features of membranes,
cellular compartmentalization, protein trafficking, vesicular transport, cytoskeleton, adhesion, signal transduction, and cell cycle are covered.
Prerequisite: BIO SCI 99.
Restriction: Students who require this class for completion of their degree have first consideration for enrollment.
BIO SCI D104. Developmental Biology. 4 Units.
Cellular and molecular analysis of how a fertilized egg develops into an organism consisting of complex structures such as the eye, arms, and brain.
Emphasis is on the key concepts of developmental processes underlying pattern formation, growth, and regeneration.
Prerequisite: BIO SCI 99.
Restriction: Students who require this class for completion of their degree have first consideration for enrollment.
BIO SCI D105. Cell, Developmental, and Molecular Biology of Plants . 4 Units.
Emphasizes the special features of plant cells and plant development as compared to animals. Two central topics: Plants' ability to fuel our planet
through photosynthesis, and the interactions of plants with microorganisms in making nitrogen available to other life forms.
Prerequisite: BIO SCI 99.
Restriction: Students who require this class for completion of their degree have first consideration for enrollment.
BIO SCI E106. Processes in Ecology and Evolution. 4 Units.
An in-depth study of the mechanisms that drive evolution and ecology including: natural selection, mutation, genetic drift, speciation, extinction, life
history patterns, population dynamics, ecosystem and community structure, predator-prey and host pathogen interactions, and social behavior.
Prerequisite: BIO SCI 94.
Restriction: Students who require this class for completion of their degree have first consideration for enrollment.
BIO SCI E106L. Habitats and Organisms. 4 Units.
Introduces students to local habitats and organisms through required field trips and applies ecological and evolutionary principles from BIO SCI E106.
Students also explore related literature.
Prerequisite: BIO SCI 100 and BIO SCI 194S and BIO SCI E106. Satisfactory completion of the Lower-Division Writing requirement.
Restriction: BIO SCI E106L may not be taken for credit concurrently with or after taking BIO SCI E166. Students who require this lab for completion of
their degree have first consideration for enrollment.
(Ib)
BIO SCI E107. Seminar in Ecology and Evolutionary Biology. 2 Units.
Invited speakers, graduate students, and faculty present current research in ecology and evolutionary biology.
Grading Option: Pass/no pass only.
Restriction: Ecology and Evolutionary Biology majors only. Upper-division students only.
BIO SCI 108. Research Methods. 4 Units.
Explores tools of inquiry for developing and implementing science research projects. Students undertake independent projects requiring data collection,
analysis, and modeling, and the organization and presentation of results. Additional topics include ethical issues and role of scientific literature.
Prerequisite: BIO SCI 14 or PHY SCI 5.
Same as PHYSICS 193, CHEM 193.
BIO SCI E109. Human Physiology. 4 Units.
Functional features of the major organ systems in the human body. Emphasis on homeostasis and the interactions of organ systems in health and
disease. (Discussion of behavior and brain function deferred to BIO SCI N110.).
Prerequisite: BIO SCI 99.
Overlaps with PHRMSCI 120.
Restriction: Students who require this class for completion of their degree have first consideration for enrollment.
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BIO SCI N110. Neurobiology and Behavior. 4 Units.
Consideration of the evolution of behavior, including ethological and psychological aspects and analysis of neuroanatomical, neurochemical,
neurophysiological, and neuroendocrine systems underlying basic behavioral processes.
Prerequisite: Prerequisite or corequisite: BIO SCI 99.
Restriction: Students who require this class for completion of their degree have first consideration for enrollment.
BIO SCI D111L. Developmental and Cell Biology Laboratory. 4 Units.
Students study the division of cells, isolate cellular organelles (chloroplasts, mitochondria, nuclei), and follow changes in cells undergoing programmed
cell death. Development is demonstrated in experiments showing cooperation of individual cells in forming a multicellular organism. Materials fee.
Corequisite: BIO SCI D103 or BIO SCI D104 or BIO SCI D105.
Prerequisite: BIO SCI 194S and BIO SCI 100. Prerequisite or corequisite: BIO SCI D103 or BIO SCI D104 or BIO SCI D105.
Restriction: Students who require this lab for completion of their degree have first consideration for enrollment.
(Ib)
BIO SCI E112L. Physiology Laboratory. 4 Units.
Laboratory with a focus on the whole organism and its organ systems. Examples of structure-function relationships will be drawn from both animal and
human physiology. Cellular and molecular aspects will be introduced as required. Materials fee.
Prerequisite: BIO SCI 194S and BIO SCI 100 and (BIO SCI E109 or (BME 120 and BME 121)).
Overlaps with PHRMSCI 120L.
Restriction: Students who require this lab for completion of their degree have first consideration for enrollment.
(Ib)
BIO SCI D113. Genetics Majors Seminar. 1 Unit.
Genetics majors attend a weekly seminar to discuss current research techniques and career opportunities in the field. Students have the opportunity to
present their own independent research.
Repeatability: May be taken for credit 2 times.
Restriction: Genetics majors only.
BIO SCI N113L. Neurobiology Laboratory. 3 Units.
Nature and actions of genes/gene products that regulate the functioning of the nervous system and its interaction with muscles. Topics include: neural
control of gene expression; genetics and molecular biology of neural and neuromuscular diseases; gene therapies for neural disorders. Materials fee.
Prerequisite: BIO SCI 100 and BIO SCI 194S. Prerequisite or corequisite: BIO SCI N110.
Restriction: Students who require this lab for completion of their degree have first consideration for enrollment.
(Ib)
BIO SCI D114. Developmental and Cell Biology Majors Seminar. 1 Unit.
Developmental and Cell Biology majors attend a weekly seminar to discuss current research techniques and career opportunities in the field. Students
have the opportunity to present their own independent research.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 2 times.
Restriction: Developmental and Cell Biology majors only.
BIO SCI M114. Advanced Biochemistry. 4 Units.
Physical-chemical properties of macromolecules. Structure-function relationships in nucleic acids, protein, carbohydrates, and lipids. Integration and
regulation of metabolism. Biochemistry of organs and biochemistry of diseases.
Prerequisite: BIO SCI 99.
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BIO SCI M114L. Biochemistry Laboratory. 5 Units.
Properties of enzymes and the culture and isolation of mutants of microorganisms. Materials fee.
Prerequisite: BIO SCI 99 and BIO SCI 100 and BIO SCI 194S.
Restriction: Students who require this lab for completion of their degree have first consideration for enrollment.
(Ib)
BIO SCI E115L. Evolution Laboratory. 4 Units.
Students perform experiments which illustrate important concepts in evolutionary biology such as natural selection, random genetic drift, inbreeding,
age-specific selection, sexual selection, and phylogenetic reconstruction. Materials fee.
Corequisite: .
Prerequisite: BIO SCI 100 and BIO SCI 194S and BIO SCI E106. Satisfactory completion of the Lower-Division Writing requirement.
Restriction: Students who require this lab for completion of their degree have first consideration for enrollment.
(Ib)
BIO SCI N115A. Advanced Neurobiology I. 4 Units.
In-depth coverage of neurobiology, ranging from molecular neurobiology to functional brain imaging.,Discussion of molecular, cellular, and
developmental neurobiology.
Prerequisite: BIO SCI N110.
Restriction: Neurobiology Majors.
BIO SCI N115B. Advanced Neurobiology II . 4 Units.
In-depth coverage of neurobiology, ranging from molecular neurobiology to functional brain imaging.,Discussion of systems and behavioral neurobiology.
Prerequisite: BIO SCI N115A.
Restriction: Neurobiology majors only.
BIO SCI M116. Advanced Molecular Biology. 4 Units.
Mechanisms of gene expression; special emphasis on regulatory events that occur in Eukaryotic organisms other than initiation of transcription.
Chromatin structure and rearrangement, RNA polymerases, cis- and trans-acting elements, RNA processing, transport and stability, protein synthesis,
trafficking, and turnover.
Prerequisite: BIO SCI 99 and (BIO SCI M114L or BIO SCI M116L).
BIO SCI M116L. Molecular Biology Laboratory. 5 Units.
Students perform experiments which illustrate the chemical and biological properties of nucleic acids. Emphasis is placed on recent techniques in
recombinant DNA technology including gene isolation and characterization. Materials fee.
Prerequisite: BIO SCI 99 and BIO SCI 100 and BIO SCI 194S.
Restriction: Students who require this lab for completion of their degree have first consideration for enrollment.
(Ib)
BIO SCI D117. Movement and Health. 4 Units.
Mechanisms of movements of molecules within and across cell membranes, cytoskeleton and cell motility, muscle contraction, and physical exercises
and mind-body practices. Chemical, electromagnetic, and vital energy, and regulatory pathways in such processes. Relevance to health, diseases, and
integrative medicine.
Prerequisite: BIO SCI 99.
BIO SCI E117A. Exercise Sciences Seminar. 3 Units.
Students are introduced to fundamental concepts and topics in exercise science with an emphasis on developing innovative approaches for exploring
the biological response to physical activity/inactivity. Interactive course with robust discussion amongst faculty and students.
Prerequisite: BIO SCI E109 and BIO SCI E112L and BIO SCI E183.
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BIO SCI E117B. Exercise Sciences Seminar. 3 Units.
Students are introduced to fundamental concepts and topics in exercise science with an emphasis on developing innovative approaches for exploring
the biological response to physical activity/inactivity. Interactive course with robust discussion amongst faculty and students.
Prerequisite: BIO SCI E109 and BIO SCI E112L and BIO SCI E183.
BIO SCI E117C. Exercise Sciences Seminar. 3 Units.
Students are introduced to fundamental concepts and topics in exercise science with an emphasis on developing innovative approaches for exploring
the biological response to physical activity/inactivity. Interactive course with robust discussion amongst faculty and students.
Prerequisite: BIO SCI E109 and BIO SCI E112L and BIO SCI E183.
BIO SCI E118. Ecosystem Ecology. 4 Units.
A mechanistic perspective on ecosystem processes. Covers ecosystem development, element cycling, and interactions with plants and microbes. The
role of ecosystems in environmental change is also addressed.
Prerequisite: BIO SCI E106 or EARTHSS 51 or EARTHSS 60A or CHEM 51C.
Same as EARTHSS 164.
Restriction: Earth System Science, Environmental Science, and Ecology and Evolutionary Biology majors have first consideration for enrollment.
Concurrent with EARTHSS 264.
BIO SCI M118L. Experimental Microbiology Laboratory. 5 Units.
Introductory general microbiology designed for preprofessional biology majors. Includes microscopy, cultivation of bacteria, morphological and
biochemical characterization of bacteria, microbial metabolism, growth and genetics, microorganisms and human disease, and interactions of
microorganisms with the environment. Materials fee.
Prerequisite: BIO SCI 99 and BIO SCI 100 and BIO SCI 194S.
Overlaps with BIO SCI M122L.
Restriction: Students who require this lab for completion of their degree have first consideration for enrollment.
(Ib)
BIO SCI M119. Advanced Topics in Immunology. 4 Units.
Literature-based, interactive discussions focused on review of seminal historic and recent immunology literature. Student responsibilities include reading,
critical evaluation, and discussion of manuscripts.
Prerequisite: BIO SCI M121.
Restriction: Microbiology and Immunology majors have first consideration for enrollment.
BIO SCI N119. History of Neuroscience. 4 Units.
An overview of the conceptual and technical foundations of contemporary neuroscience from ancient times to the present. The subjects include
synapses, neurons, brain organization, sensory, motor and regulatory systems, learning and memory, human brain function and dysfunction.
Prerequisite: BIO SCI 35 or BIO SCI N110 or PSY BEH P115D or (PSYCH 9A and PSYCH 9B and PSYCH 9C).
Restriction: Upper-division students only.
Concurrent with NEURBIO 255.
BIO SCI E120. Marine Biology . 4 Units.
Examines the biotic and abiotic factors influencing the physiology, distribution, abundances, interactions, and evolution of marine organisms and the
roles of those organisms in mediating ecosystem services and functions. A field trip is required. Materials fee.
Prerequisite: BIO SCI 94.
BIO SCI M120. Signal Transduction in Mammalian Cells. 4 Units.
Introduction to major biochemical pathways that transmit information from extracellular cues into changes in cell behavior. Focuses on kinases,
phosphateses, G proteins, second messengers, and protein-protein interactions. Includes discussion of primary research articles and experimental
techniques.
Prerequisite: BIO SCI D103.
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BIO SCI N120. Human Biology. 4 Units.
Human Biology provides an in-depth look at cutting edge topics in physiology and epidemiology as they relate to global issues of ethics, anthropology,
and socioeconomics, providing the student an understanding of human health beyond basic biological function.
Prerequisite: BIO SCI 99.
Restriction: Human Biology majors only.
BIO SCI D121. Stem Cell Biology. 4 Units.
Introduces upper-level undergraduate students to stem cell biology. Include the basic biology of stem cells, potential applications of stem cells, and the
ethical, legal, and moral issues associated with human stem cell research.
Prerequisite: BIO SCI D103 and BIO SCI D104.
BIO SCI M121. Immunology with Hematology. 4 Units.
Antibodies, antigens, antigen-antibody reactions, cells and tissues of lymphoreticular and hematopoietic systems, and individual and collective
components of cell-mediated and humoral immune response.
Prerequisite: BIO SCI 98.
BIO SCI M121L. Advanced Immunology Laboratory. 4 Units.
Emphasis is placed on learning modern techniques in immunology such as ELISAs, western blotting, immunofluorescent staining assays. Materials fee.
Prerequisite: BIO SCI M116L and BIO SCI M121 and BIO SCI 194S. Prerequisite or corequisite: BIO SCI 100.
Restriction: Students who require this lab for completion of their degree have first consideration for enrollment.
Concurrent with MOL BIO 221L.
(Ib)
BIO SCI M122. General Microbiology. 4 Units.
Comparative metabolism of small molecules and cell structure and relationship to microbial classification. Macromolecule synthesis and regulation,
sporulation, cell division, growth, and effect of antibiotics.
Prerequisite: BIO SCI 98.
BIO SCI M122L. Advanced Microbiology Laboratory. 4 Units.
Advanced course featuring selective isolation of a wide variety of microbial types. Identification and characterization of organisms by morphological,
nutritional, and biochemical approaches. Medical, industrial, and research applications. Materials fee.
Prerequisite: BIO SCI 194S. Prerequisite or corequisite: BIO SCI 100 and (BIO SCI M122 or BIO SCI M132).
Restriction: Students who require this lab for completion of their degree have first consideration for enrollment.
(Ib)
BIO SCI M123. Introduction to Computational Biology. 4 Units.
The use of theories and methods based on computer science, mathematics, and physics in molecular biology and biochemistry. Basics in biomolecular
modeling. Analysis of sequence and structural data of biomolecules. Analysis of biomolecular functions.
Prerequisite: MATH 2D or MATH 2J or STATS 7 or STATS 8.
Same as COMPSCI 183.
Concurrent with MOL BIO 223.
BIO SCI D124. Biology of Integrative Medecine. 4 Units.
Presentation of biological principles and the latest clinical and basic research on complementary and alternative therapies (e.g., mind-body medicine,
energy medicine, herbal medicine, acupuncture, manipulative therapies) and their integration with Western medicine. Lectures supplemented by
demonstrations and hands-on learning sessions.
Overlaps with BIO SCI 9J, BIO SCI 9N.
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BIO SCI E124. Infectious Disease Dynamics. 4 Units.
Discusses how the dynamical interactions between pathogens and the immune system can give rise to a variety of outcomes which include clearance of
infection, persistent infection, escape from immune responses, and pathology.
Prerequisite: BIO SCI 96 or BIO SCI 97 or BIO SCI E106.
BIO SCI M124A. Virology. 4 Units.
Replication of viruses in populations, animals, and the host cell. The effects of viral infection on populations, individuals, and specific molecular effects
on the target cell. Role of viral infections in cancer and degenerative diseases.
Prerequisite: BIO SCI 99.
Restriction: Biological Sciences majors only.
BIO SCI M124B. Viral Pathogenesis and Immunity. 4 Units.
The mechanisms of viral pathogenesis and of host resistance to viruses are explored in detail. HIV-1 and Influenza-A are used as examples. In each
case, viral replication, cytopathic effects, immune response, and viral evasion are discussed.
Prerequisite: BIO SCI M121 or BIO SCI M124A. Recommended: BIO SCI M122.
BIO SCI M124L. Virus Engineering Laboratory. 4 Units.
An advanced laboratory for undergraduates who have completed a virology lecture class. Students learn to engineer recombinant viruses and express
genes in mouse tissue.
Prerequisite: BIO SCI 194S and BIO SCI M116L and (BIO SCI M124A or BIO SCI M124B). Prerequisite or corequisite: BIO SCI 100.
Restriction: Students who require this lab for completion of their degree have first consideration for enrollment.
(Ib)
BIO SCI M125. Molecular Biology of Cancer. 4 Units.
Molecular mechanisms of carcinogenesis. Consideration of transformation by DNA tumor viruses, RNA tumor viruses, and chemical carcinogens.
Prerequisite: BIO SCI 99.
BIO SCI M126. Learning to Read Primary Literature in Biochemistry and Molecular Biology. 4 Units.
An introduction to primary literature focusing on methods to approach, understand, and analyze scientific papers.
Prerequisite: BIO SCI 99.
BIO SCI E127. Physiological Plant Ecology. 4 Units.
An examination of the interactions between plants and their environment. Emphasis on the underlying physiological mechanisms of plant function,
adaptations and responses to stress, and the basis of the distribution of plants and plant assemblages across the landscape.
Prerequisite: (EARTHSS 51) or (EARTHSS 60A and EARTHSS 60C) or (BIO SCI E106).
Same as EARTHSS 168.
Restriction: Earth System Science and Environmental Science and Biological Sciences majors have first consideration for enrollment.
BIO SCI M127L. Virology and Immunology Laboratory. 5 Units.
Introductory laboratory course in virology and immunology designed for biology majors. Curriculum includes plasmid preparation, plasmid
characterization, microscopy, cell culture, transfection and infection of cells, cell counting, plaque assays, ELISA, Western blot, mixed lymphocyte
reactions. Materials fee.
Corequisite: BIO SCI M121 or BIO SCI M124A.
Prerequisite: BIO SCI 99 and BIO SCI 194S and BIO SCI 100 and BIO SCI M116L.
Restriction: Students who require this lab for completion of their degree have first consideration for enrollment.
(Ib)
BIO SCI D129. Biotechnology and Plant Breeding. 4 Units.
Conventional plant breeding techniques, their limitations, and supplementations through modern biotechnology. Includes cloning, cell transformation
(genetic engineering), and cell fusion. Crop improvement, state of the art in animal and human systems, and the impact of gene technology of society.
Prerequisite: BIO SCI 94.
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BIO SCI M129. Discovery of the New RNA World. 4 Units.
Focus is on RNAs role in catalysis and regulation. Topics include non-coding RNAs function in normal cells (regulation of cell homeostasis,
development, and differentiation) and in disease (cancer, viral infection).
Prerequisite: BIO SCI 99 and (BIO SCI D103 or BIO SCI D104).
BIO SCI D130. Photomedicine. 4 Units.
Studies the use of optical and engineering-based systems (laser-based) for diagnosis, treating diseases, manipulation of cells and cell function.
Physical, optical, and electro-optical principles are explored regarding molecular, cellular, organ, and organism applications.
(Design units: 0)
Prerequisite: PHYSICS 3C or PHYSICS 7D.
Same as BME 135.
Restriction: Biomedical Engineering majors have first consideration for enrollment.
BIO SCI E130. Forensic Genetics. 4 Units.
Covers techniques currently used for forensic identification and paternity testing. Topics include STR, Y-STR and mitochondrial DNA tests, database
searches, mixtures, allelic drop out, likelihood ratios, laboratory errors and the interaction of science and the legal system.
Prerequisite: BIO SCI 93 and BIO SCI 94.
BIO SCI M130L. Advanced Molecular Lab Techniques. 6 Units.
Discovery-driven experimentation in the fields of molecular biology, biochemistry, and cell biology. Also involves other aspects of the lab experience
including group discussion of results, scientific paper analysis, and student presentations. Materials fee.
Prerequisite: BIO SCI 100 and BIO SCI 194S and (BIO SCI D111L or BIO SCI M114L or BIO SCI M116L or BIO SCI M118L).
Repeatability: May be taken for credit 3 times.
Restriction: Students who require this lab for completion of their degree have first consideration for enrollment.
(Ib)
BIO SCI E131L. Image Analysis in Biological Research. 4 Units.
Introduction to scientific image analysis including techniques such as high-speed, time-lapse, thermal imaging, and flow visualization. Students make
movies using cameras, edit and analyze images using computers, and do a writing project. Course may be offered online.
Prerequisite: (BIO SCI E106 or BIO SCI E109) and BIO SCI 100 and BIO SCI 194S.
(Ib)
BIO SCI M131. Innate Immunity, Infection, and Pathogenesis. 4 Units.
Role of the innate immune system in health and disease. Molecular pathways of innate immune recognition, expression and regulation of immune
receptors, signal transduction, pathogen sensors, and detection of microbial ligands. Lecture and discussion of primary research articles.
Prerequisite: BIO SCI M121 and BIO SCI M122.
BIO SCI N131. Human Neurodegenerative Diseases. 4 Units.
Clinical and epidemiological aspects of neurodegenerative diseases causing dementia will be reviewed, including Alzheimer’s disease, Parkinson’s
disease, Huntington’s disease, and Frontotemporal Dementia. Seminar format includes student presentation and group discussion.
Prerequisite: BIO SCI N110.
BIO SCI D132. Introduction to Personalized Medicine. 4 Units.
Introduction to the use of genomic techniques for the study of individual genomes and transcriptomes in healthy and diseased samples. Covers GWAS,
current sequencing techniques, cancer genomics, and biomarker discovery.
Prerequisite: BIO SCI 99.
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BIO SCI D133. Advances in Regenerative Medicine. 4 Units.
Introduces the rapidly growing field of regenerative medicine. New developments in stem cell research are discussed. Cellular, molecular, and
engineering aspects of stem cell-based organ replacement strategies are examined, with emphasis on specific regenerative therapies.
Prerequisite: BIO SCI D103.
Overlaps with BIO SCI N172.
BIO SCI M133. High-Resolution Structures: NMR and X-ray. 4 Units.
Basic principles of magnetic resonance and X-ray crystallography toward the determination of high-resolution biomolecular structures.
Prerequisite: MATH 2B or MATH 5B.
Restriction: Upper-division students only.
Concurrent with MOL BIO 211.
BIO SCI N134. Cognitive Neuroepigenetics. 4 Units.
Current topics in the emerging field of cognitive neuroepigenetics focusing on understanding the underlying epigenetic mechanisms of memory formation
and persistence. Primary literature will be used to explore these processes.
Prerequisite: BIO SCI N110.
BIO SCI D135. Cell Biology of Human Disease. 4 Units.
Builds on prior biology courses about the underlying cell biological mechanisms and recent treatment advances of several model diseases. Emphasizes
literature searches, reading primary literature, and student group work.
Prerequisite: BIO SCI D103.
BIO SCI D136. Human Anatomy. 4 Units.
Presents a systems approach to the analysis of human structure. Molecular, cellular, tissue, organ, and organ system levels of structure and
organization are integrated throughout. Course may be offered online.
Prerequisite: BIO SCI 99.
Overlaps with BIO SCI D170.
BIO SCI E136. The Physiology of Human Nutrition . 4 Units.
Examines the biochemical basis of energy metabolism, physiological processes in digestion and uptake, and the biochemical transformation of
carbohydrates, fats, and proteins in the human body. The emphasis is on expanding the students' understanding of physiology.
Prerequisite: BIO SCI 98 and BIO SCI E109.
Overlaps with BIO SCI M150.
BIO SCI D137. Eukaryotic and Human Genetics. 4 Units.
Structure and function of genes in eukaryotes with emphasis on special problems of genetic studies in humans. Molecular methods of genetic analysis
and gene transfer are discussed. Practical applications and ethical and social issues raised by genetic studies are addressed.
Prerequisite: BIO SCI 97. Recommended: BIO SCI 99.
BIO SCI M137. Microbial Genetics. 4 Units.
Basic principles of microbial genetics are presented as lectures for the first half of the course. The second half is devoted to applications of these
principles and requires reading review and original research papers and interactions with guest lecturers.
Corequisite: Recommended: BIO SCI 99.
Prerequisite: BIO SCI 97 and BIO SCI 98.
BIO SCI D138. Critical Thinking in Cell Biology . 4 Units.
Builds on prior biology courses about cell biology, and works to develop a deeper understanding of experimental techniques and interpretation of
experiments. A key focus will be the question of how one moves from specific examples to general.
Prerequisite: BIO SCI 99.
BIO SCI E138. Comparative Animal Physiology. 4 Units.
Maintenance aspects of physiology: water balance; feeding and digestion; metabolism; respiration and circulation.
Prerequisite: BIO SCI E109.
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BIO SCI N138. Sex Differences in the Brain. 4 Units.
Explores the neural bases of sex influences on brain function.
Prerequisite: BIO SCI N110.
BIO SCI E139. Animal Sensing and Motion. 4 Units.
Explores how animals sense and respond to their environment. Includes a consideration of sensory systems, muscle physiology, and biomechanics to
understand the mechanistic basis of animal behavior.
Prerequisite: BIO SCI E109.
BIO SCI D140. How to Read a Science Paper. 4 Units.
Provides junior and senior undergraduates currently involved or interested in pursuing research exposure to current scientific literature and training on
how to read and critically evaluate primary research articles in preparation for research-oriented.
Corequisite: BIO SCI 199.
Prerequisite: BIO SCI 99.
Restriction: Upper-division students only.
BIO SCI E140L. Evolution and the Environment Laboratory. 4 Units.
Explores basic topics in ecology and evolutionary biology and applications to agriculture, conservation, environmental issues, and public health. Format
involves lab activities and discussion of scientific journal articles, with focus on learning to evaluate scientific evidence.
Prerequisite: BIO SCI 100 and BIO SCI 194S. Prerequisite or corequisite: BIO SCI E106.
Restriction: Students who require this lab for completion of their degree have first consideration for enrollment.
(Ib)
BIO SCI E142W. Writing/Philosophy of Biology. 4 Units.
Philosophy of biology, e.g., scientific method in biology, the structure of evolutionary theory, teleology, ethics, and evolution. Course work includes one
4,000-word and four 1,000-word papers.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Same as LPS 142W, PHILOS 142W.
Restriction: Juniors only.
(Ib)
BIO SCI M143. Human Parasitology. 4 Units.
Introduction to human animal-parasitic diseases including worms and protozoan infections.
Prerequisite: BIO SCI 99.
BIO SCI M144. Cell Organelles and Membranes. 4 Units.
Structure, function, and biogenesis of biological membranes and membrane-bound organelles; protein trafficking and transmembrane signaling.
Prerequisite: BIO SCI D103.
BIO SCI D145. Genomics, Development, and Medicine. 4 Units.
Focuses on the applications of genomics and proteomics to problems in genetics, cell, and developmental biology. Students will gain a comprehensive
understanding of the techniques currently used for genomics analysis and how best to apply these tools to solve problems.
Prerequisite: BIO SCI 99.
BIO SCI E145. Animal Coloration and Vision. 4 Units.
Physiological and behavioral mechanisms of color production and vision including crypsis, mimicry, aposematism, masquerade, sexual dimorphism, and
predator-prey interactions through the lens of signals, receivers, and receptors; color and polarization vision in mate choice and visual adaptations to
aquatic environments.
Prerequisite: Prerequisite or corequisite: BIO SCI E106.
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BIO SCI N147. Hearing and the Brain. 4 Units.
An overview of brain mechanisms of hearing, including perception of simple sounds, speech, and music. Begins with sound itself, and looks at
processing by the ear, auditory pathways, auditory cortex, and beyond. Also auditory development, learning, and clinical issues.
Prerequisite: PSYCH 160A or BIO SCI N110.
Same as PSYCH 161H.
Restriction: Cognitive Sciences, Psychology, and Biological Sciences majors have first consideration for enrollment.
BIO SCI D148. Development and Disease. 4 Units.
Development of animal embryos from a fertilized egg to a functioning organism. Topics include reproduction, body-axis formation, growth and
differentiation of embryonic cells, and organogenesis, with an emphasis on congenital birth defects and diseases that disrupt these processes.
Prerequisite: BIO SCI D103 or BIO SCI D104.
BIO SCI E150. Conservation Biology. 4 Units.
Genetic and ecological issues in conservation biology, including effects of human population growth, the value of biodiversity, conservation genetics,
demography, metapopulation dynamics, community and ecosystem processes, species invasions, global climate change, and reserve design and
management.
Prerequisite: BIO SCI E106.
BIO SCI M150. Nutritional Biochemistry . 4 Units.
Metabolic processes of sugar and fat that lead to an understanding of diabetes, cancer, obesity and other disease states will be the focus of this course.
Nutritional supplements, analysis of metabolites and mechanisms of metabolic enzymes will be covered.
Prerequisite: BIO SCI 98.
Overlaps with BIO SCI E136.
BIO SCI N150. Brain Dysfunction and Repair. 4 Units.
Introduction to the disruptions in brain function that underlie disorders such as Alzheimer's disease, Parkinsonism, schizophrenia, and depression, and
the basis for drug therapies. The brain's ability to repair itself after damage and the pros and cons of that repair.
Prerequisite: BIO SCI N110.
Restriction: Neurobiology majors only.
BIO SCI E151. Population Dynamics in Ecology, Epidemiology, and Medicine. 4 Units.
Explore the dynamics of populations on an ecological, epidemiological, and medical level. Considers the dynamics of competition, predation, and
parasitism; the spread and control of infectious diseases; and the in vivo dynamics of viral infections and the immune system.
Prerequisite: BIO SCI 94 or BIO SCI E106.
Concurrent with ECO EVO 251.
BIO SCI N151. Neurobiology of Aging. 4 Units.
Multidisciplinary overview of the functional capacity of the aging brain, its structural changes and the mechanisms underlying function and structure.
Emphasis will be on successful brain aging and those mechanisms which lead to the development of Alzheimer's disease.
Prerequisite: BIO SCI N110.
BIO SCI N152. Developmental Neurobiology. 4 Units.
The development of the nervous system is discussed with emphasis on the processes that underlie the appearance of complex and highly ordered
neural circuits. Topics include neural induction, specification, migration and death; axon growth, and neural circuit formation.
Prerequisite: BIO SCI 93.
BIO SCI D153. Molecular and Cellular Basis of Disease. 4 Units.
Provides students with examples of how human disease is usually manifested at the cellular level. The roles of specific molecules and organelles are
discussed where their roles in the disease process are understood.
Prerequisite: BIO SCI D103.
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BIO SCI E153. Functional and Structural Evolutionary Genomics. 4 Units.
Function and organization of genomes analyzed from an evolutionary perspective. Review of some of the most recent experimental approaches in
genome analysis and comparative genomics. Relevant software to analyze DNA and expression data is used.
Prerequisite: BIO SCI 97. Recommended: BIO SCI E135 or BIO SCI E168 and (BIO SCI 7 or STATS 7 or MATH 7).
Concurrent with ECO EVO 253.
BIO SCI N153. Neuropharmacology. 4 Units.
Survey of neurotransmitter systems, focusing on how transmitters are made, how they interact with their receptors, and how drugs can influence these
processes to alter neural function and behavior.
Prerequisite: BIO SCI N110.
BIO SCI E154. Genetics and Human History. 4 Units.
Explores topics in human health/history from an evolutionary perspective, with emphasis on genetics. Topics include the relationship between genetics
and human disease as an evolutionary question, and how modern genetic techniques are used to study the history of human populations.
Prerequisite: Prerequisite or corequisite: BIO SCI E106.
BIO SCI N154. Molecular Neurobiology. 4 Units.
Nature and actions of genes/gene products that regulate the functioning of the nervous system and its interaction with muscles. Topics include: neural
control of gene expression; genetics and molecular biology of neural and neuromuscular diseases; gene therapies for neural disorders.
Prerequisite: BIO SCI N110.
BIO SCI E155. Physiology in Extreme Environments. 4 Units.
An in-depth look at the physiological mechanisms that allow animals, including humans, to be physically active and survive in extreme environments.
Physiological responses to high altitude, diving, microgravity, deserts, and extreme cold are examined.
Prerequisite: BIO SCI 94.
BIO SCI N155. Wiring the Developing Brain . 4 Units.
The development of the nervous system is discussed with particular emphasis on the processes that underlie the appearance of complex and highly
ordered neural circuits. Basic neurodevelopmental processes are discussed and correlated with normal brain function/dysfunction.
Prerequisite: BIO SCI N110 or BIO SCI N152.
BIO SCI N156. Molecular Mechanisms of Memory. 4 Units.
Current topics focused on understanding the molecular mechanisms that contribute to synaptic plasticity, learning, and memory. Primary literature is
used to explore the variety of molecular mechanisms underlying these processes.
Prerequisite: BIO SCI N110.
BIO SCI E157. Comparative Vertebrate Anatomy. 4 Units.
Structure and evolution of the major organ systems in vertebrates, from fish to mammals. Materials fee.
Prerequisite: BIO SCI 94.
BIO SCI N158. Neurobiology of Learning and Memory. 4 Units.
How the brain and behavior change as a result of experience, with an emphasis on identifying the neurochemical processes through which memory is
stored and the parts of the brain that are involved.
Prerequisite: BIO SCI 35 or BIO SCI N110.
BIO SCI N159. Animal Behavior. 4 Units.
Explores why animals behave the way they do from evolutionary/mechanistic perspectives. Considers selective pressures and evolutionary constraints
that shape animal behavior and the underlying neural and hormonal mechanisms by using examples such as why dogs bark, why some birds migrate.
Prerequisite: BIO SCI N110.
BIO SCI E160. Biology of Birds. 4 Units.
A thorough introduction to the biology of birds, covering topics ranging from avian anatomy and physiology to behavior, natural history, ecology,
genetics, evolution, systematics, and conservation. Examples from both local and global avifauna.
Corequisite: BIO SCI E161L.
Prerequisite: BIO SCI 94.
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BIO SCI M160. Structure-Function Relationships of Integral Membrane Proteins. 4 Units.
Integral membrane proteins such as voltage and ligand-gated ion channels, water channels, pumps, cotransporters, and receptors (e.g., GPCRs). The
emphasis is on the relationship between atomic structure and the functional properties of these proteins.
Prerequisite: BIO SCI 98 and BIO SCI 99. BIO SCI 98 with a grade of B or better. BIO SCI 99 with a grade of B or better.
Concurrent with MOL BIO 255.
BIO SCI N160. Language and the Brain . 4 Units.
Research analysis on biological bases of human linguistic capacity. Development, focusing on hemispheric specialization, plasticity; localization of
specific linguistic functions in adults, with emphasis on study of aphasias; relation of linguistic capacity to general cognitive capacity, considering
research on retardation.
Prerequisite: (PSYCH 7A or PSY BEH 9) or (PSYCH 9A or PSY BEH 11A) and (PSYCH 9B or PSY BEH 11B)) or BIO SCI 35 or BIO SCI N110.
Same as PSYCH 161, LINGUIS 158.
Restriction: Cognitive Sciences, Psychology, and Biological Sciences majors have first consideration for enrollment.
BIO SCI E161L. Biology of Birds Lab. 4 Units.
The companion to Biology of Birds (E160). Consists primarily of field trips to identify local birds and study avian natural history. Students must provide
their own transportation to field sites, some with entrance fees. Students must have field binoculars.
Corequisite: BIO SCI E160.
Prerequisite: BIO SCI 100 and BIO SCI 194S.
Restriction: Students who require this lab for completion of their degree have first consideration for enrollment.
(Ib)
BIO SCI E163. Environmental Microbiology. 4 Units.
Establishes a fundamental understanding of microbes living in the environment, including their distribution, diversity, and biochemistry, and discusses
how they attribute to global biogeochemical cycles.
Prerequisite: (EARTHSS 53) or (EARTHSS 60A and EARTHSS 60C) or (BIO SCI E106 and BIO SCI M122).
Same as EARTHSS 170.
Concurrent with EARTHSS 270.
BIO SCI N164. Functional Neuroanatomy. 4 Units.
How neuroscience uses tools of many disciplines, from imaging to behavior, to develop and test hypotheses about functions of specific parts of the
brain. Basic organization of nerve cells/vertebrate nervous system; methods of visualizing nerve cells; neural connections/activity patterns.
Prerequisite: BIO SCI N110.
BIO SCI N165. Brain Disorders and Behavior. 4 Units.
Examines the localization of human brain functions and the effects of neurological disorders on psychological functions such as perception, motor
control, language, memory, and decision-making.
Prerequisite: (PSYCH 7A or PSY BEH 9) or ((PSYCH 9A or PSY BEH 11A) and (PSYCH 9B or PSY BEH 11B)) or BIO SCI 35 or BIO SCI N110.
Same as PSYCH 160D.
Restriction: Cognitive Sciences, Psychology, and Biological Sciences majors have first consideration for enrollment.
BIO SCI E166L. Field Biology. 4 Units.
Conducting group and independent studies in Southern California ecosystems, this course covers the fundamentals of experimental design, statistical
analysis, communicating scientific findings (orally, visually, in writing), and other skills necessary for the scientific investigation of biological processes in
the field. Materials fee.
Prerequisite: BIO SCI 100 and BIO SCI E106 and BIO SCI 194S. Satisfactory completion of the Lower-Division Writing Requirement.
(Ib)
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BIO SCI N166. Introduction to Cognitive Neuroscience. 4 Units.
Introduction to the neural basis of human perceptual, motor, and cognitive abilities. Topics include sensory perception, motor control, memory, language,
attention, emotion, frontal lobe function, functional brain imaging, and neuropsychological disorders.
Prerequisite: PSYCH 7A or (PSYCH 9A and PSYCH 9B) or PSY BEH 9 or (PSY BEH 11A and PSY BEH 11B) or BIO SCI 35 or BIO SCI N110.
BIO SCI E168. Evolution. 4 Units.
An integrative treatment of evolutionary biology that covers evolutionary processes, basic research methods, and the history of life.
Prerequisite: BIO SCI E106.
BIO SCI D170. Applied Human Anatomy. 6 Units.
Systems approach to analyze the form and function of the human body with an emphasis on applying anatomical concepts to evaluate clinical cases.
The laboratory will use human models and a simulated cadaver dissection for structure. Materials fee.
Prerequisite: BIO SCI E109 or PHRMSCI 120. BIO SCI E109 with a grade of C or better. PHRMSCI 120 with a grade of C or better.
Overlaps with BIO SCI D136.
BIO SCI E170. Mechanical Physiology. 4 Units.
Explores the mechanics of animal physiology. Basic biomechanical principles are introduced and illustrated in a variety of physiological systems. Topics
include the fluid and structural mechanics of muscles, skeletons, circulation, insect flight, biomaterials, and fish swimming.
Prerequisite: BIO SCI E109.
BIO SCI E172. Plant Diversity in a Changing World. 4 Units.
Investigation of planet diversity in California and throughout the world, including basic systematic concepts, an introduction to major groups of flowering
plants, and the effects of global biological change on plant diversity.
Prerequisite: BIO SCI E106.
Concurrent with ECO EVO 272.
BIO SCI N172. Regenerative Neurobiology. 4 Units.
Explores the field of regenerative neurobiology. Both basic stem cell discoveries and their potential clinical application to brain disorders examined.
Opportunities, challenges, and implications of this research also discussed.
Prerequisite: BIO SCI N110.
Overlaps with BIO SCI 44, BIO SCI D133.
BIO SCI N173. Human Neuropsychology. 4 Units.
A survey of human brain disorders using a clinical case study approach to illustrate fundamental issues in studying brain and behavior. Topics include
sensory deficits, attentional neglect, amnesia, cortical organization, clinical psychopathology, and more.
Prerequisite: BIO SCI N110 OR PSYCH 9A OR PSY BEH 11A.
Same as PSY BEH 163C, PSYCH 162N.
Restriction: School of Biological Sciences majors, Cognitive Sciences, Psychology, and Psychology and Social Behavior majors have first consideration
for enrollment.
BIO SCI N174. Principles of Neural Computation. 4 Units.
Introduction to the theoretical principles and biological mechanisms underlying how brains acquire, assimilate, store, and retrieve information, and how
they compute adaptive responses to external inputs.
Prerequisite: BIO SCI N110.
BIO SCI E175. Restoration Ecology. 4 Units.
Theoretical and practical aspects of habitat restoration and mitigation. Design, implementation, and monitoring of restoration projects in local habitats.
Collection of seed and cuttings, planting and maintenance presented. Control of exotics in natural areas discussed. Environmental ethics of restoration
emphasized. Materials fee.
Prerequisite: Prerequisite or corequisite: BIO SCI E106.
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BIO SCI E176. Evolution of Infectious Disease. 4 Units.
Introduction to the major human pathogens, and the ecological and evolutionary processes affecting their impact on public health. Topics include the
evolution of drug resistance, problems in vaccine development, diseases emerging from animals, and bioterrorism.
Prerequisite: BIO SCI 94.
BIO SCI N176. Cerebral Cortex: Structure, Function, and Plasticity. 4 Units.
The cerebral cortex is highly developed in mammals and is responsible for higher perceptual and cognitive functions. The course explores some
amazing aspects of cortical structure, function, and plasticity emphasizing primary literature.
Prerequisite: BIO SCI N110.
BIO SCI E179. Limnology and Freshwater Biology. 4 Units.
Biology of freshwater environments: lakes, ponds, rivers, their biota, and the factors which influence distribution of organisms.
Prerequisite: BIO SCI 94.
BIO SCI E179L. Field Freshwater Ecology. 4 Units.
Analytical techniques for common water-quality variables of lakes, streams, rivers. Benthic fauna, vertebrates and invertebrates, algae, and aquatic
plants. Emphasis on field methods with an experimental approach; laboratory exercises. Field trips to marshes, vernal pools, rivers and streams.
Materials fee.
Corequisite: BIO SCI E179.
Prerequisite: BIO SCI 100 and BIO SCI 194S. Prerequisite or corequisite: BIO SCI E179.
Restriction: Students who require this lab for completion of their degree have first consideration for enrollment.
(Ib)
BIO SCI M180. Biotechnological Applications of Energy and Environmental Research. 4 Units.
Covers microbiological and biochemical background related to current biotechnological applications, case studies of biotech-companies, and basic
information related to patents and start-up companies. Topics include biofuel, bioremediation, agricultural and environmental applications.
Prerequisite: BIO SCI M122.
BIO SCI E181. Conservation in the American West. 4 Units.
Critical examination of contemporary conservation issues in the American West, with particular attention to water in California, grazing on public lands,
and species decline and extinctions.
Prerequisite: BIO SCI E106.
BIO SCI E182. Mediterranean Ecosystems: Biodiversity and Conservation. 4 Units.
Biodiversity, history of human impacts, and conservation efforts are examined in the five Mediterranean-type ecosystems. Remaining natural habitat,
approaches to ecological habitat restoration, control of exotic species, and predicted consequences of global climate change are described. Field trip
required.
Prerequisite: BIO SCI 94.
BIO SCI N182. Vision. 4 Units.
Visual perception and the anatomy and physiology of the visual system. Topics include the retina and the visual pathway; visual sensitivity; color vision;
spatial vision; motion perception; and the development of the visual system.
Same as PSYCH 131A.
Overlaps with PSYCH 130A.
Restriction: Upper-division students only. Psychology, Cognitive Sciences, and Biological Sciences majors have first consideration for enrollment.
BIO SCI E183. Exercise Physiology. 4 Units.
Focus upon critical topics in the area of exercise biology using the comparative physiological approach. Specifically examine the physiological factors
that limit the capacity of an organism to sustain high levels of aerobic metabolism.
Prerequisite: BIO SCI 98 and BIO SCI E109.
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BIO SCI E184. Ecology and Diversity of Insects. 4 Units.
Insects—representing two-thirds of all species—play fundamental roles in human health, agriculture, and natural ecosystems. Topics include insect
morphology, development, physiology, taxonomy, ecology, and insects in human affairs. Lecture includes interactive demonstrations and an optional
weekend trip. Materials fee.
Prerequisite: BIO SCI E106.
BIO SCI E186. Population and Community Ecology. 4 Units.
Population structure, function, development, and evolution. Topics include population structure, population growth and regulation, metapopulations,
predation, competition, species diversity, ecosystem function, macroecology, and island biogeography. Offered every other Winter.
Prerequisite: BIO SCI E106.
BIO SCI E188. Introduction to Insect Physiology. 4 Units.
Physiology of insects. Insect respiration, digestion, excretion, and neurobiology, including sensory systems and effectors.
Prerequisite: BIO SCI E109.
BIO SCI E189. Environmental Ethics. 4 Units.
History of evolution of environmental ethics in America. Management problems in national parks, wilderness areas, wild and scenic rivers, national
forests. Contemporary and historical aspects/contributors to the field. Mitigation, endangered species, habitat restoration, biodiversity, and environmental
activism. Field trips required.
Restriction: Upper-division students only.
BIO SCI 190. Transfer Student Seminar. 1 Unit.
Weekly meetings consisting of presentations by faculty, professional staff, and New Student Peer Academic Advisors provide information about the
School of Biological Sciences, campus resources, and special programs/opportunities.
Grading Option: Pass/no pass only.
Restriction: New transfer students only.
BIO SCI D190. Topics in Developmental and Cell Biology. 2-4 Units.
Studies in selected areas of developmental and cell biology.
Prerequisite: BIO SCI D103.
Repeatability: May be taken for credit 3 times as topics vary.
Restriction: School of Biological Sciences majors only. Upper-division students only.
BIO SCI E190. Topics in Ecology and Evolutionary Biology. 2-4 Units.
Studies in selected areas of ecology and evolutionary biology.
Prerequisite: BIO SCI E106.
Repeatability: May be taken for credit 3 times as topics vary.
BIO SCI M190. Topics in Molecular Biology and Biochemistry. 2-4 Units.
Studies in selected areas of Molecular Biology and Biochemistry.
Prerequisite: BIO SCI 98.
Repeatability: May be taken for credit 3 times as topics vary.
BIO SCI N190. Topics in Neurobiology and Behavior. 2-4 Units.
Studies in selected areas of neurobiology and behavior.
Prerequisite: BIO SCI N110.
Repeatability: May be taken for credit 3 times as topics vary.
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BIO SCI 191A. Senior Seminar on Global Sustainability I. 2 Units.
Students attend weekly seminar to discuss current issues in global sustainability. Weekly attendance at Global Sustainability Forum is also required.
Seminar utilized to analyze forum presentations. Prepare bibliography.
Same as SOCECOL 186A, EARTHSS 190A.
Restriction: Seniors only. Global Sustainability minors have first consideration for enrollment.
BIO SCI 191B. Senior Seminar on Global Sustainability II. 2 Units.
Students attend weekly seminar to discuss current issues in global sustainability. Weekly attendance at Global Sustainability Forum is also required.
Seminar utilized to analyze forum presentations. Prepare research proposal.
Prerequisite: BIO SCI 191A or SOCECOL 186A or EARTHSS 190A.
Same as SOCECOL 186B, EARTHSS 190B.
Restriction: Seniors only.
BIO SCI 191CW. Writing/Senior Seminar on Global Sustainability III. 4 Units.
Students attend weekly seminar to discuss current issues in global sustainability. Weekly attendance at Global Sustainability Forum also is required.
Seminar utilized to analyze Forum presentations and to prepare senior research paper. Prepare/write research paper under direction of faculty member.
Prerequisite: BIO SCI 191B or EARTHSS 190B or SOCECOL 186B. Satisfactory completion of the Lower-Division Writing requirement.
Same as EARTHSS 190CW, SOCECOL 186CW.
Restriction: Seniors only.
(Ib)
BIO SCI 192. Tutoring in Biology. 2 Units.
Tutoring program with Biological Sciences student peers.
Repeatability: May be taken for credit 6 times.
Restriction: Biological Sciences Peer Tutoring Program students only.
BIO SCI 194. Current Topics in Biology. 1 Unit.
A seminar designed to discuss recent research findings and experimental issues in biology.
Corequisite: BIO SCI 199.
Grading Option: Pass/no pass only.
Repeatability: Unlimited as topics vary.
BIO SCI 194S. Safety and Ethics for Research. 1 Unit.
Introduces students to the concepts, techniques, and ethics involved in biological sciences laboratory work. Course may be offered online.
Grading Option: Pass/no pass only.
BIO SCI H195. Honors Topics in Biological Sciences. 4 Units.
Varied course topics in Biological Sciences designed for students in Honors in Biological Sciences.
Repeatability: May be taken for credit 2 times.
Restriction: Acceptance to the Biological Sciences Honors Program.
BIO SCI 197. Special Study in Biological Sciences. 1-5 Units.
Individualized instruction dealing with conceptual or theoretical problems in the biological sciences, rather than technical problems.
Prerequisite: BIO SCI 94 and BIO SCI 194S.
Repeatability: May be repeated for credit unlimited times.
Restriction: Maximum of 5 units (per quarter) between BIO SCI 197, BIO SCI 198, and BIO SCI 199.
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BIO SCI 198. Directed Group Studies. 1-5 Units.
Small group experimental laboratory or field work performed under the direction of a faculty member.
Prerequisite: BIO SCI 94 and BIO SCI 194S.
Repeatability: May be repeated for credit unlimited times.
BIO SCI 199. Independent Study in Biological Sciences Research. 1-5 Units.
Individual experimental laboratory or field research under a professor's direction. Required for participation in the Excellence in Research Program.
Prerequisite: BIO SCI 194S and BIO SCI 94.
Repeatability: Unlimited as topics vary.
Developmental and Cell Biology Courses
DEV BIO 200A. Research in Developmental and Cell Biology. 2-12 Units.
Independent research with Developmental and Cell Biology faculty.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
DEV BIO 200B. Research in Developmental and Cell Biology. 2-12 Units.
Independent research with Developmental and Cell Biology faculty.
Prerequisite: DEV BIO 200A.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
DEV BIO 200C. Research in Developmental and Cell Biology . 2-12 Units.
Independent research with Developmental and Cell Biology faculty.
Prerequisite: DEV BIO 200B.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
DEV BIO 200R. Research in Developmental & Cell Biology for First-year Students. 2-12 Units.
Independent research within the laboratories of graduate training faculty in the Department of Developmental and Cell Biology for first-year Ph.D.
students.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be taken for credit 3 times.
DEV BIO 203A. Graduate Tutorial in Developmental and Cell Biology. 4 Units.
Advanced study in areas not represented by formal courses. May involve individual or small group study through discussion, reading, and composition.
Time and subject matter arranged individually.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
DEV BIO 203B. Graduate Tutorial in Developmental and Cell Biology. 4 Units.
Advanced study in areas not represented by formal courses. May involve individual or small group study through discussion, reading, and composition.
Time and subject matter arranged individually.
Prerequisite: DEV BIO 203A.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
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DEV BIO 203C. Graduate Tutorial in Developmental and Cell Biology. 4 Units.
Advanced study in areas not represented by formal courses. May involve individual or small group study through discussion, reading, and composition.
Time and subject matter arranged individually.
Prerequisite: DEV BIO 203B.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
DEV BIO 206A. Developmental and Cell Biology Journal Club. 2 Units.
Advanced study of various topics in cell biology.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
DEV BIO 206B. Developmental and Cell Biology Journal Club. 2 Units.
Advanced study of various topics in cell biology.
Prerequisite: DEV BIO 206A.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
DEV BIO 206C. Developmental and Cell Biology Journal Club. 2 Units.
Advanced study of various topics in cell biology.
Prerequisite: DEV BIO 206B.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
DEV BIO 207. Mouse Developmental Genetics. 4 Units.
Introduction to using the mouse in contemporary biomedical research. The biology and development of the laboratory mouse, methods for manipulation
of the mouse genome and embryos, and examples of application of these methods to understand mammalian development and homeostasis.
Same as BIOCHEM 215.
Restriction: Graduate students only.
DEV BIO 208. Balancing the Academic Workload. 2 Units.
Students receive formal training in pedagogy and balancing graduate-level biology research with concurrent teaching commitment. Recommended for
graduate students who have an active research program and are teaching in the same quarter.
DEV BIO 210. Advanced Developmental Genetics. 4 Units.
Focuses on discussion of critical concepts in developmental biology and regeneration, with emphasis on model organisms such as Drosophila,
Zebrafish, and murine systems. Molecular mechanisms underlying key developmental decisions also discussed.
Repeatability: May be taken for credit 2 times.
Restriction: Graduate students only.
DEV BIO 212. Topics in Systems Biology. 2 Units.
Studies in selected areas of Systems Biology.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
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DEV BIO 213. Scientific Skills . 2 Units.
Addresses and promotes the development of essential skills required in scientific and research careers, including scientific writing, effective presentation
and communication, and mentoring skills.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Graduate students only.
DEV BIO 214. Principles of Genomics. 4 Units.
A survey course of the principal subfields of genomics and their applications to biological and health sciences that will cover genome assembly and
annotation, genome structure, comparative genomics, population genomics, functional genomics, and medical genomics.
Restriction: Graduate students only.
DEV BIO 231B. Cell Biology. 4 Units.
A broadly based course including topics in extracellular matrix, cytoskeleton, organelle biogenesis, receptor-mediated endocytosis, signal transduction,
cell cycle, and developmental biology.
Concurrent with BIO SCI D154.
DEV BIO 232. Systems Cell and Developmental Biology. 4 Units.
Introduces concepts needed to understand cell and developmental biology at the systems level, i.e., how the parts (molecules) work together to create a
complex output. Emphasis on using mathematical/computational modeling to expand/modify insights provided by intuition.
Same as BME 213.
Restriction: Graduate students only.
DEV BIO 245. Stem Cell Biology. 4 Units.
The basic characteristics and development roles of embryonic, adult, and cancer stem cells in the human body and in model systems and the use of
experimental and genetic methods to analyze and manipulate their properties.
Restriction: Graduate students only.
DEV BIO 290A. Colloquium in Developmental and Cell Biology. 2 Units.
Contemporary research problems. Research students, faculty, and other invited speakers introduce research and review topics.
Restriction: Graduate students only.
DEV BIO 290B. Colloquium in Developmental and Cell Biology. 2 Units.
Contemporary research problems. Research students, faculty, and other invited speakers introduce research and review topics.
Prerequisite: DEV BIO 290A.
Restriction: Graduate students only.
DEV BIO 290C. Colloquium in Developmental and Cell Biology. 2 Units.
Contemporary research problems. Research students, faculty, and other invited speakers introduce research and review topics.
Prerequisite: DEV BIO 290B.
Restriction: Graduate students only.
DEV BIO 292A. Scientific Communication. 2 Units.
Small group meetings for graduate students to practice scientific writing, debate, and presentation skills.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
DEV BIO 292B. Scientific Communication. 2 Units.
Small group meetings for graduate students to practice scientific writing, debate, and presentation skills.
Prerequisite: DEV BIO 292A.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
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DEV BIO 292C. Scientific Communication. 2 Units.
Small group meetings for graduate students to practice scientific writing, debate, and presentation skills.
Prerequisite: DEV BIO 292B.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
DEV BIO 293. Seminar in Interactive Teaching in Biology. 2 Units.
Students receive formal training in use and assessment of interactive teaching strategies in university-level biology classes. Additional aspects of course
design and implementation are covered. Recommended for graduate students who have or will be teaching discussion sections.
Repeatability: May be taken for credit 2 times.
DEV BIO 399. University Teaching. 4 Units.
Limited to Teaching Assistants.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
Ecology and Evolutionary Biology Courses
ECO EVO 200A. Research in Ecology and Evolutionary Biology. 2-12 Units.
Individual research with Ecology and Evolutionary Biological faculty.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
ECO EVO 200B. Research in Ecology and Evolutionary Biology. 2-12 Units.
Individual research with Ecology and Evolutionary Biological faculty.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
ECO EVO 200C. Research in Ecology and Evolutionary Biology. 2-12 Units.
Individual research with Ecology and Evolutionary Biological faculty.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
ECO EVO 201. Seminar in Ecology and Evolutionary Biology. 2 Units.
Invited speakers, graduate students, and faculty present current research in ecology and evolutionary biology.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
Concurrent with BIO SCI E107.
ECO EVO 203A. Graduate Tutorial in Ecology and Evolutionary Biology. 2-12 Units.
Advanced study in areas not represented by formal courses. May involve individual or small group study through reading, discussion, and composition.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
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ECO EVO 203B. Graduate Tutorial in Ecology and Evolutionary Biology. 2-12 Units.
Advanced study in areas not represented by formal courses. May involve individual or small group study through reading, discussion, and composition.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
ECO EVO 203C. Graduate Tutorial in Ecology and Evolutionary Biology. 2-12 Units.
Advanced study in areas not represented by formal courses. May involve individual or small group study through reading, discussion, and composition.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
ECO EVO 204. Writing Grant Proposals. 4 Units.
Provides students with hands-on experience writing proposals in the research areas of ecology, evolution, or physiology.
Restriction: Graduate students only.
ECO EVO 205. Special Topics in Ecology. 4 Units.
Survey of special topics in Ecology.
Restriction: Graduate students only.
ECO EVO 206. Special Topics in Evolution. 4 Units.
Extensive introduction to the primary literature of evolutionary biology. Topics include population genetics, quantitative genetics, neutralism, molecular
evolution, evolution of genetic systems, genetic architecture of fitness, speciation, and macroevolution.
Restriction: Graduate students only.
ECO EVO 207. Quantitative Methods in Ecology and Evolutionary Biology. 4 Units.
Statistics for ecologists and evolutionary biologists. Emphasis on specific applications and underlying assumptions rather than on methods of calculation.
Topics include experimental design, parametric and nonparametric methods, analysis of variance and covariance, and multiple regression.
Prerequisite: Completion of at least one quarter of statistics including regression and analysis of variance.
Restriction: Graduate students only.
ECO EVO 208. Ecological and Evolutionary Physiology. 4 Units.
A summary of information in organismal biology, comparative and ecological physiology, and the biophysical basis of organismal function. Course
offered every other fall.
Restriction: Graduate students only.
ECO EVO 210. Foundations of Physiology. 4 Units.
Physical and functional principles common to many living forms. Course forms a basis for subsequent specialization in any of the subdisciplines of
physiology. Course offered in even years.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
ECO EVO 218. Advanced Topics in Evolutionary Biology. 4 Units.
Content and instructor will vary from quarter to quarter. Possible topics include quantitative genetics, experimental methods of evolutionary studies,
mathematical modeling in evolutionary studies, and the evolution of genetic systems.
Repeatability: May be repeated for credit unlimited times.
ECO EVO 219. Advanced Topics in Ecological Genetics. 4 Units.
Content and instructor will vary from year to year. Possible topics include coevolution, sex-ratio evolution, evolution senescence, plant population
biology, and density-dependent selection.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
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ECO EVO 221. Advanced Topics in Ecology. 2-4 Units.
Weekly discussion of current topics in ecology at the graduate level.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: Unlimited as topics vary.
ECO EVO 227. Plant Physiological Ecology. 4 Units.
Provides a summary of information on plant organismal biology, comparative and ecological physiology, and functional ecology. Offered every other fall.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
ECO EVO 228. Seminar in Conservation Biology. 2 Units.
Devoted to the application of basic ecological principles to the understanding and resolution of environmental problems of both local and global natures.
Current problems approached through a combination of readings, group discussions, and visiting speakers.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
ECO EVO 230. Topics in Microbial Ecology. 2-4 Units.
Weekly discussion of current topics in ecology, biogeochemistry, evolution, and physiology of microbial organisms.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
ECO EVO 235. Experimental Evolution. 2 Units.
Explores experimental evolution, which is now a well-established part of evolutionary biology. With the advent of genomics, it is now one of the most
powerful tools for studying the genetic foundations of biology.
Prerequisite: BIO SCI E106.
Repeatability: May be repeated for credit unlimited times.
Restriction: Biological Sciences graduate students only.
ECO EVO 246. Seminar in Ecology and Evolution Education. 2 Units.
Weekly discussion of teaching techniques and challenges that are specific to courses in ecology and evolutionary biology. Emphasis will be on using
evidence-based pedagogy techniques. There will be a combination of readings, group discussions and speakers.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
ECO EVO 251. Population Dynamics in Ecology, Epidemiology, and Medicine. 4 Units.
Explore the dynamics of populations on an ecological, epidemiological, and medical level. Considers the dynamics of competition, predation, and
parasitism; the spread and control of infectious diseases; and the in vivo dynamics of viral infections and the immune system.
Restriction: Graduate students only.
Concurrent with BIO SCI E151.
ECO EVO 272. Plant Diversity in a Changing World. 4 Units.
Investigation of plant diversity in California and throughout the world, including basic systematic concepts, introduction to major groups of flowering
plants, and the effects of global biological change on plant diversity. Students carry out a phylogenetic analysis using appropriate software.
Concurrent with BIO SCI E172.
ECO EVO 273. Plant Systematics Laboratory. 4 Units.
Diversity of flowering plants is investigated in the laboratory and field. Familiarity with flowering plant families, particularly those prominent in the
California flora, is emphasized.
Concurrent with BIO SCI E172L.
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ECO EVO 282. Fundamentals of Informatics for Biologists. 4 Units.
Students learn the fundamentals of bioinformatics and the unix operating system (including the shell and Sun Grid Engine) in order to assemble a
eukaryotic genome.
Restriction: Graduate students only.
ECO EVO 283. Advanced Informatics for Biologists. 4 Units.
Students learn advanced informatics including the analysis of: Poolseq, RNAseq, ATACseq, and ChiPseq datasets using programs such as bwa, tophat,
cufflinks, DEseq, Trinity, Agustus, etc., in a unix high-performance computing environment. Statistical tests carried out and publication quality.
Prerequisite: ECO EVO 282.
Restriction: Graduate students only.
ECO EVO 285. Topics in Evolutionary Genetics. 2 Units.
Weekly discussion of recent research on evolutionary genetics.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
ECO EVO 287. Communicating Research Through Video. 4 Units.
Students explore videography to develop basic production skills through practice with high interest special topics, such as laboratory experimental
evolution and educational interdisciplinary field events, and then develop media to communicate their own research or other topics of interest.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
ECO EVO 288. Documenting Research Through Cinematic Production. 4 Units.
Students gain advanced media expertise by conceptualizing investigative research into publicly engaging video projects. Popularly accessible research
topics will be adapted into documentary, television, or cinematic pieces that provide opportunities for developing professionally marketable skills in
educationally effective media production.
Prerequisite: ECO EVO 287.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
ECO EVO 299. Independent Study. 1-4 Units.
Individual research or investigation under the direction of an individual faculty.
Grading Option: Satisfactory/unsatisfactory only.
ECO EVO 323. Curriculum and Methods for Elementary School Science. 4 Units.
Prospective elementary teachers learn how to teach science in grades K-8. Covers States science requirements, a variety of teaching methods, criteria
for selecting science curriculum materials, and how to plan science lessons, units, experiments, projects, and demonstrations.
Same as EDUC 323.
ECO EVO 341. Teaching Science in Secondary School. 4 Units.
Prospective secondary science teachers learn how to teach science in grades 7-12. Covers State science requirements, a variety of teaching methods,
criteria for selecting science curricular materials, and how to plan science lessons, units, experiments, projects, and demonstrations.
Same as EDUC 341.
Restriction: Teacher Credential Program students only.
ECO EVO 398. Teaching Assistant Seminar. 2 Units.
Readings, lectures, workshops, and student presentations designed to help develop teaching skills of graduate students teaching university-level biology
classes. Topics vary and may include: course organization, presentation styles, exam design, grading, motivating students, and commonly encountered
problems.
Repeatability: May be repeated for credit unlimited times.
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ECO EVO 399. University Teaching. 4 Units.
Mandatory course for Ecology and Evolutionary Biology Teaching Assistants, required in each quarter in which student has a Teaching Assistant
position. Limited to Teaching Assistants.
Repeatability: May be repeated for credit unlimited times.
Molecular Biology and Biochemistry Courses
MOL BIO 200A. Research in Molecular Biology and Biochemistry. 2-12 Units.
Individual research with Molecular Biology and Biochemistry faculty.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
MOL BIO 200B. Research in Molecular Biology and Biochemistry. 2-12 Units.
Individual research with Molecular Biology and Biochemistry faculty.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
MOL BIO 200C. Research in Molecular Biology and Biochemistry. 2-12 Units.
Individual research with Molecular Biology and Biochemistry faculty.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
MOL BIO 200R. Research in Developmental & Cell Biology for First-year Students. 2-12 Units.
Independent research within the laboratories of graduate training faculty in the Department of Molecular Biology and Biochemistry for first-year Ph.D.
students.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be taken for credit 3 times.
MOL BIO 201A. Seminars in Molecular Biology & Biochemistry. 2 Units.
Presentation of research from department laboratories or, when pertinent, of other recent developments.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
MOL BIO 201B. Seminars in Molecular Biology & Biochemistry. 2 Units.
Presentation of research from department laboratories or, when pertinent, of other recent developments.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
MOL BIO 201C. Seminars in Molecular Biology & Biochemistry. 2 Units.
Presentation of research from department laboratories or, when pertinent, of other recent developments.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
MOL BIO 202A. Tutorial in Molecular Biology and Biochemistry. 2 Units.
Tutorials in the area of research of a particular professor which relate current research to the literature. May be conducted as journal clubs.
Repeatability: Unlimited as topics vary.
MOL BIO 202B. Tutorial in Molecular Biology and Biochemistry. 2 Units.
Tutorials in the area of research of a particular professor which relate current research to the literature. May be conducted as journal clubs.
Repeatability: Unlimited as topics vary.
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MOL BIO 202C. Tutorial in Molecular Biology and Biochemistry. 2 Units.
Tutorials in the area of research of a particular professor which relate current research to the literature. May be conducted as journal clubs.
Repeatability: Unlimited as topics vary.
MOL BIO 203. Nucleic Acid Structure and Function. 4 Units.
Structure and chemistry of nucleic acids. Relationship between these properties and the mechanisms of fundamental processes such as replication and
repair, RNA-mediated catalysis, formation and regulation of higher order chromatin structure and recombination.
Prerequisite: BIO SCI 98 and BIO SCI 99 and CHEM 51A and CHEM 51B and CHEM 51C.
MOL BIO 204. Protein Structure and Function. 4 Units.
The structure and properties of proteins, enzymes, and their kinetic properties.
Prerequisite: BIO SCI 98 and BIO SCI 99 and CHEM 51C.
MOL BIO 205. Molecular Virology. 4 Units.
Primary research data on the major DNA and RNA viruses emphasizing strategies of regulation of gene expression. Utilization of viruses as molecular
biological tools. Graduate-level knowledge of the biochemistry and molecular biology of macromolecules is required.
Prerequisite: MOL BIO 203 and MOL BIO 204.
Restriction: Graduate students only.
MOL BIO 211. High-Resolution Structures: NMR and X-ray. 4 Units.
Basic principles of magnetic resonance and x-ray crystallography toward the determination of high-resolution biomolecular structures.
Prerequisite: MATH 2B.
Restriction: Graduate students only.
Concurrent with BIO SCI M133.
MOL BIO 213. Literature in Nucleic Acid Structure and Function. 2 Units.
Exploration and critical analysis of recent primary scientific literature in structure, properties, and biological mechanisms involving nucleic acids.
Corequisite: MOL BIO 203.
Grading Option: Satisfactory/unsatisfactory only.
MOL BIO 214. Literature in Protein Structure and Function. 2 Units.
Exploration and critical analysis of recent primary scientific literature in structure and properties of proteins, enzymes, and their kinetic properties.
Corequisite: MOL BIO 204.
Grading Option: Satisfactory/unsatisfactory only.
MOL BIO 215. Integrative Immunology. 4 Units.
Lectures and student presentations of primary literature. The main goal is to achieve a basic understanding of the cellular and molecular basis of innate
and adaptive immunity, and how immune function is coordinated at a systems level.
Same as M&MG 215.
MOL BIO 217A. Principles of Cancer Biology I. 4 Units.
Oncogenes and tumor suppressor genes are studied from molecular viewpoints. Also studies their role in cancer; viral carcinogenesis. Designed for
graduate students interested in cancer research. Format includes lectures and student-led discussions.
Prerequisite: MOL BIO 203 and MOL BIO 204.
Restriction: Graduate students only.
MOL BIO 217B. Principles of Cancer Biology II. 4 Units.
Topics include cancer cell growth and metastasis, chemical carcinogenesis, and cancer genetics and epidemiology. Designed for graduate students
interested in cancer research. Format includes lectures and student-led discussions.
Prerequisite: MOL BIO 203 and MOL BIO 204.
Restriction: Graduate students only.
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MOL BIO 218. Clinical Cancer. 3 Units.
Designed to acquaint students in basic life science with clinical cancer.
Restriction: Graduate students and Postdocs only.
MOL BIO 220. Structure & Synthesis of Biological Macromolecules Journal Club. 2 Units.
Advanced topics in macromolecular struture and synthesis as related to biological problems.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
MOL BIO 221. Advanced Topics in Immunology. 4 Units.
Literature-based, interactive discussions focused on review of seminal historic and recent immunology literature. Student responsibilities include reading,
critical evaluation, and discussion of manuscripts.
Prerequisite: M&MG 215.
Restriction: Graduate students only.
MOL BIO 221L. Advanced Immunology Laboratory. 4 Units.
An advanced course in immunology for graduate students enrolled in the Biotechnology master's program. Emphasis is placed on learning modern
techniques in immunology such as ELISAs, western blotting, immunofluorescent staining assays.
Restriction: Graduate students only.
Concurrent with BIO SCI M121L.
MOL BIO 223. Introduction to Computational Biology. 4 Units.
The use of theories and methods based on computer science, mathematics, and physics in molecular biology and biochemistry. Basics in biomolecular
modeling. Analysis of sequence and structural data of biomolecules. Analysis of biomolecular functions.
Same as BME 232.
Restriction: Graduate students only.
Concurrent with BIO SCI M123 and COMPSCI 183 and BME 132.
MOL BIO 227. Immunlology Journal Club. 2 Units.
Advanced topics in immunology as related to an understanding of human disease.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be taken for credit 15 times.
Restriction: Graduate students only.
MOL BIO 227L. Virology and Immunology Laboratory. 5 Units.
Introductory laboratory course in virology and immunology designed for Biological Sciences graduate students. Curriculum includes plasmid preparation,
plasmid characterization, microscopy, cell culture, transfection and infection of cells, cell counting, plaque assays, ELISA, Western blot, mixed
lymphocyte reactions.
Restriction: Graduate students only.
MOL BIO 229. Research-in-Progress Seminars. 1 Unit.
Two half-hour presentations by graduate students and postdoctorals to the department on their current research projects.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be taken for credit 15 times.
Restriction: Graduate students only.
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MOL BIO 250. Advanced Topics in Biotechnology - Nucleic Acids. 2 Units.
Supplements laboratory curriculum with scientific background behind experimental methods. Format consists of lectures and the presentation and
analysis of relevant papers from the scientific literature.
Corequisite: MOL BIO 250L.
Restriction: Biotechnology graduate students only.
MOL BIO 250L. Biotechnology Laboratory - Nucleic Acids. 8 Units.
Nucleic acid techniques and recombinant DNA technology. Extraction and purification of nucleic acids, cloning and subcloning, PCR, site-directed
mutagenesis, nucleic acid hybridization, additional associated procedures. Students must demonstrate accurate documentation of data (laboratory
notebook) detailing experience and results.
Corequisite: MOL BIO 250.
Restriction: Biotechnology graduate students only.
MOL BIO 251. Advanced Topics in Biotechnology - Protein Purification and Characterization. 2 Units.
Supplements laboratory curriculum with scientific background behind experimental methods. Format consists of lectures and the presentation and
analysis of relevant papers from the scientific literature.
Corequisite: MOL BIO 251L.
Prerequisite: MOL BIO 250L and MOL BIO 250.
Restriction: Biotechnology graduate students only.
MOL BIO 251L. Biotechnology Laboratory - Protein Purification and Characterization. 8 Units.
Major techniques of handling proteins and antibodies. Protein engineering, expression and large-scale purification of recombinant proteins from bacteria,
HPLC, antibody purification, western blotting, additional associated procedures. Students must demonstrate accurate documentation of data (laboratory
notebook) detailing experience and results.
Corequisite: MOL BIO 251.
Prerequisite: MOL BIO 250L and MOL BIO 250.
Restriction: Biotechnology graduate students only.
MOL BIO 252L. Biotechnology Management Laboratory. 8 Units.
Overview of current methods in biotechnology, designed specifically for biotechnology graduate students. Organized into four distinct sections (nucleic
acids, proteins, virology, and immunology). Students must demonstrate accurate documentation of data (laboratory notebooks) detailing experience and
results.
Restriction: Biotechnology graduate students only.
MOL BIO 253. Biotech Management . 5 Units.
Taught jointly by Biological Sciences and Merage School faculty, the course addresses fundamental aspects within, and associated with, the
biotechnology industry. Curriculum is focused largely on management issues, including finance, product development, pharmaceuticals, project
management, regulatory affairs, and ethics.
Same as MGMTMBA 293.
Restriction: Master's Program in Biotechnology Management students only.
MOL BIO 253L. Stem Cell Laboratory. 4 Units.
Designed to prepare M.S. Biotechnology program students for a career in stem cell research. Laboratory training utilizes tissue culture, mouse and
human embryonic stem cells, and is enhanced with didactic material and discussion.
Prerequisite: MOL BIO 250L and MOL BIO 251L.
Restriction: Biotechnology graduate students only.
MOL BIO 270. Science Communication Skills. 2 Units.
Development of effective communication skills, oral and written presentations. Topics range from the art of creating keynote slides to strategically
crafting a personal story, culminating in a live presentation to an invited audience.
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402 Francisco J. Ayala School of Biological Sciences
MOL BIO 291. Graduate School Fundamentals. 2 Units.
Lectures and discussions providing basic skills needed for success in Ph.D. graduate studies. Topics include formulating a hypothesis, experimental
design, literature review, grant writing, oral communication, biostatistics, time management, and professional development.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: First-year students in the Cellular and Molecular Biosciences gateway Ph.D. program.
MOL BIO 292A. Scientific Communication. 2 Units.
Small group meetings for graduate students to practice scientific writing, debate, and presentation skills.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
MOL BIO 292B. Scientific Communication. 2 Units.
Small group meetings for graduate students to practice scientific writing, debate, and presentation skills.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
MOL BIO 292C. Scientific Communication. 2 Units.
Small group meetings for graduate students to practice scientific writing, debate, and presentation skills.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
MOL BIO 293A. Cancer Biology Journal Club. 1 Unit.
Focuses on molecular mechanisms that underlie the development and progression of cancers. Covers a variety of cancer-related research areas, such
as cell cycle control, apoptosis, DNA repair, metastasis, angiogenesis, and others.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Graduate students only.
MOL BIO 293B. Cancer Biology Journal Club. 1 Unit.
Focuses on molecular mechanisms that underlie the development and progression of cancers. Covers a variety of cancer-related research areas, such
as cell cycle control, apoptosis, DNA repair, metastasis, angiogenesis, and others.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Graduate students only.
MOL BIO 293C. Cancer Biology Journal Club. 1 Unit.
Focuses on molecular mechanisms that underlie the development and progression of cancers. Covers a variety of cancer-related research areas, such
as cell cycle control, apoptosis, DNA repair, metastasis, angiogenesis, and others.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Graduate students only.
MOL BIO 295. Biomedical Research Methods. 2 Units.
Lectures and interactive discussions of research methods in modern biomedical science. Each week will focus on a different class of techniques,
including molecular, biochemical, immunological, genomic, bioinformatics, microscopy, cancer biology, genome editing. One hour per week, grading
based on attendance.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Enrollment restricted to 1st year students in the Cellular & Molecular Biosciences gateway Ph.D. program. Other Ph.D. candidates may
audit.
MOL BIO 399. University Teaching. 4 Units.
Limited to Teaching Assistants.
Restriction: Graduate students only.
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University of California, Irvine 2016-2017 403
Neurobiology and Behavior Courses
NEURBIO 200A. Research in Neurobiology and Behavior. 2-12 Units.
Individual research with Neurobiology and Behavior faculty.
Repeatability: Unlimited as topics vary.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 200B. Research in Neurobiology and Behavior. 2-12 Units.
Individual research with Neurobiology and Behavior faculty.
Prerequisite: NEURBIO 200A.
Repeatability: Unlimited as topics vary.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 200C. Research in Neurobiology and Behavior. 2-12 Units.
Individual research with Neurobiology and Behavior faculty.
Prerequisite: NEURBIO 200B.
Repeatability: Unlimited as topics vary.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 201A. Research in Neurobiology and Behavior. 2-12 Units.
Individual research with Neurobiology and Behavior faculty.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: Unlimited as topics vary.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 201B. Research in Neurobiology and Behavior. 2-12 Units.
Individual research with Neurobiology and Behavior faculty.
Prerequisite: NEURBIO 201A.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: Unlimited as topics vary.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 201C. Research in Neurobiology and Behavior. 2-12 Units.
Individual research with Neurobiology and Behavior faculty.
Prerequisite: NEURBIO 201B.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: Unlimited as topics vary.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 202A. Foundations of Neuroscience. 2 Units.
Intended to expose students to critical reading and analysis of the primary neuroscience literature. Instructors from departments associated with the
Interdepartmental Neuroscience Program participate and discuss topics of current interest.
Grading Option: Satisfactory/unsatisfactory only.
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404 Francisco J. Ayala School of Biological Sciences
NEURBIO 202B. Foundations of Neuroscience. 2 Units.
Intended to expose students to critical reading and analysis of the primary neuroscience literature. Instructors from departments associated with the
Interdepartmental Neuroscience Program participate and discuss topics of current interest.
Prerequisite: NEURBIO 202A.
Grading Option: Satisfactory/unsatisfactory only.
NEURBIO 206. Molecular Neuroscience. 5 Units.
Surveys molecular and cellular mechanisms involved in neuronal function, including control of gene expression, post-transcriptional and post-
translational processing, RNA and protein targeting, cell death mechanisms, and molecular genetic basis of neurological disorders. Overview of the
molecular aspects of developmental neurobiology.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 207. Cellular Neuroscience. 5 Units.
Neurophysiological and neurochemical mechanisms of electrical and chemical signaling in neurons. Topics include generation of resting- and action-
potentials, voltage- and ligand-gated ion channels, second messenger systems, and synaptic transmission and integration.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 207L. Cellular Neuroscience Laboratory. 2 Units.
Intensive hands-on laboratory experience of contemporary techniques for studying ion channels and synaptic function. Experiments include
microelectrode recording, patch clamp, quantal analysis of synaptic transmission, heterologous expression of genes for channels and receptors, brain
slice, and fluorescence calcium imaging.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 208A. Systems Neuroscience. 5 Units.
Study of the mammalian nervous system at the systems level. Anatomy and physiology of sensory, motor, and integrative functions.
Repeatability: May be taken for credit 2 times.
Same as ANATOMY 210A.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 208B. Systems Neuroscience. 5 Units.
Study of the mammalian nervous system at the systems level. Anatomy and physiology of sensory, motor, and integrative functions.
Prerequisite: NEURBIO 208A.
Repeatability: May be taken for credit 2 times.
Same as ANATOMY 210B.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 209. Behavioral Neuroscience. 5 Units.
Overview of fundamental conceptual and experimental issues in the neurobiology of learning and memory. The approach is a cross-level integration of
research in molecular-genetic, cellular, circuit, systems, and behavioral analyses.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 220. Neural Coding, Computation, and Dynamics. 4 Units.
Theoretical principles and biological mechanisms underlying how brains acquire, assimilate, store, and retrieve information, compute adaptive responses
to external inputs, and how knowledge is extracted from experience to generate an internal model of the world.
Prerequisite: NEURBIO 209.
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University of California, Irvine 2016-2017 405
NEURBIO 230. Chromatin Structure and Function. 4 Units.
Focuses on the role of chromatin/nuclear structure organization in eukaryotic genome regulation. The effects of histone and DNA modification, chromatin
remodeling, higher order chromatin structure and nuclear organization on gene regulation, DNA replication, and repair are discussed.
Prerequisite: MOL BIO 203 or MOL BIO 204 or NEUROBIO 206.
Same as BIOCHEM 225.
Restriction: Graduate students only.
NEURBIO 231. Clinical and Epidemiological Aspects of Neurodegenerative Diseases. 4 Units.
Clinical and epidemiological aspects of neurodegenerative disorders causing dementia will be reviewed, including AD, PD, FTD, HD and
cerebrovascular disease. Seminar format will include student presentations and group discussion.
Restriction: Graduate students only.
NEURBIO 232. Regenerative Neurobiology. 4 Units.
Surveys the latest research on regenerative neurobiology. Both basic stem cell discoveries and their potential clinical application to brain disorders will
be examined.
NEURBIO 234. Cognitive Neuroepigenetics. 4 Units.
Covers current topics in the emerging field of cognitive neuroepigenetics, focusing on understanding the underlying epigenetic mechanisms of memory
formation and persistence. Primary literature will be used to explore these processes.
Repeatability: May be repeated for credit unlimited times.
NEURBIO 235. Balancing Research and Teaching. 1 Unit.
The goal of this course is to offer graduate students who have commitments outside of their research program (such as teaching) an opportunity to learn
to balance these commitments.
NEURBIO 236. Cortex: Structure, Function, and Plasticity. 4 Units.
Structured to include lectures and presentation of papers about cortex with emphasis on sensory-motor cortex. Both historical and current perspectives
on cortical structure-function relationship will be critically evaluated.
NEURBIO 237. Neurobiology of Brain Aging. 4 Units.
Outlines some of the significant changes that occur in the aging brain, with a special emphasis on risk factors and protective strategies that promote
successful brain aging. Topics include changes in synaptic plasticity, neurotrophic factors, and molecular mechanisms in aging.
Prerequisite: NEURBIO 209.
NEURBIO 238. Neurobiology of Memory as a Multidisciplinary Science. 4 Units.
The study of memory is a highly multidisciplinary science ranging from molecular and cellular studies in reduced studies in reduced preparations to
functional imaging studies in humans. The focus is to integrate across approaches and levels of analysis to better understand how the hippocampus,
and its constituent elements, subserves memory. Emphasis on the challenges of this multidisciplinary field.
Restriction: Majors only
NEURBIO 239. Functional Imaging of the Nervous System. 4 Units.
Overview of technical and applied aspects of imaging techniques available for studying the nervous system. The areas emphasized are cellular and
subcellular imaging of neural function, systems-level imaging of brain function, and imaging of the human brain.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 240. Advanced Analysis of Learning and Memory. 4 Units.
Advanced analysis of contemporary research concerning the nature and neurobiological bases of learning and memory. Special emphasis is given to
time-dependent processes involved in memory storage.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 247. Programming for Neuroscience Research . 4 Units.
A neuroscience-specific introduction to programming and data analysis using either MATLAB or Scientific PYTHON. Students will learn general
programming skills and effective use of programming for data management, statistical analysis, and image analysis.
Overlaps with PSYCH 205A.
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406 Francisco J. Ayala School of Biological Sciences
NEURBIO 248. Topics in Neurobiology and Behavior. 4 Units.
Studies in selected areas of Neurobiology and Behavior. Topics addressed vary each quarter.
Repeatability: May be taken for credit 3 times.
NEURBIO 249. Electronics for Biologists. 4 Units.
Basic principles of electricity; properties and use of discrete components and integrated circuits; circuit analysis and design. Intended for advanced
students in the life sciences.
Same as PHYSIO 205.
NEURBIO 254. Molecular Neurobiology. 4 Units.
The application of genetic and recombinant DNA technology to neurobiology. Topics include the study of neuronal proteins which play important roles in
the formation of synapses and synaptic transmission.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 255. History of Neuroscience. 4 Units.
An overview of the conceptual and technical foundations of contemporary neuroscience from ancient times to the present. The subjects include
synapses, neurons, brain organization, sensory, motor and regulatory systems, learning and memory, human brain function and dysfunction.
Repeatability: May be taken for credit 2 times.
Restriction: Neurobiology and Behavior graduate students only.
Concurrent with BIO SCI N119.
NEURBIO 257. Statistics for Neurobiologists. 4 Units.
IIntroduction to common methods for statistical analysis used in neurobiology. Topics covered include t-tests, ANOVAs, correlations and regressions,
general linear model, power analysis, and non-parametric tests.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 260. Auditory Neuroscience. 4 Units.
Multidisciplinary overview of brain mechanisms of hearing. Emphasizes breath of auditory function and research: single neurons to psychoacoustics, the
chochlea to the cortex, and basic science to clinic.
NEURBIO 290. Colloquium in Neurobiology and Behavior. 1.3 Unit.
Presentation of contemporary research problems in neurobiology and behavior and related areas by invited speakers.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 292. Scientific Communication. 4 Units.
Students learn how to effectively communicate scientific ideas and results. Activities include learning how to effectively write a scientific manuscript, how
to perform a coherent slide presentation, and how to run-through a poster presentation.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 399. University Teaching. 1-4 Units.
Limited to Teaching Assistants.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
Department of Developmental and Cell Biology
Thomas Schilling, Department Chair
Kavita Arora, Department Vice Chair
2212 Biological Sciences III
949-824-2458
http://devcell.bio.uci.edu/
406 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 407
Overview
Research programs of the Department of Developmental and Cell Biology focus on molecular aspects of the development of eukaryotic organisms,
on the molecular interaction of cells in tissue differentiation, and expression and function of genes related to the biogenesis of organelles and cellular
constituents. The main emphasis of research training is in the molecular aspects of cells and development, and the utilization of biotechnology. The
Department maintains facilities for research that include genetic, molecular, and biochemical techniques and also has facilities in advanced electron
optics, microsurgery, microinjection, and neurophysiology.
The Department offers graduate study in conjunction with the program in Cellular and Molecular Biosciences (CMB), the Interdepartmental
Neuroscience Program (INP), and the program in Mathematical and Computational Biology (MCB). Students admitted into the combined program
who select a research advisor in the Department begin following the Departmental requirements for the Ph.D. at the beginning of their second year.
Students participate in the Developmental or Cell Biology Journal Club and the Departmental seminar series, which meet weekly during the academic
year. Students must complete the advancement-to-candidacy examination by the end of the third year of graduate study by presenting and defending a
proposal for specific dissertation research. The normative time for completion of the Ph.D. is five years, and the maximum time permitted is seven years.
Undergraduate Major in Developmental and Cell Biology
The Developmental and Cell Biology major is intended to provide students with intensive training in cutting edge approaches to understanding
the structure and function of cells and how they interact to produce a complex organism, starting with a fertilized egg. The focus of the B.S. in
Developmental and Cell Biology is to provide students with intensive training aimed at preparing them for graduate programs in modern Developmental
and Cell Biology or other biomedical sciences. In-depth training in the molecular basis of cell and developmental biology will be coupled with integrating
knowledge obtained from the recent explosive advances in genomic technology to provide a strong working understanding of how to approach problems
in basic research.
The major has distinctive features. The first is a reduction in the number of required courses, allowing students the opportunity to focus more deeply
on training in Developmental and Cell Biology. The second is the implementation of a new course in Genomic and Proteomic analysis that is closely
tied to problems in genetics, developmental, and cell biology. Understanding the connections among these disciplines and how to apply the appropriate
tools for defining and answering fundamental questions in biomedical research is a critical tool for success in research. Another distinctive feature of
the major is the opportunity to replace two upper-division laboratory courses with mentored BIO SCI 199 individual research in faculty laboratories. This
offers students the opportunity to apply the tools they have acquired during formal course work to current problems at the frontiers of research. Lastly,
students majoring in Developmental and Cell Biology have faculty advisors with whom they meet at least quarterly. The faculty advisors help students
plan their curriculum, select appropriate 199 projects and sponsoring labs, and as a group grant petitions and certify the degree. The combination of
new upper-division courses, more flexibility in the curriculum, the option for mentored research, and close interaction with faculty advisors will help the
Developmental and Cell Biology majors to develop an appreciation of the nature of research and establish a strong foundation for future success in
graduate or professional schools.
Requirements for the B.S. Degree in Developmental and Cell Biology
All students must meet the University Requirements.
All students must meet the School Requirements.
Major Requirements
A. Required Major Courses:
BIO SCI D103 Cell Biology
BIO SCI D104 Developmental Biology
BIO SCI D114 Developmental and Cell Biology Majors Seminar
BIO SCI D145 Genomics, Development, and Medicine
B. Upper-Division Laboratories:
BIO SCI D111L Developmental and Cell Biology Laboratory
1
and select two of the following:
BIO SCI E106L Habitats and Organisms
BIO SCI E112L Physiology Laboratory
BIO SCI E115L Evolution Laboratory
BIO SCI E131L Image Analysis in Biological Research
BIO SCI E140L Evolution and the Environment Laboratory
BIO SCI E161L Biology of Birds Lab
BIO SCI E166L Field Biology
BIO SCI E179L Field Freshwater Ecology
BIO SCI M114L Biochemistry Laboratory
BIO SCI M116L Molecular Biology Laboratory
BIO SCI M118L Experimental Microbiology Laboratory
UCI General Catalogue 2016-2017 407
408 Francisco J. Ayala School of Biological Sciences
BIO SCI M121L Advanced Immunology Laboratory
BIO SCI M122L Advanced Microbiology Laboratory
BIO SCI M124L Virus Engineering Laboratory
BIO SCI M127L Virology and Immunology Laboratory
BIO SCI M130L Advanced Molecular Lab Techniques
BIO SCI N113L Neurobiology Laboratory
C. Upper-Division Biology Electives:
Select one of the following:
BIO SCI D136 Human Anatomy
BIO SCI D137 Eukaryotic and Human Genetics
BIO SCI D148 Development and Disease
BIO SCI D170 Applied Human Anatomy
and select one of the following:
BIO SCI D133 Advances in Regenerative Medicine
BIO SCI D135 Cell Biology of Human Disease
BIO SCI D190 Topics in Developmental and Cell Biology
BIO SCI M120 Signal Transduction in Mammalian Cells
BIO SCI M144 Cell Organelles and Membranes
and select three of the following:
BIO SCI D105 Cell, Developmental, and Molecular Biology of Plants
BIO SCI D130 Photomedicine
BIO SCI D132 Introduction to Personalized Medicine
BIO SCI D133 Advances in Regenerative Medicine
BIO SCI D136 Human Anatomy
BIO SCI D137 Eukaryotic and Human Genetics
BIO SCI D138 Critical Thinking in Cell Biology
BIO SCI D148 Development and Disease
BIO SCI D170 Applied Human Anatomy
BIO SCI E109 Human Physiology
BIO SCI E157 Comparative Vertebrate Anatomy
BIO SCI M114 Advanced Biochemistry
BIO SCI M116 Advanced Molecular Biology
BIO SCI M125 Molecular Biology of Cancer
BIO SCI M137 Microbial Genetics
BIO SCI M143 Human Parasitology
BIO SCI M144 Cell Organelles and Membranes
BIO SCI N110 Neurobiology and Behavior
BIO SCI N151 Neurobiology of Aging
BIO SCI N153 Neuropharmacology
BIO SCI N154 Molecular Neurobiology
NOTE: No course may be used to satisfy more than one requirement.
1
Students may petition to substitute Excellence in Research (BIO SCI 199) for two upper-division laboratories (other than BIO SCI D111L); 199
research is strongly encouraged. The 199 laboratory must be approved by the Department, and Excellence in Research must be successfully
completed. Final approval is given by the Department.
Application Process to Declare the Major: The major in Developmental and Cell Biology is open to junior- and senior-level students only.
Applications to declare the major can be made at any time. Information can also be found at the UCI Change of Major Criteria website (http://
www.changeofmajor.uci.edu). Double majors within the Francisco J. Ayala School of Biological Sciences or with Public Health Sciences, Biomedical
Engineering: Premedical, Nursing Science, or Pharmaceutical Sciences are not permitted.
408 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 409
Sample Program — Developmental and Cell Biology
Freshman
Fall Winter Spring
BIO SCI 93 BIO SCI 94 MATH 2A or 5A
CHEM 1A CHEM 1B CHEM 1C- 1LC
1 1 1
Lower-Division Writing Lower-Division Writing Lower-Division Writing
BIO SCI 2A BIO SCI 194S
Sophomore
Fall Winter Spring
BIO SCI 97 BIO SCI 98 BIO SCI 99
CHEM 51A CHEM 51B- 51LB CHEM 51C- 51LC
MATH 2B or 5B General Education STATS 7, 8, MATH 2D, or MATH 3A
CHEM 1LD
Junior
Fall Winter Spring
BIO SCI D103 BIO SCI D104 BIO SCI D111L
PHYSICS 3A PHYSICS 3B- 3LB PHYSICS 3C- 3LC
BIO SCI 100 BIO SCI D145 BIO SCI D114
General Education General Education
Senior
Fall Winter Spring
BIO SCI 199 or U-D Lab BIO SCI 199 or U-D Lab U-D Lab or Bio. Sci. elective
U-D Bio. Sci. elective U-D Bio. Sci. elective U-D Bio. Sci. elective
U-D Bio. Sci. elective BIO SCI 199 or General Education BIO SCI 199 or General Education
General Education
1
Students have the option of taking HUMAN 1AS, HUMAN 1BS, HUMAN 1CS or WRITING 39A, WRITING 39B, WRITING 39C in order to fulfill
the lower-division writing requirement.
Undergraduate Major in Genetics
Genetics pervades every aspect of modern society, from newspaper articles to talk shows, from discussions on health care to discussions on cloning.
With the sequencing of the human genome, it is more important than ever for biology students to have a broad background in the study of heredity and
evolution. The Genetics major is designed to benefit motivated undergraduates who have a particular interest in learning about developmental genetics,
evolutionary genetics, and molecular genetics and to allow them to explore how our knowledge of genetic mechanisms contributes to our understanding
of human development and disease. The Genetics major will accommodate students interested in the study of inheritance either as a basic discipline or
in terms of its applied aspects in biotechnology, medicine, and agriculture, but will be especially attractive to those students desiring focused study and
preparation for graduate training.
Genetics majors begin their study in the junior year with three required major courses (BIO SCI D103, BIO SCI D104) and (BIO SCI D113. In addition to
these required major courses, students will choose six additional upper-division Biology Elective courses. Certain courses are designed to give students
an understanding of genetic mechanisms and teach them how to define and answer fundamental questions in biomedical research. Additionally,
students choose at least two electives that deal with topics such as the molecular biology of cancer, human genetic diseases, developmental genetics,
and the genetics of aging. Finally, Genetics majors are encouraged to explore laboratory research by enrolling in BIO SCI 199. Laboratory research not
only expands a student’s technical skills, but is also designed to allow faculty members to mentor Genetics majors. All students majoring in Genetics
have a faculty advisor with whom they meet at least quarterly. The faculty advisor helps students plan their curriculum and select appropriate Biological
Sciences 199 research projects. Genetics majors also have an opportunity to meet with other Genetics majors on a regular basis and participate in
research talks.
The Genetics major provides graduates with advanced training in the skills necessary to pursue graduate degrees in biomedical research. These include
Ph.D. graduate programs, teacher-training programs, medical school, and veterinary school. Genetics graduates may also use their backgrounds
effectively in planning careers in law, business, education, and public affairs.
Requirements for the B.S. Degree in Genetics
All students must meet the University Requirements.
All students must meet the School Requirements.
Major Requirements
A. Required Major Courses:
BIO SCI D103 Cell Biology
BIO SCI D104 Developmental Biology
BIO SCI D113 Genetics Majors Seminar
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410 Francisco J. Ayala School of Biological Sciences
B. Upper-Division Laboratories:
1
Select three of the following:
BIO SCI D111L Developmental and Cell Biology Laboratory
BIO SCI E106L Habitats and Organisms
BIO SCI E112L Physiology Laboratory
BIO SCI E115L Evolution Laboratory
BIO SCI E131L Image Analysis in Biological Research
BIO SCI E140L Evolution and the Environment Laboratory
BIO SCI E161L Biology of Birds Lab
BIO SCI E166L Field Biology
BIO SCI E179L Field Freshwater Ecology
BIO SCI M114L Biochemistry Laboratory
BIO SCI M116L Molecular Biology Laboratory
BIO SCI M118L Experimental Microbiology Laboratory
BIO SCI M121L Advanced Immunology Laboratory
BIO SCI M122L Advanced Microbiology Laboratory
BIO SCI M124L Virus Engineering Laboratory
BIO SCI M127L Virology and Immunology Laboratory
BIO SCI M130L Advanced Molecular Lab Techniques
BIO SCI N113L Neurobiology Laboratory
C. Upper-Division Biology Electives:
Select two of the following:
BIO SCI D132 Introduction to Personalized Medicine
BIO SCI D137 Eukaryotic and Human Genetics
BIO SCI D145 Genomics, Development, and Medicine
BIO SCI D148 Development and Disease
BIO SCI M137 Microbial Genetics
Select one from the following:
BIO SCI D133 Advances in Regenerative Medicine
BIO SCI D135 Cell Biology of Human Disease
BIO SCI D137 Eukaryotic and Human Genetics
BIO SCI D148 Development and Disease
BIO SCI E153 Functional and Structural Evolutionary Genomics
BIO SCI N152 Developmental Neurobiology
Select three from the following:
BIO SCI D105 Cell, Developmental, and Molecular Biology of Plants
BIO SCI D130 Photomedicine
BIO SCI D136 Human Anatomy
BIO SCI D138 Critical Thinking in Cell Biology
BIO SCI D170 Applied Human Anatomy
BIO SCI D190 Topics in Developmental and Cell Biology
BIO SCI E109 Human Physiology
BIO SCI M114 Advanced Biochemistry
BIO SCI M116 Advanced Molecular Biology
BIO SCI M120 Signal Transduction in Mammalian Cells
BIO SCI M125 Molecular Biology of Cancer
BIO SCI M143 Human Parasitology
BIO SCI M144 Cell Organelles and Membranes
BIO SCI N110 Neurobiology and Behavior
BIO SCI N151 Neurobiology of Aging
BIO SCI N154 Molecular Neurobiology
410 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 411
NOTE: No course may be used to satisfy more than one requirement.
1
Students may petition to substitute Excellence in Research (BIO SCI 199) for two upper-division laboratories; 199 research is strongly
encouraged. The 199 laboratory must be approved by the Department, and Excellence in Research must be successfully completed. Final
approval is given by the Department.
Application Process to Declare the Major: The major in Genetics is open to junior- and senior-level students only. Applications to declare the major
can be made at any time. Information can also be found at the UCI Change of Major Criteria (http://www.changeofmajor.uci.edu) website (http://
www.changeofmajor.uci.edu). Double majors within the Francisco J. Ayala School of Biological Sciences or with Public Health Sciences, Biomedical
Engineering: Premedical, Nursing Science, or Pharmaceutical Sciences are not permitted.
Sample Program — Genetics
Freshman
Fall Winter Spring
BIO SCI 93 BIO SCI 94 MATH 2A or 5A
CHEM 1A CHEM 1B CHEM 1C- 1LC
1 1 1
Lower-Division Writing Lower-Division Writing Lower-Division Writing
BIO SCI 2A BIO SCI 194S
Sophomore
Fall Winter Spring
BIO SCI 97 BIO SCI 98 BIO SCI 99
CHEM 51A CHEM 51B- 51LB CHEM 51C- 51LC
MATH 2B or 5B General Education STATS 7, 8, MATH 2D, or MATH 3A
CHEM 1LD
Junior
Fall Winter Spring
BIO SCI D103 BIO SCI D104 U-D Lab or BIO SCI 199
PHYSICS 3A PHYSICS 3B- 3LB PHYSICS 3C- 3LC
BIO SCI 100 U-D Bio. Sci. elective U-D Bio. Sci. elective
General Education BIO SCI D113
General Education
Senior
Fall Winter Spring
U-D Lab or BIO SCI 199 U-D Lab or BIO SCI 199 U-D Bio. Sci. elective
U-D Bio. Sci. elective U-D Bio. Sci. elective U-D Bio. Sci. elective
General Education General Education General Education
1
Students have the option of taking HUMAN 1AS, HUMAN 1BS, HUMAN 1CS or WRITING 39A, WRITING 39B, WRITING 39C in order to fulfill
the lower-division writing requirement.
Faculty
Dritan Agalliu, Ph.D. Columbia University, Assistant Professor of Developmental and Cell Biology (molecular, cellular, and genetic analysis of
mammalian blood-brain barrier development, the role of the barrier in disease pathogenesis)
Joseph Arditti, Ph.D. University of Southern California, Professor Emeritus of Developmental and Cell Biology (developmental physiology of orchids)
Kavita Arora, Ph.D. University of Bombay, Professor of Developmental and Cell Biology (Drosophila development; TGF-ß signal transduction; cell
signaling)
Scott Atwood, Ph.D. University of Oregon, Assistant Professor of Developmental and Cell Biology
Pierre F. Baldi, Ph.D. California Institute of Technology, UCI Chancellor's Professor of Computer Science; Biological Chemistry; Biomedical Engineering;
Developmental and Cell Biology (bioinformatics, computational biology)
Lee Bardwell, Ph.D. Stanford University, Professor of Developmental and Cell Biology (intracellular signaling in development and disease)
Claudia Benavente, Ph.D. University of Arizona, Assistant Professor of Pharmaceutical Sciences; Developmental and Cell Biology (genetics,
epigenetics, cancer, pediatric cancer, retinoblastoma, osteosarcoma)
Michael W. Berns, Ph.D. Cornell University, Arnold and Mabel Beckman Chair in Laser Biomedicine and Professor of Surgery; Biomedical Engineering;
Developmental and Cell Biology (photomedicine, laser microscopy, biomedical devices)
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Bruce Blumberg, Ph.D. University of California, Los Angeles, Professor of Developmental and Cell Biology; Biomedical Engineering; Environmental
Health Sciences; Pharmaceutical Sciences (gene regulation by nuclear hormone receptors in vertebrate development physiology, endocrine disruption)
Hans R. Bode, Ph.D. Yale University, Professor Emeritus of Developmental and Cell Biology (molecular basis of pattern formation in Hydra)
Peter J. Bryant, Ph.D. University of Sussex, Research Professor and Professor Emeritus of Developmental and Cell Biology (tumor-suppressor genes of
Drosophila and humans)
Susan V. Bryant, Ph.D. University of London, Professor Emerita of Developmental and Cell Biology (molecular basis of limb development and
regeneration)
Anne L. Calof, Ph.D. University of California, San Francisco, Professor of Anatomy and Neurobiology; Developmental and Cell Biology (neurogenesis
and neuronal differentiation)
Richard D. Campbell, Ph.D. The Rockefeller University, Professor Emeritus of Developmental and Cell Biology (Morphogenesis; biology of Hydra; fractal
geometry of biological forms)
Ken W. Cho, Ph.D. University of Pennsylvania, Professor of Developmental and Cell Biology (TGF-ß signaling, gene regulatory networks in
development)
Olivier Cinquin, Ph.D. University College London, Assistant Professor of Developmental and Cell Biology (mathematical modeling of networks, systems
biology)
Olivier Civelli, Ph.D. Swiss Federal Institute of Technology in Zurich, Department Chair and Eric L. and Lila D. Nelson Chair in Neuropharmacology and
Professor of Pharmacology; Developmental and Cell Biology; Pharmaceutical Sciences (novel neuroactive molecules)
Michelle Digman, Ph.D. University of Illinois at Chicago, Assistant Professor of Biomedical Engineering; Chemical Engineering and Materials Science;
Developmental and Cell Biology (quantitative imaging techniques to study spatial-temporal dynamics of signaling protein networks in live cells and
tissues)
Peter J. Donovan, Ph.D. University College London, Professor of Biological Chemistry; Developmental and Cell Biology (stem cell biology)
Aimee Lara Edinger, Ph.D. University of Pennsylvania, Associate Professor of Developmental and Cell Biology (cancer biology and metabolism, growth
control, protein trafficking)
German A. Enciso Ruiz, Ph.D. Rutgers, the State University of New Jersey, Associate Professor of Mathematics; Developmental and Cell Biology
(applied and computational mathematics, mathematical and computational biology)
Donald E. Fosket, Ph.D. University of Idaho, Professor Emeritus of Developmental and Cell Biology (regulation of cytoskeleton formation and function)
David M. Gardiner, Ph.D. University of California, San Diego, Professor of Developmental and Cell Biology (limb development and regeneration)
Enrico Gratton, Ph.D. University of Rome, Professor of Biomedical Engineering; Developmental and Cell Biology; Physics and Astronomy (design of new
fluorescence instruments, protein dynamics, single molecule, fluorescence microscopy, photon migration in tissues)
Steven P. Gross, Ph.D. University of Texas at Austin, Professor of Developmental and Cell Biology; Biomedical Engineering; Physics and Astronomy
(force generation by molecular motors in living cells)
Patrick L. Healey, Ph.D. University of California, Berkeley, Professor Emeritus of Developmental and Cell Biology (plant cellular differentiation and
morphogenesis, ultrastructure and histochemistry of secretory systems, early reproductive development)
Franz J. Hoffmann, Ph.D. University of Hohenheim, Senior Lecturer with Security of Employment Emeritus of Developmental and Cell Biology
(regeneration of cultured plant cells, somatic cell genetics)
Daniel J. Knauer, Ph.D. University of Nebraska, Professor Emeritus of Developmental and Cell Biology (human antithrombins and related serine
protease inhibitors)
Stuart M. Krassner, SCE Johns Hopkins University, Professor Emeritus of Developmental and Cell Biology (developmental transitions of
hemoflagellates)
Arthur D. Lander, Ph.D. University of California, San Francisco, Donald Bren Professor and Professor of Developmental and Cell Biology; Biomedical
Engineering; Logic and Philosophy of Science; Pharmacology (systems biology of development, pattern formation, growth control)
Shin Lin, Ph.D. University of California, Los Angeles, Professor of Developmental and Cell Biology (combined use of biochemistry, cell biology,
molecular biology, molecular biophysics to study the structure and function of proteins involved in cytoskeletal/contractile functions and signal
transduction in muscle and nonmuscle cells)
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Ulrike Luderer, M.D., Ph.D. Northwestern University, Professor of Medicine; Developmental and Cell Biology; Environmental Health Sciences; Program
in Public Health (reproductive toxicology, developmental toxicology, developmental basis of ovarian toxicity, ovarian cancer)
Grant R. MacGregor, Ph.D. University of Sussex, Professor of Developmental and Cell Biology (mouse reproduction, development, homeostasis)
J. Lawrence Marsh, Ph.D. University of Washington, Professor of Developmental and Cell Biology (mechanisms of neurodegeneration and molecular
genetics of development)
Debra K. Mauzy-Melitz, Ph.D. Marquette University, Lecturer with Potential Security of Employment of Developmental and Cell Biology (role of writing in
scientific teaching)
Ronald L. Meyer, Ph.D. California Institute of Technology, Professor Emeritus of Developmental and Cell Biology (development of nerve connections,
nerve injury, and regeneration)
Edwin S. Monuki, M.D. Ph.D. University of California, San Diego, Department Chair and Associate Professor of Pathology and Laboratory Medicine;
Developmental and Cell Biology (cerebral cortex, choroid plexus development, translation)
Seyed Ali Mortazavi, Ph.D. California Institute of Technology, Assistant Professor of Developmental and Cell Biology (functional genomics to study
transcriptional regulation in development)
R. Michael Mulligan, Ph.D. Michigan State University, Biological Sciences Associate Dean of Graduate Studies and Professor of Developmental and Cell
Biology; Ecology and Evolutionary Biology (RNA editing in plant mitochondria and chloroplasts)
Diane K. O'Dowd, Ph.D. University of California, San Diego, Professor of Developmental and Cell Biology; Anatomy and Neurobiology (regulation of
activity in developing and adult nervous systems)
Maksim Plikus, Ph.D. University of Southern California, Assistant Professor of Developmental and Cell Biology (mechanisms of regeneration, stem cell
control)
Susanne M. Rafelski, Ph.D. Stanford University, Assistant Professor of Developmental and Cell Biology; Biomedical Engineering (control of
mitochondrial network size, topology and function in budding yeast cells)
Thomas F. Schilling, Ph.D. University of Oregon, Department Chair and Professor of Developmental and Cell Biology (zebrafish development, vertebrate
genetics, craniofacial development)
Justin F. Shaffer, Ph.D. University of Washington, Lecturer with Potential Security of Employment of Developmental and Cell Biology (improving
teaching and learning in college science classes)
Christine Suetterlin, Ph.D. University of Basel, Associate Professor of Developmental and Cell Biology (centrosome and cilia regulation, Golgi, host-
pathogen interaction)
Sha Sun, Ph.D. University of Chicago, Assistant Professor of Developmental and Cell Biology (long noncoding RNAs in epigenetic programming)
Rahul Warrior, Ph.D. Yale University, Associate Professor of Developmental and Cell Biology (developmental genetics of transcription and proteoglycan
synthesis)
Zeba Wunderlich, Ph.D. Harvard University, Assistant Professor of Developmental and Cell Biology (understanding the organization of regulatory
information in the genome)
Xaiohui Xie, Ph.D. Massachusetts Institute of Technology, Associate Professor of Computer Science; Developmental and Cell Biology (computational
biology, bioinformatics, genomics, neural computation, machine learning)
Courses
DEV BIO 200A. Research in Developmental and Cell Biology. 2-12 Units.
Independent research with Developmental and Cell Biology faculty.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
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DEV BIO 200B. Research in Developmental and Cell Biology. 2-12 Units.
Independent research with Developmental and Cell Biology faculty.
Prerequisite: DEV BIO 200A.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
DEV BIO 200C. Research in Developmental and Cell Biology . 2-12 Units.
Independent research with Developmental and Cell Biology faculty.
Prerequisite: DEV BIO 200B.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
DEV BIO 200R. Research in Developmental & Cell Biology for First-year Students. 2-12 Units.
Independent research within the laboratories of graduate training faculty in the Department of Developmental and Cell Biology for first-year Ph.D.
students.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be taken for credit 3 times.
DEV BIO 203A. Graduate Tutorial in Developmental and Cell Biology. 4 Units.
Advanced study in areas not represented by formal courses. May involve individual or small group study through discussion, reading, and composition.
Time and subject matter arranged individually.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
DEV BIO 203B. Graduate Tutorial in Developmental and Cell Biology. 4 Units.
Advanced study in areas not represented by formal courses. May involve individual or small group study through discussion, reading, and composition.
Time and subject matter arranged individually.
Prerequisite: DEV BIO 203A.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
DEV BIO 203C. Graduate Tutorial in Developmental and Cell Biology. 4 Units.
Advanced study in areas not represented by formal courses. May involve individual or small group study through discussion, reading, and composition.
Time and subject matter arranged individually.
Prerequisite: DEV BIO 203B.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
DEV BIO 206A. Developmental and Cell Biology Journal Club. 2 Units.
Advanced study of various topics in cell biology.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
DEV BIO 206B. Developmental and Cell Biology Journal Club. 2 Units.
Advanced study of various topics in cell biology.
Prerequisite: DEV BIO 206A.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
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DEV BIO 206C. Developmental and Cell Biology Journal Club. 2 Units.
Advanced study of various topics in cell biology.
Prerequisite: DEV BIO 206B.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
DEV BIO 207. Mouse Developmental Genetics. 4 Units.
Introduction to using the mouse in contemporary biomedical research. The biology and development of the laboratory mouse, methods for manipulation
of the mouse genome and embryos, and examples of application of these methods to understand mammalian development and homeostasis.
Same as BIOCHEM 215.
Restriction: Graduate students only.
DEV BIO 208. Balancing the Academic Workload. 2 Units.
Students receive formal training in pedagogy and balancing graduate-level biology research with concurrent teaching commitment. Recommended for
graduate students who have an active research program and are teaching in the same quarter.
DEV BIO 210. Advanced Developmental Genetics. 4 Units.
Focuses on discussion of critical concepts in developmental biology and regeneration, with emphasis on model organisms such as Drosophila,
Zebrafish, and murine systems. Molecular mechanisms underlying key developmental decisions also discussed.
Repeatability: May be taken for credit 2 times.
Restriction: Graduate students only.
DEV BIO 212. Topics in Systems Biology. 2 Units.
Studies in selected areas of Systems Biology.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
DEV BIO 213. Scientific Skills . 2 Units.
Addresses and promotes the development of essential skills required in scientific and research careers, including scientific writing, effective presentation
and communication, and mentoring skills.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Graduate students only.
DEV BIO 214. Principles of Genomics. 4 Units.
A survey course of the principal subfields of genomics and their applications to biological and health sciences that will cover genome assembly and
annotation, genome structure, comparative genomics, population genomics, functional genomics, and medical genomics.
Restriction: Graduate students only.
DEV BIO 231B. Cell Biology. 4 Units.
A broadly based course including topics in extracellular matrix, cytoskeleton, organelle biogenesis, receptor-mediated endocytosis, signal transduction,
cell cycle, and developmental biology.
Concurrent with BIO SCI D154.
DEV BIO 232. Systems Cell and Developmental Biology. 4 Units.
Introduces concepts needed to understand cell and developmental biology at the systems level, i.e., how the parts (molecules) work together to create a
complex output. Emphasis on using mathematical/computational modeling to expand/modify insights provided by intuition.
Same as BME 213.
Restriction: Graduate students only.
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DEV BIO 245. Stem Cell Biology. 4 Units.
The basic characteristics and development roles of embryonic, adult, and cancer stem cells in the human body and in model systems and the use of
experimental and genetic methods to analyze and manipulate their properties.
Restriction: Graduate students only.
DEV BIO 290A. Colloquium in Developmental and Cell Biology. 2 Units.
Contemporary research problems. Research students, faculty, and other invited speakers introduce research and review topics.
Restriction: Graduate students only.
DEV BIO 290B. Colloquium in Developmental and Cell Biology. 2 Units.
Contemporary research problems. Research students, faculty, and other invited speakers introduce research and review topics.
Prerequisite: DEV BIO 290A.
Restriction: Graduate students only.
DEV BIO 290C. Colloquium in Developmental and Cell Biology. 2 Units.
Contemporary research problems. Research students, faculty, and other invited speakers introduce research and review topics.
Prerequisite: DEV BIO 290B.
Restriction: Graduate students only.
DEV BIO 292A. Scientific Communication. 2 Units.
Small group meetings for graduate students to practice scientific writing, debate, and presentation skills.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
DEV BIO 292B. Scientific Communication. 2 Units.
Small group meetings for graduate students to practice scientific writing, debate, and presentation skills.
Prerequisite: DEV BIO 292A.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
DEV BIO 292C. Scientific Communication. 2 Units.
Small group meetings for graduate students to practice scientific writing, debate, and presentation skills.
Prerequisite: DEV BIO 292B.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
DEV BIO 293. Seminar in Interactive Teaching in Biology. 2 Units.
Students receive formal training in use and assessment of interactive teaching strategies in university-level biology classes. Additional aspects of course
design and implementation are covered. Recommended for graduate students who have or will be teaching discussion sections.
Repeatability: May be taken for credit 2 times.
DEV BIO 399. University Teaching. 4 Units.
Limited to Teaching Assistants.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
Department of Ecology and Evolutionary Biology
Laurence D. Mueller, Department Chair
321 Steinhaus Hall
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949-824-6006
http://ecoevo.bio.uci.edu/
Overview
Ecology and evolutionary biology deals with the establishment of adaptations over evolutionary time and with the organismal function in ecological
time. Faculty in the Department of Ecology and Evolutionary Biology study questions pertinent at a variety of levels of biological organization, from
molecular aspects of evolution, to organismal structure and performance, to the ecology of ocean ecosystems. Research is conducted in both the
laboratory and field and includes work on a variety of organisms from phages and bacteria, to higher plants and animals. Primary attention is given to
evolutionary, ecological, and functional questions rather than to particular habitats or taxa. Faculty and graduate student research is often collaborative
and interdisciplinary in approach. Departmental research activities include physiological ecology energetics, plant-herbivore and plant-pollinator
interactions, microbial ecology and coevolution, quantitative genetics, life history evolution, population and reproductive ecology, community ecology and
biogeography. These research endeavors provide a balance between empirical and theoretical approaches to evolutionary, organismal, and ecological
problems.
Undergraduate Major in Ecology and Evolutionary Biology
In the 21st century, biologists in fields ranging from medicine to global change biology increasingly incorporate ecological and evolutionary ideas in their
research. The major in Ecology and Evolutionary Biology encourages students to understand and appreciate important linkages between biological
disciplines. The major is very broad, including components of evolutionary biology, ecology, and physiology. Faculty interests are also broad and include
the evolution of aging, conservation biology, restoration ecology, biogeography, plant and animal population and community ecology, the evolution
of infectious disease, evolutionary physiology, behavioral ecology, host-disease interactions, evolutionary genetics, genetics of invasive species, and
plant population biology. Following graduation, students will be especially well prepared to enter graduate programs in either ecology or evolution for
advanced study. The major also provides the foundation to pursue careers in governmental and non-governmental environmental organizations, as well
as professional schools. The Department considers undergraduate experience in research an integral component of a scientific education, and majors
are encouraged to participate in BIO SCI 199, in which they will be mentored by an individual faculty member within the Department.
Requirements for the B.S. Degree in Ecology and Evolutionary Biology
All students must meet the University Requirements.
All students must meet the School Requirements.
Major Requirements
A. Required Major Courses:
BIO SCI E106 Processes in Ecology and Evolution
BIO SCI E107 Seminar in Ecology and Evolutionary Biology
STATS 8 Introduction to Biological Statistics
B. Upper-Division Laboratories:
BIO SCI E115L Evolution Laboratory
BIO SCI E166L Field Biology
and select one of the following:
BIO SCI D111L Developmental and Cell Biology Laboratory
BIO SCI E106L Habitats and Organisms
BIO SCI E112L Physiology Laboratory
BIO SCI E131L Image Analysis in Biological Research
BIO SCI E140L Evolution and the Environment Laboratory
BIO SCI E161L Biology of Birds Lab
BIO SCI E179L Field Freshwater Ecology
BIO SCI M114L Biochemistry Laboratory
BIO SCI M116L Molecular Biology Laboratory
BIO SCI M118L Experimental Microbiology Laboratory
BIO SCI M121L Advanced Immunology Laboratory
BIO SCI M122L Advanced Microbiology Laboratory
BIO SCI M124L Virus Engineering Laboratory
BIO SCI M127L Virology and Immunology Laboratory
BIO SCI M130L Advanced Molecular Lab Techniques
BIO SCI N113L Neurobiology Laboratory
One laboratory can be satisfied with completion of Excellence in Research in the Biological Sciences.
C. Upper-Division Biology Electives:
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Select one of the following:
BIO SCI D103 Cell Biology
BIO SCI D104 Developmental Biology
BIO SCI D105 Cell, Developmental, and Molecular Biology of Plants
BIO SCI E109 Human Physiology
BIO SCI N110 Neurobiology and Behavior
and select three four-unit courses from the following:
BIO SCI E118–E190. BIO SCI 199 Research is strongly encouraged.
Double majors within the Francisco J. Ayala School of Biological Sciences or with Public Health Sciences, Biomedical Engineering: Premedical, Nursing
Science, or Pharmaceutical Sciences are not permitted.
Sample Program — Ecology and Evolutionary Biology
Freshman
Fall Winter Spring
2
BIO SCI 93 BIO SCI 94 BIO SCI E106
CHEM 1A CHEM 1B CHEM 1C- 1LC
1 1 1
Lower-Division Writing Lower-Division Writing Lower-Division Writing
BIO SCI 2A
Sophomore
Fall Winter Spring
BIO SCI 97 BIO SCI 98 BIO SCI 99
CHEM 51A CHEM 51B- 51LB CHEM 51C- 51LC
MATH 2A or 5A MATH 2B or 5B STATS 8
CHEM 1LD
BIO SCI 194S
Junior
Fall Winter Spring
BIO SCI E107 U-D Bio. Sci. elective BIO SCI E115L
PHYSICS 3A PHYSICS 3B- 3LB PHYSICS 3C- 3LC
Bio. Sci. research Bio. Sci. research U-D Bio. Sci. elective
BIO SCI 100 General Education Bio. Sci. research
Senior
Fall Winter Spring
BIO SCI E166L U-D Bio. Sci. elective U-D Bio. Sci. elective
U-D Lab Bio. Sci. research General Education
Bio.Sci. research General Education Bio. Sci. research
Elective
1
Students have the option of taking HUMAN 1AS, HUMAN 1BS, HUMAN 1CS or WRITING 39A, WRITING 39B, WRITING 39C in order to fulfill
the lower-division writing requirement.
2
BIO SCI E106 is offered in all three quarters, is a prerequisite for many upper-division courses and may be taken at any time after completion of
BIO SCI 94.
Graduate Program in Ecology and Evolutionary Biology
The graduate program offers both the Plan I M.S. and the Ph.D. in Biological Sciences.
Students are required to complete a minimum of five core courses during their first six academic quarters. Two of those courses are required graduate-
level courses that all students must take:
ECO EVO 204 Writing Grant Proposals (typically in the second year)
ECO EVO 207 Quantitative Methods in Ecology and Evolutionary Biology (typically in the
first year)
In addition students must take one course each in the areas of Physiology (P), Ecology (EC), and Evolution (EV). Although all three courses can be
taken at the graduate level (G), one of the three courses may be taken as an upper-division undergraduate course (U). The list of acceptable courses is
currently limited to:
ECO EVO 208 Ecological and Evolutionary Physiology (GP)
ECO EVO 227 Plant Physiological Ecology (GP)
PHYSIO 206A Introduction to Medical Physiology (GP)
PHYSIO 206B Introduction to Medical Physiology (GP)
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ANATOMY 201 Human Gross Anatomy (GP)
BIO SCI E109 Human Physiology (UP)
BIO SCI E127 Physiological Plant Ecology (UP)
BIO SCI E138 Comparative Animal Physiology (UP)
BIO SCI E139 Animal Sensing and Motion (UP)
BIO SCI E145 Animal Coloration and Vision (UP)
BIO SCI E170 Mechanical Physiology (UP)
BIO SCI E183 Exercise Physiology (UP)
BIO SCI E188 Introduction to Insect Physiology (UP)
ECO EVO 205 Special Topics in Ecology (GEC)
ECO EVO 251 Population Dynamics in Ecology, Epidemiology, and Medicine (GEC)
BIO SCI E118 Ecosystem Ecology (UEC)
BIO SCI E151 Population Dynamics in Ecology, Epidemiology, and Medicine (UEC)
BIO SCI E166L Field Biology (UEC)
BIO SCI E186 Population and Community Ecology (UEC)
ECO EVO 206 Special Topics in Evolution (GEV)
BIO SCI E153 Functional and Structural Evolutionary Genomics (UEV)
BIO SCI E154 Genetics and Human History (UEV)
BIO SCI E168 Evolution (UEV)
If a student wishes to request an exception (an exemption or a substitution), the student must submit a written request justifying the reason to the
Graduate Advisor. The Graduate Advisor and the student’s Advisory Committee (or prior to the formation of the Advisory Committee, the Prescription
Committee) will decide whether to grant the request.
Students who enter the program through the Gateway Program are required to take ECO EVO 204 and one additional course at either the
undergraduate or graduate level in the dissertation topic area. The student and his/her thesis advisor should decide which particular course would be
most appropriate.
Students are required to maintain a grade point average of B or greater in the five core courses required for that student. The grade of B- is not
considered a passing grade for a graduate student. Students must pass the five core courses by the end of their second academic year. Students failing
to meet this requirement may be asked to leave the program. In the event a student receives an Incomplete in any of the core courses, the deficiency
must be cleared by the deadline specified by the Graduate Advisor. Any extensions of this deadline require approval by the Graduate Advisor.
To ensure that all students gain teaching experience, all students are required to serve as Teaching Assistants for a minimum of one quarter for M.S.
students and three quarters for Ph.D. students. These are minima, and students may teach additional quarters during their program.
Each entering graduate student chooses a faculty advisor and a three-person advisory committee for guidance, with whom the student meets at
least twice each year. All students are encouraged to submit a research proposal to their advisory committee during their first year of residency. A
comprehensive proposal is required before the end of the first year for M.S. students and before advancement to candidacy for Ph.D. students. The
progress of each student is reviewed by the student’s advisory committee, together with the Graduate Advisor, twice each academic year.
Doctoral students who Advance to Candidacy meet the M.S. degree requirements, and can receive the M.S. degree by submitting the M.S. degree
advancement to candidacy paperwork, and then submitting the M.S. degree completion paperwork in a subsequent quarter.
The normative time for completion of the Ph.D. is five years, and the maximum time permitted is seven years. All requirements for the M.S. degree
should be completed within two years, with a maximum of three years allowed for completion of the program. Advancement to doctoral candidacy by an
oral examination is expected during the third year for students entering with a B.A. or B.S. or during the second year for those entering with an M.A. or
M.S.
Applicants for this program should have a solid undergraduate program in biology and ecology, emphasizing both research and fieldwork. In addition,
course work in statistics, mathematics, and physical and chemical sciences is expected. All applicants are required to submit GRE scores. The deadline
for application is December 1.
Faculty
Nancy M. Aguilar-Roca, Ph.D. University of California, San Diego, Lecturer with Potential Security of Employment of Ecology and Evolutionary Biology
Steven D. Allison, Ph.D. Stanford University, Associate Professor of Ecology and Evolutionary Biology; Earth System Science
Peter R. Atsatt, Ph.D. University of California, Los Angeles, Professor Emeritus of Ecology and Evolutionary Biology
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John C. Avise, Ph.D. University of California, Davis, UCI Distinguished Professor of Ecology and Evolutionary Biology
Francisco J. Ayala, Ph.D. Columbia University, Donald Bren Professor and University Professor of Ecology and Evolutionary Biology; Logic and
Philosophy of Science
Manny Azizi, Ph.D. University of Massachusetts, Assistant Professor of Ecology and Evolutionary Biology
Alan G. Barbour, M.D. Tufts University, Professor of Microbiology and Molecular Genetics; Ecology and Evolutionary Biology; Medicine
Albert F. Bennett, Ph.D. University of Michigan, Professor Emeritus of Ecology and Evolutionary Biology
Rudi C. Berkelhamer, Ph.D. University of California, Berkeley, Senior Lecturer Emerita of Ecology and Evolutionary Biology
Peter A. Bowler, Ph.D. University of California, Irvine, Senior Lecturer of Ecology and Evolutionary Biology
Matthew E. Bracken, Ph.D. Oregon State University, Associate Professor of Ecology and Evolutionary Biology
Timothy J. Bradley, Ph.D. University of British Columbia, Professor of Ecology and Evolutionary Biology
Adriana D. Briscoe, Ph.D. Harvard University, Professor of Ecology and Evolutionary Biology
Nancy T. Burley, Ph.D. University of Texas at Austin, Professor of Ecology and Evolutionary Biology
Robin M. Bush, Ph.D. University of Michigan, Associate Professor of Ecology and Evolutionary Biology
Diane R. Campbell, Ph.D. Duke University, Professor of Ecology and Evolutionary Biology
F. Lynn Carpenter, Ph.D. University of California, Berkeley, Professor Emerita of Ecology and Evolutionary Biology
Michael T. Clegg, Ph.D. University of California, Davis, Donald Bren Professor and Professor Emeritus of Ecology and Evolutionary Biology
James J. Emerson, Ph.D. University of Chicago, Assistant Professor of Ecology and Evolutionary Biology
Steven A. Frank, Ph.D. University of Michigan, Professor of Ecology and Evolutionary Biology; Logic and Philosophy of Science
Brandon S. Gaut, Ph.D. University of California, Riverside, Professor of Ecology and Evolutionary Biology
Donovan German, Ph.D. University of Florida, Assistant Professor of Ecology and Evolutionary Biology
Michael L. Goulden, Ph.D. Stanford University, Professor of Earth System Science; Ecology and Evolutionary Biology
Bradford A. Hawkins, Ph.D. University of California, Riverside, Professor of Ecology and Evolutionary Biology
James W. Hicks, Ph.D. University of New Mexico, Professor of Ecology and Evolutionary Biology
Bradley S. Hughes, Ph.D. University of California, Irvine, Lecturer with Security of Employment of Ecology and Evolutionary Biology; Education
George L. Hunt, Jr., Ph.D. Harvard University, Professor Emeritus of Ecology and Evolutionary Biology
Travis E. Huxman, Ph.D. University of Nevada, Professor of Ecology and Evolutionary Biology
Mahtab F. Jafari, Ph.D. University of California, San Francisco, Vice Chair of the Undergraduate Program in Pharmaceutical Sciences and Associate
Professor of Pharmaceutical Sciences; Ecology and Evolutionary Biology; Pharmacology
Natalia Komarova, Ph.D. University of Arizona, Professor of Mathematics; Ecology and Evolutionary Biology (applied and computational mathematics,
mathematical and computational biology, mathematics of complex and social phenomena)
Harold Koopowitz, Ph.D. University of California, Los Angeles, Professor Emeritus of Ecology and Evolutionary Biology
Anthony D. Long, Ph.D. McMaster University, Professor of Ecology and Evolutionary Biology; Pharmaceutical Sciences
Catherine Loudon, Ph.D. Duke University, Senior Lecturer of Ecology and Evolutionary Biology
Richard E. MacMillen, Ph.D. University of California, Los Angeles, Professor Emeritus of Ecology and Evolutionary Biology
Adam Martiny, Ph.D. Technical University of Denmark, Associate Professor of Earth System Science; Ecology and Evolutionary Biology
Jennifer Martiny, Ph.D. Stanford University, Professor of Ecology and Evolutionary Biology
Matthew J. McHenry, Ph.D. University of California, Berkeley, Associate Professor of Ecology and Evolutionary Biology
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Kailen Mooney, Ph.D. University of Colorado Boulder, Associate Professor of Ecology and Evolutionary Biology
Laurence D. Mueller, Ph.D. University of California, Davis, Department Chair and Professor of Ecology and Evolutionary Biology
R. Michael Mulligan, Ph.D. Michigan State University, Biological Sciences Associate Dean of Graduate Studies and Professor of Developmental and Cell
Biology; Ecology and Evolutionary Biology (RNA editing in plant mitochondria and chloroplasts)
Jessica Pratt, Ph.D. University of California, Irvine, Lecturer with Potential Security of Employment of Ecology and Evolutionary Biology
James T. Randerson, Ph.D. Stanford University, UCI Chancellor's Professor of Earth System Science; Ecology and Evolutionary Biology
Jose Mari Ranz Navalpotro, Ph.D. Universidad Autónoma de Madrid, Associate Professor of Ecology and Evolutionary Biology
Michael R. Rose, Ph.D. University of Sussex, Professor of Ecology and Evolutionary Biology
Ann K. Sakai, Ph.D. University of Michigan, Professor of Ecology and Evolutionary Biology
Cascade J. Sorte, Ph.D. University of California, Davis, Assistant Professor of Ecology and Evolutionary Biology
Richard Symanski, Ph.D. Syracuse University, Senior Lecturer of Ecology and Evolutionary Biology
Kevin Thornton, Ph.D. University of Chicago, Associate Professor of Ecology and Evolutionary Biology
Kathleen K. Treseder, Ph.D. Stanford University, Department Vice Chair and UCI Chancellor's Fellow and Professor of Ecology and Evolutionary Biology
Arthur Weis, Ph.D. University of Illinois at Urbana-Champaign, Professor Emeritus of Ecology and Evolutionary Biology
Stephen G. Weller, Ph.D. University of California, Berkeley, Professor of Ecology and Evolutionary Biology
Dominik Franz X. Wodarz, Ph.D. Oxford University, Professor of Ecology and Evolutionary Biology; Mathematics
Guiyun Yan, Ph.D. University of Vermont, Professor of Program in Public Health; Ecology and Evolutionary Biology; Program in Public Health
Courses
ECO EVO 200A. Research in Ecology and Evolutionary Biology. 2-12 Units.
Individual research with Ecology and Evolutionary Biological faculty.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
ECO EVO 200B. Research in Ecology and Evolutionary Biology. 2-12 Units.
Individual research with Ecology and Evolutionary Biological faculty.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
ECO EVO 200C. Research in Ecology and Evolutionary Biology. 2-12 Units.
Individual research with Ecology and Evolutionary Biological faculty.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
ECO EVO 201. Seminar in Ecology and Evolutionary Biology. 2 Units.
Invited speakers, graduate students, and faculty present current research in ecology and evolutionary biology.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
Concurrent with BIO SCI E107.
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422 Francisco J. Ayala School of Biological Sciences
ECO EVO 203A. Graduate Tutorial in Ecology and Evolutionary Biology. 2-12 Units.
Advanced study in areas not represented by formal courses. May involve individual or small group study through reading, discussion, and composition.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
ECO EVO 203B. Graduate Tutorial in Ecology and Evolutionary Biology. 2-12 Units.
Advanced study in areas not represented by formal courses. May involve individual or small group study through reading, discussion, and composition.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
ECO EVO 203C. Graduate Tutorial in Ecology and Evolutionary Biology. 2-12 Units.
Advanced study in areas not represented by formal courses. May involve individual or small group study through reading, discussion, and composition.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
ECO EVO 204. Writing Grant Proposals. 4 Units.
Provides students with hands-on experience writing proposals in the research areas of ecology, evolution, or physiology.
Restriction: Graduate students only.
ECO EVO 205. Special Topics in Ecology. 4 Units.
Survey of special topics in Ecology.
Restriction: Graduate students only.
ECO EVO 206. Special Topics in Evolution. 4 Units.
Extensive introduction to the primary literature of evolutionary biology. Topics include population genetics, quantitative genetics, neutralism, molecular
evolution, evolution of genetic systems, genetic architecture of fitness, speciation, and macroevolution.
Restriction: Graduate students only.
ECO EVO 207. Quantitative Methods in Ecology and Evolutionary Biology. 4 Units.
Statistics for ecologists and evolutionary biologists. Emphasis on specific applications and underlying assumptions rather than on methods of calculation.
Topics include experimental design, parametric and nonparametric methods, analysis of variance and covariance, and multiple regression.
Prerequisite: Completion of at least one quarter of statistics including regression and analysis of variance.
Restriction: Graduate students only.
ECO EVO 208. Ecological and Evolutionary Physiology. 4 Units.
A summary of information in organismal biology, comparative and ecological physiology, and the biophysical basis of organismal function. Course
offered every other fall.
Restriction: Graduate students only.
ECO EVO 210. Foundations of Physiology. 4 Units.
Physical and functional principles common to many living forms. Course forms a basis for subsequent specialization in any of the subdisciplines of
physiology. Course offered in even years.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
ECO EVO 218. Advanced Topics in Evolutionary Biology. 4 Units.
Content and instructor will vary from quarter to quarter. Possible topics include quantitative genetics, experimental methods of evolutionary studies,
mathematical modeling in evolutionary studies, and the evolution of genetic systems.
Repeatability: May be repeated for credit unlimited times.
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ECO EVO 219. Advanced Topics in Ecological Genetics. 4 Units.
Content and instructor will vary from year to year. Possible topics include coevolution, sex-ratio evolution, evolution senescence, plant population
biology, and density-dependent selection.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
ECO EVO 221. Advanced Topics in Ecology. 2-4 Units.
Weekly discussion of current topics in ecology at the graduate level.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: Unlimited as topics vary.
ECO EVO 227. Plant Physiological Ecology. 4 Units.
Provides a summary of information on plant organismal biology, comparative and ecological physiology, and functional ecology. Offered every other fall.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
ECO EVO 228. Seminar in Conservation Biology. 2 Units.
Devoted to the application of basic ecological principles to the understanding and resolution of environmental problems of both local and global natures.
Current problems approached through a combination of readings, group discussions, and visiting speakers.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
ECO EVO 230. Topics in Microbial Ecology. 2-4 Units.
Weekly discussion of current topics in ecology, biogeochemistry, evolution, and physiology of microbial organisms.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
ECO EVO 235. Experimental Evolution. 2 Units.
Explores experimental evolution, which is now a well-established part of evolutionary biology. With the advent of genomics, it is now one of the most
powerful tools for studying the genetic foundations of biology.
Prerequisite: BIO SCI E106.
Repeatability: May be repeated for credit unlimited times.
Restriction: Biological Sciences graduate students only.
ECO EVO 246. Seminar in Ecology and Evolution Education. 2 Units.
Weekly discussion of teaching techniques and challenges that are specific to courses in ecology and evolutionary biology. Emphasis will be on using
evidence-based pedagogy techniques. There will be a combination of readings, group discussions and speakers.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
ECO EVO 251. Population Dynamics in Ecology, Epidemiology, and Medicine. 4 Units.
Explore the dynamics of populations on an ecological, epidemiological, and medical level. Considers the dynamics of competition, predation, and
parasitism; the spread and control of infectious diseases; and the in vivo dynamics of viral infections and the immune system.
Restriction: Graduate students only.
Concurrent with BIO SCI E151.
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ECO EVO 272. Plant Diversity in a Changing World. 4 Units.
Investigation of plant diversity in California and throughout the world, including basic systematic concepts, introduction to major groups of flowering
plants, and the effects of global biological change on plant diversity. Students carry out a phylogenetic analysis using appropriate software.
Concurrent with BIO SCI E172.
ECO EVO 273. Plant Systematics Laboratory. 4 Units.
Diversity of flowering plants is investigated in the laboratory and field. Familiarity with flowering plant families, particularly those prominent in the
California flora, is emphasized.
Concurrent with BIO SCI E172L.
ECO EVO 282. Fundamentals of Informatics for Biologists. 4 Units.
Students learn the fundamentals of bioinformatics and the unix operating system (including the shell and Sun Grid Engine) in order to assemble a
eukaryotic genome.
Restriction: Graduate students only.
ECO EVO 283. Advanced Informatics for Biologists. 4 Units.
Students learn advanced informatics including the analysis of: Poolseq, RNAseq, ATACseq, and ChiPseq datasets using programs such as bwa, tophat,
cufflinks, DEseq, Trinity, Agustus, etc., in a unix high-performance computing environment. Statistical tests carried out and publication quality.
Prerequisite: ECO EVO 282.
Restriction: Graduate students only.
ECO EVO 285. Topics in Evolutionary Genetics. 2 Units.
Weekly discussion of recent research on evolutionary genetics.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
ECO EVO 287. Communicating Research Through Video. 4 Units.
Students explore videography to develop basic production skills through practice with high interest special topics, such as laboratory experimental
evolution and educational interdisciplinary field events, and then develop media to communicate their own research or other topics of interest.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
ECO EVO 288. Documenting Research Through Cinematic Production. 4 Units.
Students gain advanced media expertise by conceptualizing investigative research into publicly engaging video projects. Popularly accessible research
topics will be adapted into documentary, television, or cinematic pieces that provide opportunities for developing professionally marketable skills in
educationally effective media production.
Prerequisite: ECO EVO 287.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
ECO EVO 299. Independent Study. 1-4 Units.
Individual research or investigation under the direction of an individual faculty.
Grading Option: Satisfactory/unsatisfactory only.
ECO EVO 323. Curriculum and Methods for Elementary School Science. 4 Units.
Prospective elementary teachers learn how to teach science in grades K-8. Covers States science requirements, a variety of teaching methods, criteria
for selecting science curriculum materials, and how to plan science lessons, units, experiments, projects, and demonstrations.
Same as EDUC 323.
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ECO EVO 341. Teaching Science in Secondary School. 4 Units.
Prospective secondary science teachers learn how to teach science in grades 7-12. Covers State science requirements, a variety of teaching methods,
criteria for selecting science curricular materials, and how to plan science lessons, units, experiments, projects, and demonstrations.
Same as EDUC 341.
Restriction: Teacher Credential Program students only.
ECO EVO 398. Teaching Assistant Seminar. 2 Units.
Readings, lectures, workshops, and student presentations designed to help develop teaching skills of graduate students teaching university-level biology
classes. Topics vary and may include: course organization, presentation styles, exam design, grading, motivating students, and commonly encountered
problems.
Repeatability: May be repeated for credit unlimited times.
ECO EVO 399. University Teaching. 4 Units.
Mandatory course for Ecology and Evolutionary Biology Teaching Assistants, required in each quarter in which student has a Teaching Assistant
position. Limited to Teaching Assistants.
Repeatability: May be repeated for credit unlimited times.
Department of Molecular Biology and Biochemistry
Christopher C.W. Hughes, Department Chair
Donald F. Senear, Department Vice Chair
3205 McGaugh Hall
949-824-4915
http://mbb.bio.uci.edu/
Overview
The research interests of faculty in the Department of Molecular Biology and Biochemistry include structure and synthesis of nucleic acids and proteins,
regulation, virology, biochemical genetics, gene organization, nucleic acids and proteins, cell and developmental biology, molecular genetics, biomedical
genetics, and immunology.
The Department offers graduate study in conjunction with the program in Cellular and Molecular Biosciences (CMB) and the Interdepartmental
Neuroscience Program (INP). Students admitted into a combined program who select a research advisor in the Department begin following the
departmental requirements for the Ph.D. at the beginning of their second year. Participation in an advanced topics seminar series and completion of at
least one course per year for three years are expected of all students. Students must advance to candidacy in their third year. The normative time for
completion of the Ph.D. is five years, and the maximum time permitted is seven years.
Graduate Gateway Program in Medicinal Chemistry and Pharmacology (MCP). The one-year MCP graduate gateway program is designed to
function in concert with selected graduate programs, including the Ph.D. in Biological Sciences. Detailed information is available on the Pharmaceutical
Sciences website (http://www.cohs.uci.edu/pharm.shtml).
Undergraduate Major in Biochemistry and Molecular Biology
Few areas of Biological Sciences remain that are not impacted by studies at the chemical and molecular level. The major in Biochemistry and Molecular
Biology is designed to provide a comprehensive background in this modern, conceptual understanding of biology. Students who wish to begin in-
depth study of the molecular basis in any of a variety of fields, including development, gene expression, immunology, pathogenesis, disease, virology,
and evolution, can do so through this major. This program will be especially attractive to those students who intend to pursue an advanced degree in
biological or medical sciences.
The Biochemistry and Molecular Biology major is based upon required courses in Advanced Biochemistry and Advanced Molecular Biology
(BIO SCI M114 and BIO SCI M116). These courses, together with a wide variety of elective course offerings, provide majors the choice to either
explore the breadth of the field or follow a more in-depth study of any of its subdisciplines. For students interested in the interface between biology and
chemistry, this program articulates well with a second major in Chemistry.
The program of study emphasizes laboratory experience and its integration with basic theory. This is accomplished in three ways: first, through
coordination between the advanced courses in Biochemistry (BIO SCI M114) and Molecular Biology (BIO SCI M116), and laboratory courses in
Biochemistry (BIO SCI M114L) and Molecular Biology (BIO SCI M116L) which provide students with the basic laboratory skills and an appreciation
for the experimental foundations of the field; second, through advanced laboratories in Immunology (BIO SCI M121L) and Virology (BIO SCI M127L)
which provide students with the opportunity to develop cutting edge research skills; and third, by emphasizing independent research sponsored by a
participating faculty member. The program encourages the research interests of students in subdisciplines other than immunology or virology by offering
the opportunity to substitute one year of independent research for the advanced laboratory.
UCI General Catalogue 2016-2017 425
426 Francisco J. Ayala School of Biological Sciences
The major in Biochemistry and Molecular Biology is designed to provide students with the appropriate tools and training to successfully pursue
graduate degrees that emphasize basic scientific research, including Ph.D. and M.S. training as well as combined M.D./Ph.D. programs. In addition,
and particularly with the explosive growth in biotechnology and its significant influence in everyday life, graduates could use their backgrounds very
effectively to pursue careers in business, education, law, and public affairs.
Requirements for the B.S. Degree in Biochemistry and Molecular Biology
All students must meet the University Requirements.
All students must meet the School Requirements.
Major Requirements
A. Required Major Courses:
BIO SCI M114 Advanced Biochemistry
BIO SCI M116 Advanced Molecular Biology
B. Upper-Division Laboratories:
BIO SCI M114L Biochemistry Laboratory
BIO SCI M116L Molecular Biology Laboratory
Select one of the following:
BIO SCI M121L Advanced Immunology Laboratory
BIO SCI M124L Virus Engineering Laboratory
BIO SCI M127L Virology and Immunology Laboratory
BIO SCI M130L Advanced Molecular Lab Techniques
BIO SCI 199 Study in Biological Science Research (Approved by the Biochemistry and Molecular Biology Faculty Board.)
C. Upper-Division Biology Electives:
Select three of the following:
BIO SCI M119–M189
Select one of the following:
BIO SCI D137 Eukaryotic and Human Genetics
BIO SCI D145 Genomics, Development, and Medicine
BIO SCI M119–M190
CHEM 128 Introduction to Chemical Biology
CHEM 131A Quantum Principles
CHEM 131B Molecular Structure and Elementary Statistical Mechanics
CHEM 131C Thermodynamics and Chemical Dynamics
PHRMSCI 170A Molecular Pharmacology I
PHRMSCI 171 Physical Biochemistry
Select two four-unit courses from the following:
BIO SCI D103–D189, E106–E189, M119–M190, N110–N189
CHEM 128 Introduction to Chemical Biology
CHEM 131A Quantum Principles
CHEM 131B Molecular Structure and Elementary Statistical Mechanics
CHEM 131C Thermodynamics and Chemical Dynamics
PHRMSCI 170A Molecular Pharmacology I
PHRMSCI 171 Physical Biochemistry
No course may be used to satisfy more than one requirement.
Application Process to Declare the Major: The major in Biochemistry and Molecular Biology is open to junior- and senior-level students only.
Applications to declare the major can be made at any time, but typically in the spring of the sophomore year. Review of applications submitted at that
time and selection to the major by the Biochemistry and Molecular Biology Faculty Board is completed during the summer. Information can also be
found at the UCI Change of Major Criteria website (http://www.changeofmajor.uci.edu). Double majors within the Francisco J. Ayala School of Biological
Sciences or with Public Health Sciences, Biomedical Engineering: Premedical, Nursing Science, or Pharmaceutical Sciences are not permitted.
Sample Program — Biochemistry and Molecular Biology
Freshman
Fall Winter Spring
BIO SCI 93 BIO SCI 94 MATH 2A or 5A
CHEM 1A CHEM 1B CHEM 1C- 1LC
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University of California, Irvine 2016-2017 427
1 1 1
Lower-Division Writing Lower-Division Writing Lower-Division Writing
BIO SCI 2A
Sophomore
Fall Winter Spring
BIO SCI 97 BIO SCI 98 BIO SCI 99
CHEM 51A CHEM 51B- 51LB CHEM 51C- 51LC
CHEM 1LD General Education STATS 7, 8, MATH 2D, or MATH 3A
MATH 2B or 5B
BIO SCI 194S
Junior
Fall Winter Spring
Biochem./Mol. elective BIO SCI M114 BIO SCI M116
Research/Elective Biochem./Mol. elective Biochem./Mol. elective
BIO SCI 100 BIO SCI M114L PHYSICS 3C- 3LC
PHYSICS 3A PHYSICS 3B- 3LB
Senior
Fall Winter Spring
Biochem./Mol. elective Bio. Sci. elective or lab Bio. Sci. elective or lab
BIO SCI M116L Research/Elective Research/Elective
Research/Elective General Education/Elective General Education/Elective
General Education/Elective
1
Students have the option of taking HUMAN 1AS, HUMAN 1BS, HUMAN 1CS or WRITING 39A, WRITING 39B, WRITING 39C in order to fulfill
the lower-division writing requirement.
Undergraduate Major in Microbiology and Immunology
Microbiology and immunology are well-established disciplines within the life sciences. Microbiology addresses the biology of bacteria, viruses, and
unicellular eukaryotes such as fungi and protozoa. Studies of microorganisms reveal basic information about processes in evolution, genetics,
biochemistry, molecular biology, cell biology, structural biology, and ecology. Many bacteria, viruses, and protozoa cause disease in plants and animals.
Hence, major areas of medicine and public health focus on these microorganisms.
Immunology encompasses efforts to understand how multicellular organisms have evolved to survive a variety of challenges to health and survival,
including threats by pathogens and cancer cells. Basic questions of how immunity functions are entwined with a fundamental understanding of the
consequences of microbial infection. Immunology also refers to the study of autoimmunity, the attack of the host by its own immune system.
The study of viruses (virology) is an important branch of microbiology that has contributed to our understanding of most of the fundamental processes in
eukaryotic molecular biology, including the discovery of oncogenes. Viruses provide an excellent tool for the study of disease, cancer, and mechanisms
of gene control. With the growing threat of emerging diseases and the potential for viral-based biological weapons, the study of virology was recently
intensified and gained new perspectives.
The major is designed primarily for students who are serious about pursuing careers in microbiology and immunology and is intended to provide its
graduates with the appropriate tools and training to successfully pursue professional and graduate degrees emphasizing these disciplines. These
include Ph.D., M.D., and combined M.D./Ph.D. programs. Majoring in Microbiology and Immunology will also provide resources for serious students
wishing to use a solid background in these disciplines for career goals in business, law, public and environmental policy, education, and other pursuits.
Requirements for the B.S. Degree in Microbiology and Immunology
All students must meet the University Requirements.
All students must meet the School Requirements.
Major Requirements for Microbiology and Immunology
A. Required Major Courses:
BIO SCI M121 Immunology with Hematology
BIO SCI M122 General Microbiology
BIO SCI M124A Virology
B. Upper-Division Laboratories:
BIO SCI M116L Molecular Biology Laboratory
and either
BIO SCI M118L Experimental Microbiology Laboratory
or BIO SCI M121L Advanced Immunology Laboratory
or BIO SCI M127L Virology and Immunology Laboratory
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428 Francisco J. Ayala School of Biological Sciences
C. Upper-Division Biology Electives:
Select at least four from the following:
BIO SCI E124 Infectious Disease Dynamics
BIO SCI E176 Evolution of Infectious Disease
BIO SCI M119 Advanced Topics in Immunology
BIO SCI M120 Signal Transduction in Mammalian Cells
BIO SCI M124B Viral Pathogenesis and Immunity
BIO SCI M125 Molecular Biology of Cancer
BIO SCI M131 Innate Immunity, Infection, and Pathogenesis
BIO SCI M137 Microbial Genetics
BIO SCI M143 Human Parasitology
BIO SCI M180 Biotechnological Applications of Energy and Environmental Research
MOL BIO 205 Molecular Virology
and two can be selected from the following:
BIO SCI D103 Cell Biology
BIO SCI D137 Eukaryotic and Human Genetics
BIO SCI M114 Advanced Biochemistry
BIO SCI M116 Advanced Molecular Biology
BIO SCI M144 Cell Organelles and Membranes
Application Process to Declare the Major: The major in Microbiology and Immunology is open to junior- and senior-level students only. Applications to
declare the major can be made at any time, but typically in the spring of the sophomore year. Review of applications submitted at that time and selection
to the major by the Microbiology and Immunology Faculty Board is completed during the summer. Information can also be found at the UCI Change of
Major Criteria website (http://www.changeofmajor.uci.edu). Double majors within the Francisco J. Ayala School of Biological Sciences or with Public
Health Sciences, Biomedical Engineering: Premedical, Nursing Science, or Pharmaceutical Sciences are not permitted.
Sample Program — Microbiology and Immunology
Freshman
Fall Winter Spring
BIO SCI 93 BIO SCI 94 MATH 2A or 5A
CHEM 1A CHEM 1B CHEM 1C- 1LC
1 1 1
Lower-Division Writing Lower-Division Writing Lower-Division Writing
General Education General Education
BIO SCI 2A
Sophomore
Fall Winter Spring
BIO SCI 97 BIO SCI 98 BIO SCI 99
CHEM 51A CHEM 51B- 51LB CHEM 51C- 51LC
CHEM 1LD General Education General Education
MATH 2B or 5B STATS 7, 8, MATH 2D, or MATH 3A
BIO SCI 194S
Junior
Fall Winter Spring
PHYSICS 3A PHYSICS 3B- 3LB PHYSICS 3C- 3LC
BIO SCI M124A BIO SCI M121 BIO SCI M122
BIO SCI 100 BIO SCI M116L General Education or U-D Lab
BIO SCI 199 BIO SCI 199 BIO SCI 199
Senior
Fall Winter Spring
U-D Biology Elective U-D Biology Elective U-D Biology Elective
U-D Biology Elective U-D Biology Elective U-D Biology Elective
BIO SCI 199 BIO SCI 199 BIO SCI 199
1
Students have the option of taking HUMAN 1AS, HUMAN 1BS, HUMAN 1CS or WRITING 39A, WRITING 39B, WRITING 39C in order to fulfill
the lower-division writing requirement.
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University of California, Irvine 2016-2017 429
Faculty
Dana W. Aswad, Ph.D. University of California, Berkeley, Professor of Molecular Biology and Biochemistry
Hans-Ulrich Bernard, Ph.D. University of Goettingen, Professor Emeritus of Molecular Biology and Biochemistry; Program in Public Health
Alexander D. Boiko, Ph.D. University of Illinois at Urbana–Champaign, Assistant Professor of Molecular Biology and Biochemistry
Michael J. Buchmeier, Ph.D. McMaster University, Professor of Medicine; Microbiology and Molecular Genetics; Molecular Biology and Biochemistry
Melanie Cocco, Ph.D. Pennsylvania State University, Associate Professor of Molecular Biology and Biochemistry; Pharmaceutical Sciences
Michael G. Cumsky, Ph.D. University of California, Berkeley, Senior Lecturer of Molecular Biology and Biochemistry
Hung Y. Fan, Ph.D. Massachusetts Institute of Technology, Professor Emeritus of Molecular Biology and Biochemistry
David A. Fruman, Ph.D. Harvard University, Professor of Molecular Biology and Biochemistry
Paul David Gershon, Ph.D. University of Liverpool, Professor of Molecular Biology and Biochemistry
Charles Glabe, Ph.D. University of California, Davis, Professor of Molecular Biology and Biochemistry
Celia Goulding, Ph.D. King's College London, Professor of Molecular Biology and Biochemistry; Pharmaceutical Sciences
Gale A. Granger, Ph.D. University of Washington, Professor Emeritus of Molecular Biology and Biochemistry
Michael T. Green, Ph.D. University of Chicago, Professor of Molecular Biology and Biochemistry; Chemistry (chemical, biology, inorganic and
organometallic, physical chemistry and chemical physics, theoretical and computational)
Barbara A. Hamkalo, Ph.D. University of Massachusetts, Professor Emerita of Molecular Biology and Biochemistry
Yilin Hu, Ph.D. Loma Linda University, Assistant Professor of Molecular Biology and Biochemistry
Christopher C. Hughes, Ph.D. University of London, Francisco J. Ayala Chair and Interim Director of Edwards Lifesciences Center for Advanced
Cardiovascular Technology and Professor of Molecular Biology and Biochemistry; Biomedical Engineering (tissue engineering, growth and patterning of
blood vessels)
Matthew Inlay, Ph.D. University of California, San Diego, Assistant Professor of Molecular Biology and Biochemistry
Anthony A. James, Ph.D. University of California, Irvine, UCI Distinguished Professor of Microbiology and Molecular Genetics; Molecular Biology and
Biochemistry
Pavan Kadandale, Ph.D. Rutgers, The State University of New Jersey, Lecturer with Potential Security of Employment of Molecular Biology and
Biochemistry
Young Jik Kwon, Ph.D. University of Southern California, Professor of Pharmaceutical Sciences; Biomedical Engineering; Chemical Engineering and
Materials Science; Molecular Biology and Biochemistry (gene therapy, drug delivery, cancer-targeted therapeutics, combined molecular imaging and
therapy, cancer vaccine)
Melissa Lodoen, Ph.D. University of California, San Francisco, Assistant Professor of Molecular Biology and Biochemistry
Hartmut Luecke, Ph.D. William Marsh Rice University, Professor of Molecular Biology and Biochemistry; Physiology and Biophysics
Ray Luo, Ph.D. University of Maryland, College Park, Professor of Molecular Biology and Biochemistry; Biomedical Engineering; Chemical Engineering
and Materials Science (protein structure, noncovalent associations involving proteins)
Andrej Luptak, Ph.D. Yale University, Associate Professor of Pharmaceutical Sciences; Chemistry; Molecular Biology and Biochemistry (chemical
biology)
Jerry E. Manning, Ph.D. University of Utah, Professor Emeritus of Molecular Biology and Biochemistry
Rachel Martin, Ph.D. Yale University, Associate Professor of Chemistry; Molecular Biology and Biochemistry (analytical, chemical biology, physical
chemistry and chemical physics)
Maria J. Massimelli, Ph.D., Lecturer with Potential Security of Employment of Molecular Biology and Biochemistry
Alexander McPherson, Ph.D. Purdue University, Professor of Molecular Biology and Biochemistry
Naomi Morrissette, Ph.D. University of Pennsylvania, Associate Professor of Molecular Biology and Biochemistry
UCI General Catalogue 2016-2017 429
430 Francisco J. Ayala School of Biological Sciences
Edward L. Nelson, M.D. University of Oregon, Associate Professor of Medicine; Molecular Biology and Biochemistry
Irene Pedersen, Ph.D. University of California, San Diego, Assistant Professor of Molecular Biology and Biochemistry
Thomas L. Poulos, Ph.D. University of California, San Diego, UCI Chancellor's Professor of Molecular Biology and Biochemistry; Chemistry;
Pharmaceutical Sciences; Physiology and Biophysics (chemical biology)
Jennifer A. Prescher, Ph.D. University of California, Berkeley, Assistant Professor of Chemistry; Molecular Biology and Biochemistry; Pharmaceutical
Sciences (chemical biology, organic and synthetic)
Olga Razorenova, Ph.D. Institute of Molecular Genetics, Assistant Professor of Molecular Biology and Biochemistry
Elizabeth L. Read, Ph.D. University of California, Berkeley, Assistant Professor of Chemical Engineering and Materials Science; Molecular Biology and
Biochemistry (dynamics of complex biochemical systems, regulation of immune responses)
Markus W. Ribbe, Ph.D. University of Bayreuth, UCI Chancellor's Professor of Molecular Biology and Biochemistry; Chemistry (chemical biology,
inorganic and organometallic)
Brian Sato, Ph.D. University of California, San Diego, Lecturer with Security of Employment of Molecular Biology and Biochemistry
Donald F. Senear, Ph.D. University of Washington, Professor of Molecular Biology and Biochemistry
Andrea Tenner, Ph.D. University of California, San Diego, Professor of Molecular Biology and Biochemistry; Neurobiology and Behavior
Krishna K. Tewari, Ph.D. University of Lucknow, Professor Emeritus of Molecular Biology and Biochemistry
Shiou-Chuan (Sheryl) Tsai, Ph.D. University of California, Berkeley, Professor of Molecular Biology and Biochemistry; Chemistry; Pharmaceutical
Sciences
Luis P. Villarreal, Ph.D. University of California, San Diego, Professor Emeritus of Molecular Biology and Biochemistry
Craig Walsh, Ph.D. University of California, Los Angeles, Professor of Molecular Biology and Biochemistry
Gregory A. Weiss, Ph.D. Harvard University, Professor of Chemistry; Molecular Biology and Biochemistry (analytical, chemical biology, organic and
synthetic, polymer, materials, nanoscience)
Katrine Whiteson, Ph.D. University of Chicago, Assistant Professor of Molecular Biology and Biochemistry
Clifford A. Woolfolk, Ph.D. University of Washington, Professor Emeritus of Molecular Biology and Biochemistry
Courses
MOL BIO 200A. Research in Molecular Biology and Biochemistry. 2-12 Units.
Individual research with Molecular Biology and Biochemistry faculty.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
MOL BIO 200B. Research in Molecular Biology and Biochemistry. 2-12 Units.
Individual research with Molecular Biology and Biochemistry faculty.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
MOL BIO 200C. Research in Molecular Biology and Biochemistry. 2-12 Units.
Individual research with Molecular Biology and Biochemistry faculty.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
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MOL BIO 200R. Research in Developmental & Cell Biology for First-year Students. 2-12 Units.
Independent research within the laboratories of graduate training faculty in the Department of Molecular Biology and Biochemistry for first-year Ph.D.
students.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be taken for credit 3 times.
MOL BIO 201A. Seminars in Molecular Biology & Biochemistry. 2 Units.
Presentation of research from department laboratories or, when pertinent, of other recent developments.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
MOL BIO 201B. Seminars in Molecular Biology & Biochemistry. 2 Units.
Presentation of research from department laboratories or, when pertinent, of other recent developments.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
MOL BIO 201C. Seminars in Molecular Biology & Biochemistry. 2 Units.
Presentation of research from department laboratories or, when pertinent, of other recent developments.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
MOL BIO 202A. Tutorial in Molecular Biology and Biochemistry. 2 Units.
Tutorials in the area of research of a particular professor which relate current research to the literature. May be conducted as journal clubs.
Repeatability: Unlimited as topics vary.
MOL BIO 202B. Tutorial in Molecular Biology and Biochemistry. 2 Units.
Tutorials in the area of research of a particular professor which relate current research to the literature. May be conducted as journal clubs.
Repeatability: Unlimited as topics vary.
MOL BIO 202C. Tutorial in Molecular Biology and Biochemistry. 2 Units.
Tutorials in the area of research of a particular professor which relate current research to the literature. May be conducted as journal clubs.
Repeatability: Unlimited as topics vary.
MOL BIO 203. Nucleic Acid Structure and Function. 4 Units.
Structure and chemistry of nucleic acids. Relationship between these properties and the mechanisms of fundamental processes such as replication and
repair, RNA-mediated catalysis, formation and regulation of higher order chromatin structure and recombination.
Prerequisite: BIO SCI 98 and BIO SCI 99 and CHEM 51A and CHEM 51B and CHEM 51C.
MOL BIO 204. Protein Structure and Function. 4 Units.
The structure and properties of proteins, enzymes, and their kinetic properties.
Prerequisite: BIO SCI 98 and BIO SCI 99 and CHEM 51C.
MOL BIO 205. Molecular Virology. 4 Units.
Primary research data on the major DNA and RNA viruses emphasizing strategies of regulation of gene expression. Utilization of viruses as molecular
biological tools. Graduate-level knowledge of the biochemistry and molecular biology of macromolecules is required.
Prerequisite: MOL BIO 203 and MOL BIO 204.
Restriction: Graduate students only.
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MOL BIO 211. High-Resolution Structures: NMR and X-ray. 4 Units.
Basic principles of magnetic resonance and x-ray crystallography toward the determination of high-resolution biomolecular structures.
Prerequisite: MATH 2B.
Restriction: Graduate students only.
Concurrent with BIO SCI M133.
MOL BIO 213. Literature in Nucleic Acid Structure and Function. 2 Units.
Exploration and critical analysis of recent primary scientific literature in structure, properties, and biological mechanisms involving nucleic acids.
Corequisite: MOL BIO 203.
Grading Option: Satisfactory/unsatisfactory only.
MOL BIO 214. Literature in Protein Structure and Function. 2 Units.
Exploration and critical analysis of recent primary scientific literature in structure and properties of proteins, enzymes, and their kinetic properties.
Corequisite: MOL BIO 204.
Grading Option: Satisfactory/unsatisfactory only.
MOL BIO 215. Integrative Immunology. 4 Units.
Lectures and student presentations of primary literature. The main goal is to achieve a basic understanding of the cellular and molecular basis of innate
and adaptive immunity, and how immune function is coordinated at a systems level.
Same as M&MG 215.
MOL BIO 217A. Principles of Cancer Biology I. 4 Units.
Oncogenes and tumor suppressor genes are studied from molecular viewpoints. Also studies their role in cancer; viral carcinogenesis. Designed for
graduate students interested in cancer research. Format includes lectures and student-led discussions.
Prerequisite: MOL BIO 203 and MOL BIO 204.
Restriction: Graduate students only.
MOL BIO 217B. Principles of Cancer Biology II. 4 Units.
Topics include cancer cell growth and metastasis, chemical carcinogenesis, and cancer genetics and epidemiology. Designed for graduate students
interested in cancer research. Format includes lectures and student-led discussions.
Prerequisite: MOL BIO 203 and MOL BIO 204.
Restriction: Graduate students only.
MOL BIO 218. Clinical Cancer. 3 Units.
Designed to acquaint students in basic life science with clinical cancer.
Restriction: Graduate students and Postdocs only.
MOL BIO 220. Structure & Synthesis of Biological Macromolecules Journal Club. 2 Units.
Advanced topics in macromolecular struture and synthesis as related to biological problems.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
MOL BIO 221. Advanced Topics in Immunology. 4 Units.
Literature-based, interactive discussions focused on review of seminal historic and recent immunology literature. Student responsibilities include reading,
critical evaluation, and discussion of manuscripts.
Prerequisite: M&MG 215.
Restriction: Graduate students only.
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MOL BIO 221L. Advanced Immunology Laboratory. 4 Units.
An advanced course in immunology for graduate students enrolled in the Biotechnology master's program. Emphasis is placed on learning modern
techniques in immunology such as ELISAs, western blotting, immunofluorescent staining assays.
Restriction: Graduate students only.
Concurrent with BIO SCI M121L.
MOL BIO 223. Introduction to Computational Biology. 4 Units.
The use of theories and methods based on computer science, mathematics, and physics in molecular biology and biochemistry. Basics in biomolecular
modeling. Analysis of sequence and structural data of biomolecules. Analysis of biomolecular functions.
Same as BME 232.
Restriction: Graduate students only.
Concurrent with BIO SCI M123 and COMPSCI 183 and BME 132.
MOL BIO 227. Immunlology Journal Club. 2 Units.
Advanced topics in immunology as related to an understanding of human disease.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be taken for credit 15 times.
Restriction: Graduate students only.
MOL BIO 227L. Virology and Immunology Laboratory. 5 Units.
Introductory laboratory course in virology and immunology designed for Biological Sciences graduate students. Curriculum includes plasmid preparation,
plasmid characterization, microscopy, cell culture, transfection and infection of cells, cell counting, plaque assays, ELISA, Western blot, mixed
lymphocyte reactions.
Restriction: Graduate students only.
MOL BIO 229. Research-in-Progress Seminars. 1 Unit.
Two half-hour presentations by graduate students and postdoctorals to the department on their current research projects.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be taken for credit 15 times.
Restriction: Graduate students only.
MOL BIO 250. Advanced Topics in Biotechnology - Nucleic Acids. 2 Units.
Supplements laboratory curriculum with scientific background behind experimental methods. Format consists of lectures and the presentation and
analysis of relevant papers from the scientific literature.
Corequisite: MOL BIO 250L.
Restriction: Biotechnology graduate students only.
MOL BIO 250L. Biotechnology Laboratory - Nucleic Acids. 8 Units.
Nucleic acid techniques and recombinant DNA technology. Extraction and purification of nucleic acids, cloning and subcloning, PCR, site-directed
mutagenesis, nucleic acid hybridization, additional associated procedures. Students must demonstrate accurate documentation of data (laboratory
notebook) detailing experience and results.
Corequisite: MOL BIO 250.
Restriction: Biotechnology graduate students only.
MOL BIO 251. Advanced Topics in Biotechnology - Protein Purification and Characterization. 2 Units.
Supplements laboratory curriculum with scientific background behind experimental methods. Format consists of lectures and the presentation and
analysis of relevant papers from the scientific literature.
Corequisite: MOL BIO 251L.
Prerequisite: MOL BIO 250L and MOL BIO 250.
Restriction: Biotechnology graduate students only.
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MOL BIO 251L. Biotechnology Laboratory - Protein Purification and Characterization. 8 Units.
Major techniques of handling proteins and antibodies. Protein engineering, expression and large-scale purification of recombinant proteins from bacteria,
HPLC, antibody purification, western blotting, additional associated procedures. Students must demonstrate accurate documentation of data (laboratory
notebook) detailing experience and results.
Corequisite: MOL BIO 251.
Prerequisite: MOL BIO 250L and MOL BIO 250.
Restriction: Biotechnology graduate students only.
MOL BIO 252L. Biotechnology Management Laboratory. 8 Units.
Overview of current methods in biotechnology, designed specifically for biotechnology graduate students. Organized into four distinct sections (nucleic
acids, proteins, virology, and immunology). Students must demonstrate accurate documentation of data (laboratory notebooks) detailing experience and
results.
Restriction: Biotechnology graduate students only.
MOL BIO 253. Biotech Management . 5 Units.
Taught jointly by Biological Sciences and Merage School faculty, the course addresses fundamental aspects within, and associated with, the
biotechnology industry. Curriculum is focused largely on management issues, including finance, product development, pharmaceuticals, project
management, regulatory affairs, and ethics.
Same as MGMTMBA 293.
Restriction: Master's Program in Biotechnology Management students only.
MOL BIO 253L. Stem Cell Laboratory. 4 Units.
Designed to prepare M.S. Biotechnology program students for a career in stem cell research. Laboratory training utilizes tissue culture, mouse and
human embryonic stem cells, and is enhanced with didactic material and discussion.
Prerequisite: MOL BIO 250L and MOL BIO 251L.
Restriction: Biotechnology graduate students only.
MOL BIO 270. Science Communication Skills. 2 Units.
Development of effective communication skills, oral and written presentations. Topics range from the art of creating keynote slides to strategically
crafting a personal story, culminating in a live presentation to an invited audience.
MOL BIO 291. Graduate School Fundamentals. 2 Units.
Lectures and discussions providing basic skills needed for success in Ph.D. graduate studies. Topics include formulating a hypothesis, experimental
design, literature review, grant writing, oral communication, biostatistics, time management, and professional development.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: First-year students in the Cellular and Molecular Biosciences gateway Ph.D. program.
MOL BIO 292A. Scientific Communication. 2 Units.
Small group meetings for graduate students to practice scientific writing, debate, and presentation skills.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
MOL BIO 292B. Scientific Communication. 2 Units.
Small group meetings for graduate students to practice scientific writing, debate, and presentation skills.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
MOL BIO 292C. Scientific Communication. 2 Units.
Small group meetings for graduate students to practice scientific writing, debate, and presentation skills.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
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MOL BIO 293A. Cancer Biology Journal Club. 1 Unit.
Focuses on molecular mechanisms that underlie the development and progression of cancers. Covers a variety of cancer-related research areas, such
as cell cycle control, apoptosis, DNA repair, metastasis, angiogenesis, and others.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Graduate students only.
MOL BIO 293B. Cancer Biology Journal Club. 1 Unit.
Focuses on molecular mechanisms that underlie the development and progression of cancers. Covers a variety of cancer-related research areas, such
as cell cycle control, apoptosis, DNA repair, metastasis, angiogenesis, and others.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Graduate students only.
MOL BIO 293C. Cancer Biology Journal Club. 1 Unit.
Focuses on molecular mechanisms that underlie the development and progression of cancers. Covers a variety of cancer-related research areas, such
as cell cycle control, apoptosis, DNA repair, metastasis, angiogenesis, and others.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Graduate students only.
MOL BIO 295. Biomedical Research Methods. 2 Units.
Lectures and interactive discussions of research methods in modern biomedical science. Each week will focus on a different class of techniques,
including molecular, biochemical, immunological, genomic, bioinformatics, microscopy, cancer biology, genome editing. One hour per week, grading
based on attendance.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Enrollment restricted to 1st year students in the Cellular & Molecular Biosciences gateway Ph.D. program. Other Ph.D. candidates may
audit.
MOL BIO 399. University Teaching. 4 Units.
Limited to Teaching Assistants.
Restriction: Graduate students only.
Department of Neurobiology and Behavior
Marcelo Wood, Department Chair
Raju Metherate, Department Vice Chair
2205 McGaugh Hall
949-824-8519
http://neurobiology.uci.edu/
Overview
The Department of Neurobiology and Behavior programs provide a broad foundation in neuroscience combined with proficiency in a specific area
of research. Faculty members in the Department address questions in neuroscience at the molecular, cellular, systems, and behavioral levels.
Research focuses on a range of topics including learning and memory, neurodegenerative disorders, addiction, sensory neurobiology, developmental
neurobiology, and neural plasticity.
The Department of Neurobiology and Behavior also participates in the Interdepartmental Neuroscience Program (http://www.inp.uci.edu).
The Department of Neurobiology and Behavior offers the Ph.D. degree in Biological Sciences. Graduate students must complete a sequence of core
courses (lectures and laboratories) during their first year, and maintain an overall GPA of 3.3 or better. They also must take a minimum of four advanced
courses before graduation and participate in directed research each year and a minimum of two quarters of teaching by their fourth year. Students will
advance to candidacy for the Ph.D. at the end of their third year by means of a written critical review of the literature in the area in which they plan to do
their dissertation, a research proposal, and an oral examination. Graduation depends on successful preparation and oral defense of a dissertation based
on the student’s research. The normative time for completion of the Ph.D. is five years, and the maximum time permitted is seven years.
Ideally, applicants for this program should have taken undergraduate courses in biology (one introductory year plus some advanced work), and/
or psychology (experimental, physiological), chemistry through biochemistry, introductory physics, calculus, and statistics. They also must submit
GRE Aptitude test scores. Because graduate training emphasizes research, preference is given to applicants having laboratory research experience.
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436 Francisco J. Ayala School of Biological Sciences
Applicants with substantial outside commitments that would curtail laboratory research or prolong the time to degree are not accepted. The deadline for
application is December 2.
Undergraduate Major in Neurobiology
The Neurobiology major is designed to teach students how neurobiologists apply cellular, molecular, systems, and behavioral analyses in understanding
how the nervous system works. The hallmark of the major is a year-long, in-depth exploration of the intellectual tools used to create, advance, and
disseminate knowledge about the nervous system. Through neurobiology satellite courses, students acquire advanced factual knowledge about
neurobiology. In addition, Neurobiology majors may choose to participate in research through BIO SCI 199, where they will learn technical skills and
receive mentoring from faculty members.
Students completing the Neurobiology major will be well qualified for admission to graduate or professional schools in preparation for careers in
biological research, medicine, dentistry, veterinary medicine, nursing, and other related fields. Even without additional education, they will be competitive
for positions in the pharmaceutical industry, the health care delivery industry, or in medically or biologically related technologies. The major also provides
valuable preparation for students interested in entering other disciplines that increasingly interface with biology and biotechnology, such as law, business
administration, and government policy. Additionally, the major provides excellent preparation for students who wish to become high school science
teachers.
Requirements for the B.S. Degree in Neurobiology
All students must meet the University Requirements.
All students must meet the School Requirements.
Major Requirements
A. Upper-Division Core:
BIO SCI N110 Neurobiology and Behavior
and select one of the following:
BIO SCI D103 Cell Biology
BIO SCI D104 Developmental Biology
BIO SCI E109 Human Physiology
B. Required Major Courses:
BIO SCI N115A- N115B Advanced Neurobiology I
and Advanced Neurobiology II
C. Upper-Division Laboratories:
BIO SCI N113L Neurobiology Laboratory
and select two of the following:
BIO SCI D111L Developmental and Cell Biology Laboratory
BIO SCI E106L Habitats and Organisms
BIO SCI E112L Physiology Laboratory
BIO SCI E115L Evolution Laboratory
BIO SCI E131L Image Analysis in Biological Research
BIO SCI E140L Evolution and the Environment Laboratory
BIO SCI E161L Biology of Birds Lab
BIO SCI E166L Field Biology
BIO SCI E179L Field Freshwater Ecology
BIO SCI M114L Biochemistry Laboratory
BIO SCI M116L Molecular Biology Laboratory
BIO SCI M118L Experimental Microbiology Laboratory
BIO SCI M121L Advanced Immunology Laboratory
BIO SCI M122L Advanced Microbiology Laboratory
BIO SCI M124L Virus Engineering Laboratory
BIO SCI M127L Virology and Immunology Laboratory
BIO SCI M130L Advanced Molecular Lab Techniques
One of these two laboratories can be satisfied by completion of Excellence in Research in the Biological Sciences.
D. Upper-Division Biology Electives:
Select three of the following:
BIO SCI N119–N190
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and select one four-unit course from the following:
BIO SCI D103–D190, E106–E190, M114–M190, N110–N190
CHEM 131A Quantum Principles
CHEM 131B Molecular Structure and Elementary Statistical Mechanics
CHEM 131C Thermodynamics and Chemical Dynamics
PHYSICS 147A Principles of Imaging
No course may be used to satisfy more than one requirement.
E. Honors Track of the Neurobiology Major: BIO SCI H195 in the area of neurobiology and Excellence in Research in the Biological Sciences -
1
presenting neurobiology related research.
1
Requirements to enter the Honors Track: A 3.3 or better average GPA in BIO SCI N115A-BIO SCI N115B and a 3.0 or better average GPA in
all required biology courses.
If the number of eligible students who apply for the Honors Track exceeds the number that can be accommodated in the neurobiology related
H195, the department will try to open an additional section. If this is not feasible, the Neurobiology Major Faculty Advisory Committee will select
the top applicants, based mainly on the students' BIO SCI N115A-BIO SCI N115B grades and biology GPA.
Application Process to Declare the Major: The major in Neurobiology is open to junior- and senior-level students only. Applications to declare the
major can be made at any time, but typically in the spring of the sophomore year. Review of applications submitted at that time and selection to the
major by the Neurobiology Faculty Board is completed during the summer. Information can also be found at the http://www.changeofmajor.uci.edu.
Double majors within the Francisco J. Ayala School of Biological Sciences or with Public Health Sciences, Biomedical Engineering: Premedical, Nursing
Science, or Pharmaceutical Sciences are not permitted.
Sample Program — Neurobiology
Freshman
Fall Winter Spring
BIO SCI 93 BIO SCI 94 MATH 2A or 5A
CHEM 1A CHEM 1B CHEM 1C- 1LC
1 1 1
Lower-Division Writing Lower-Division Writing Lower-Division Writing
BIO SCI 2A General Education
Sophomore
Fall Winter Spring
BIO SCI 97 BIO SCI 98 BIO SCI 99
CHEM 51A CHEM 51B- 51LB CHEM 51C- 51LC
CHEM 1LD STATS 7, 8, MATH 2D, or MATH 3A BIO SCI N110
MATH 2B or 5B
BIO SCI 194S
Junior
Fall Winter Spring
BIO SCI N115A BIO SCI N115B Bio. Sci. Elective
Bio. Sci. Elective BIO SCI N113L PHYSICS 3C- 3LC
BIO SCI 100 PHYSICS 3B- 3LB Research/Elective
PHYSICS 3A Research/Elective
Senior
Fall Winter Spring
Bio. Sci. Elective Bio. Sci. Lab Bio. Sci. Lab
Research/Elective Bio. Sci. Elective Research/Elective
General Education/Elective General Education/Elective General Education/Elective
1
Students have the option of taking HUMAN 1AS, HUMAN 1BS, HUMAN 1CS or WRITING 39A, WRITING 39B, WRITING 39C in order to fulfill
the lower-division writing requirement.
Faculty
Mathew M. Blurton-Jones, Ph.D. University of California, San Diego, Assistant Professor of Neurobiology and Behavior
Timothy Bredy, Ph.D McGill University, Assistant Professor of Neurobiology and Behavior
Jorge A. Busciglio, Ph.D. Universidad Nacional de Córdoba, Professor of Neurobiology and Behavior
Lawrence F. Cahill, Ph.D. University of California, Irvine, Professor of Neurobiology and Behavior (neural mechanisms of emotionally influenced
behavior, sex differences in brain)
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Susana Cohen-Cory, Ph.D. The Rockefeller University, Professor of Neurobiology and Behavior
Carl W. Cotman, Ph.D. Indiana University, Professor of Neurology; Biomedical Engineering; Neurobiology and Behavior (Alzheimer's disease, apoptosis,
successful aging, dementia)
Karina S. Cramer, Ph.D. California Institute of Technology, Professor of Neurobiology and Behavior
Howard J. Federoff, M.D. Ph.D. Albert Einstein College of Medicine, Vice Chancellor for Health Affairs and Professor of Neurobiology and Behavior
Norbert Fortin, Ph.D. Boston University, Associate Professor of Neurobiology and Behavior
Christie Fowler, Ph.D. Florida State University, Assistant Professor of Neurobiology and Behavior
Ron D. Frostig, Ph.D. University of California, Los Angeles, Professor of Neurobiology and Behavior; Biomedical Engineering
Christine M. Gall, Ph.D. University of California, Irvine, Department Chair and Professor of Anatomy and Neurobiology; Neurobiology and Behavior
Sunil P. Gandhi, Ph.D. University of California, San Diego, Assistant Professor of Neurobiology and Behavior
Kim Green, Ph.D. University of Leeds, Assistant Professor of Neurobiology and Behavior
John F. Guzowski, Ph.D. University of California, Irvine, Director in the Neurobiology of Learning and Memory and Associate Professor of Neurobiology
and Behavior
Claudia H. Kawas, M.D. University of Louisville, Nichols Term Chair in Neuroscience and Professor of Neurology; Neurobiology and Behavior
Frank M. Laferla, Ph.D. University of Minnesota, Dean of the Francisco J. Ayala School of Biological Sciences and Professor of Neurobiology and
Behavior; Neurology
Michael Leon, Ph.D. University of Chicago, Professor of Neurobiology and Behavior
Stephen V. Mahler, Ph.D. University of Michigan, Assistant Professor of Neurobiology and Behavior
John F. Marshall, Ph.D. University of Pennsylvania, Professor Emeritus of Neurobiology and Behavior
James L. McGaugh, Ph.D. University of California, Berkeley, Research Professor and Professor Emeritus of Neurobiology and Behavior; Logic and
Philosophy of Science
Bruce L. McNaughton, Ph.D. Carleton University, UCI Distinguished Professor of Neurobiology and Behavior
Raju Metherate, Ph.D. McGill University, Professor of Neurobiology and Behavior
John Middlebrooks, Ph.D. University of California, San Francisco, Professor of Otolaryngology; Biomedical Engineering; Cognitive Sciences;
Neurobiology and Behavior (hearing research, neurophysiology, psychophysics, auditory prosthesis, computational neuroscience)
Ricardo Miledi, M.D. Universidad Nacional Autonoma De Mexico, Professor Emeritus of Neurobiology and Behavior
Andrea C. Nicholas, Ph.D. University of Chicago, Lecturer with Potential Security of Employment of Neurobiology and Behavior
Ian Parker, Ph.D. University College London, Professor of Neurobiology and Behavior; Physiology and Biophysics
Steven L. Small, M.D. University of Rochester, Dr. Stanley van den Noort Endowed Chair and Professor of Neurology; Cognitive Sciences; Neurobiology
and Behavior
George Sperling, Ph.D. Harvard University, UCI Distinguished Professor of Cognitive Sciences; Neurobiology and Behavior (empirical studies of human
information processing: short-term visual memory systems, attention, visual perception, 3-D object recognition; mathematical, computational, and neural
models of visual processes: light adaptation, temporal sensitivity, contrast-D)
Craig Stark, Ph.D. Carnegie Mellon University, James L. McGaugh Chair in the Neurobiology of Learning and Memory and Professor of Neurobiology
and Behavior
Oswald Steward, Ph.D. University of California, Irvine, Reeve-Irvine Chair in Spinal Cord Injury Research and Professor of Anatomy and Neurobiology;
Neurobiology and Behavior
Georg F. Striedter, Ph.D. University of California, San Diego, Professor of Neurobiology and Behavior
Katumi Sumikawa, Ph.D. Imperial College London, Professor of Neurobiology and Behavior
Andrea Tenner, Ph.D. University of California, San Diego, Professor of Molecular Biology and Biochemistry; Neurobiology and Behavior
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Leslie M. Thompson, Ph.D. University of California, Irvine, Professor of Psychiatry and Human Behavior; Biological Chemistry; Neurobiology and
Behavior
Marcelo A. Wood, Ph.D. Princeton University, UCI Chancellor's Fellow and Department Chair and Professor of Neurobiology and Behavior
Michael Yassa, Ph.D. University of California, Irvine, Assistant Professor of Neurobiology and Behavior
Courses
NEURBIO 200A. Research in Neurobiology and Behavior. 2-12 Units.
Individual research with Neurobiology and Behavior faculty.
Repeatability: Unlimited as topics vary.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 200B. Research in Neurobiology and Behavior. 2-12 Units.
Individual research with Neurobiology and Behavior faculty.
Prerequisite: NEURBIO 200A.
Repeatability: Unlimited as topics vary.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 200C. Research in Neurobiology and Behavior. 2-12 Units.
Individual research with Neurobiology and Behavior faculty.
Prerequisite: NEURBIO 200B.
Repeatability: Unlimited as topics vary.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 201A. Research in Neurobiology and Behavior. 2-12 Units.
Individual research with Neurobiology and Behavior faculty.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: Unlimited as topics vary.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 201B. Research in Neurobiology and Behavior. 2-12 Units.
Individual research with Neurobiology and Behavior faculty.
Prerequisite: NEURBIO 201A.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: Unlimited as topics vary.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 201C. Research in Neurobiology and Behavior. 2-12 Units.
Individual research with Neurobiology and Behavior faculty.
Prerequisite: NEURBIO 201B.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: Unlimited as topics vary.
Restriction: Neurobiology and Behavior graduate students only.
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NEURBIO 202A. Foundations of Neuroscience. 2 Units.
Intended to expose students to critical reading and analysis of the primary neuroscience literature. Instructors from departments associated with the
Interdepartmental Neuroscience Program participate and discuss topics of current interest.
Grading Option: Satisfactory/unsatisfactory only.
NEURBIO 202B. Foundations of Neuroscience. 2 Units.
Intended to expose students to critical reading and analysis of the primary neuroscience literature. Instructors from departments associated with the
Interdepartmental Neuroscience Program participate and discuss topics of current interest.
Prerequisite: NEURBIO 202A.
Grading Option: Satisfactory/unsatisfactory only.
NEURBIO 206. Molecular Neuroscience. 5 Units.
Surveys molecular and cellular mechanisms involved in neuronal function, including control of gene expression, post-transcriptional and post-
translational processing, RNA and protein targeting, cell death mechanisms, and molecular genetic basis of neurological disorders. Overview of the
molecular aspects of developmental neurobiology.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 207. Cellular Neuroscience. 5 Units.
Neurophysiological and neurochemical mechanisms of electrical and chemical signaling in neurons. Topics include generation of resting- and action-
potentials, voltage- and ligand-gated ion channels, second messenger systems, and synaptic transmission and integration.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 207L. Cellular Neuroscience Laboratory. 2 Units.
Intensive hands-on laboratory experience of contemporary techniques for studying ion channels and synaptic function. Experiments include
microelectrode recording, patch clamp, quantal analysis of synaptic transmission, heterologous expression of genes for channels and receptors, brain
slice, and fluorescence calcium imaging.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 208A. Systems Neuroscience. 5 Units.
Study of the mammalian nervous system at the systems level. Anatomy and physiology of sensory, motor, and integrative functions.
Repeatability: May be taken for credit 2 times.
Same as ANATOMY 210A.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 208B. Systems Neuroscience. 5 Units.
Study of the mammalian nervous system at the systems level. Anatomy and physiology of sensory, motor, and integrative functions.
Prerequisite: NEURBIO 208A.
Repeatability: May be taken for credit 2 times.
Same as ANATOMY 210B.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 209. Behavioral Neuroscience. 5 Units.
Overview of fundamental conceptual and experimental issues in the neurobiology of learning and memory. The approach is a cross-level integration of
research in molecular-genetic, cellular, circuit, systems, and behavioral analyses.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 220. Neural Coding, Computation, and Dynamics. 4 Units.
Theoretical principles and biological mechanisms underlying how brains acquire, assimilate, store, and retrieve information, compute adaptive responses
to external inputs, and how knowledge is extracted from experience to generate an internal model of the world.
Prerequisite: NEURBIO 209.
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NEURBIO 230. Chromatin Structure and Function. 4 Units.
Focuses on the role of chromatin/nuclear structure organization in eukaryotic genome regulation. The effects of histone and DNA modification, chromatin
remodeling, higher order chromatin structure and nuclear organization on gene regulation, DNA replication, and repair are discussed.
Prerequisite: MOL BIO 203 or MOL BIO 204 or NEUROBIO 206.
Same as BIOCHEM 225.
Restriction: Graduate students only.
NEURBIO 231. Clinical and Epidemiological Aspects of Neurodegenerative Diseases. 4 Units.
Clinical and epidemiological aspects of neurodegenerative disorders causing dementia will be reviewed, including AD, PD, FTD, HD and
cerebrovascular disease. Seminar format will include student presentations and group discussion.
Restriction: Graduate students only.
NEURBIO 232. Regenerative Neurobiology. 4 Units.
Surveys the latest research on regenerative neurobiology. Both basic stem cell discoveries and their potential clinical application to brain disorders will
be examined.
NEURBIO 234. Cognitive Neuroepigenetics. 4 Units.
Covers current topics in the emerging field of cognitive neuroepigenetics, focusing on understanding the underlying epigenetic mechanisms of memory
formation and persistence. Primary literature will be used to explore these processes.
Repeatability: May be repeated for credit unlimited times.
NEURBIO 235. Balancing Research and Teaching. 1 Unit.
The goal of this course is to offer graduate students who have commitments outside of their research program (such as teaching) an opportunity to learn
to balance these commitments.
NEURBIO 236. Cortex: Structure, Function, and Plasticity. 4 Units.
Structured to include lectures and presentation of papers about cortex with emphasis on sensory-motor cortex. Both historical and current perspectives
on cortical structure-function relationship will be critically evaluated.
NEURBIO 237. Neurobiology of Brain Aging. 4 Units.
Outlines some of the significant changes that occur in the aging brain, with a special emphasis on risk factors and protective strategies that promote
successful brain aging. Topics include changes in synaptic plasticity, neurotrophic factors, and molecular mechanisms in aging.
Prerequisite: NEURBIO 209.
NEURBIO 238. Neurobiology of Memory as a Multidisciplinary Science. 4 Units.
The study of memory is a highly multidisciplinary science ranging from molecular and cellular studies in reduced studies in reduced preparations to
functional imaging studies in humans. The focus is to integrate across approaches and levels of analysis to better understand how the hippocampus,
and its constituent elements, subserves memory. Emphasis on the challenges of this multidisciplinary field.
Restriction: Majors only
NEURBIO 239. Functional Imaging of the Nervous System. 4 Units.
Overview of technical and applied aspects of imaging techniques available for studying the nervous system. The areas emphasized are cellular and
subcellular imaging of neural function, systems-level imaging of brain function, and imaging of the human brain.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 240. Advanced Analysis of Learning and Memory. 4 Units.
Advanced analysis of contemporary research concerning the nature and neurobiological bases of learning and memory. Special emphasis is given to
time-dependent processes involved in memory storage.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 247. Programming for Neuroscience Research . 4 Units.
A neuroscience-specific introduction to programming and data analysis using either MATLAB or Scientific PYTHON. Students will learn general
programming skills and effective use of programming for data management, statistical analysis, and image analysis.
Overlaps with PSYCH 205A.
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442 Francisco J. Ayala School of Biological Sciences
NEURBIO 248. Topics in Neurobiology and Behavior. 4 Units.
Studies in selected areas of Neurobiology and Behavior. Topics addressed vary each quarter.
Repeatability: May be taken for credit 3 times.
NEURBIO 249. Electronics for Biologists. 4 Units.
Basic principles of electricity; properties and use of discrete components and integrated circuits; circuit analysis and design. Intended for advanced
students in the life sciences.
Same as PHYSIO 205.
NEURBIO 254. Molecular Neurobiology. 4 Units.
The application of genetic and recombinant DNA technology to neurobiology. Topics include the study of neuronal proteins which play important roles in
the formation of synapses and synaptic transmission.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 255. History of Neuroscience. 4 Units.
An overview of the conceptual and technical foundations of contemporary neuroscience from ancient times to the present. The subjects include
synapses, neurons, brain organization, sensory, motor and regulatory systems, learning and memory, human brain function and dysfunction.
Repeatability: May be taken for credit 2 times.
Restriction: Neurobiology and Behavior graduate students only.
Concurrent with BIO SCI N119.
NEURBIO 257. Statistics for Neurobiologists. 4 Units.
IIntroduction to common methods for statistical analysis used in neurobiology. Topics covered include t-tests, ANOVAs, correlations and regressions,
general linear model, power analysis, and non-parametric tests.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 260. Auditory Neuroscience. 4 Units.
Multidisciplinary overview of brain mechanisms of hearing. Emphasizes breath of auditory function and research: single neurons to psychoacoustics, the
chochlea to the cortex, and basic science to clinic.
NEURBIO 290. Colloquium in Neurobiology and Behavior. 1.3 Unit.
Presentation of contemporary research problems in neurobiology and behavior and related areas by invited speakers.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 292. Scientific Communication. 4 Units.
Students learn how to effectively communicate scientific ideas and results. Activities include learning how to effectively write a scientific manuscript, how
to perform a coherent slide presentation, and how to run-through a poster presentation.
Restriction: Neurobiology and Behavior graduate students only.
NEURBIO 399. University Teaching. 1-4 Units.
Limited to Teaching Assistants.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
442 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 443
The Paul Merage School of Business
Eric Spangenberg, Dean
Offices of Admission
Executive M.B.A (http://merage.uci.edu/ExecutiveMBA). and Health Care Executive M.B.A (http://merage.uci.edu/HealthCareExecutiveMBA).:
Email: [email protected]
Phone: 949-824-4565
Fax: 949-824-0522
Full-Time M.B.A. (http://merage.uci.edu/FullTimeMBA):
Email: [email protected]
Phone: 949-824-4622
Fully Employed M.B.A (http://merage.uci.edu/FullyEmployedMBA).:
Email: [email protected]
Phone: 949-824-4565
Master of Professional Accountancy (http://merage.uci.edu/go/mpac):
Email: [email protected]
Phone: 949-824-8153
Ph.D. (http://merage.uci.edu/PhD):
Email: [email protected]
Phone: 949-824-8318
Undergraduate Major (http://www.admissions.uci.edu):
Office of Admissions and Relations with Schools (http://www.admissions.uci.edu)
Phone: 949-824-6703
Fax: 949-824-2951
Overview
The Paul Merage School of Business (http://merage.uci.edu) offers the B.A. degree in Business Administration, the B.S. degree in Business Information
Management (offered jointly with the Donald Bren School of Information and Computer Sciences), the M.B.A. (Master of Business Administration)
degree, the MPAc degree in Accounting, the M.S. degree in Biotechnology Management (offered jointly with the Francisco J. Ayala School of Biological
Sciences and The Henry Samueli School of Engineering), the M.S. degree in Engineering Management (offered jointly with The Henry Samueli School
of Engineering), the Ph.D. degree in Management, and undergraduate minors in Management, Accounting, and Innovation and Entrepreneurship. The
Master’s degree is professional in nature and is intended to provide future managers with a firm foundation in the basic disciplines and in management
tools and techniques; the Ph.D. in Management is for those who wish to pursue a career in scholarly research. The undergraduate minor in Management
is designed for those who wish to gain some insight into issues of modern management, as well as those who anticipate future graduate work in
management. In establishing the undergraduate minor in Accounting, the faculty anticipated two types of students to be drawn to courses in accounting:
(1) students preparing for careers in accounting or in other fields that require some knowledge of accounting, and (2) students planning to pursue a
graduate degree in accounting who wish early guidance and undergraduate work appropriate to this career objective. The Minor in Innovation and
Entrepreneurship provides extensive academic and practical training for students to embark on careers as entrepreneurs (innovating to form new
companies) and intrapreneurs (innovating within existing companies).
Degrees
Accountancy M.P.Ac.
1
Biotechnology Management M.S.
Business Administration B.A., M.B.A.
2
Business Information Management B.S.
3
Engineering Management M.S.
Management Ph.D.
1
Offered jointly with the Department of Molecular Biology and Biochemistry (MB&B) in the Francisco J. Ayala School of Biological Sciences and
the Department of Biomedical Engineering in The Henry Samueli School of Engineering.
2
Offered jointly with the Donald Bren School of Information and Computer Sciences.
3
Offered jointly with The Henry Samueli School of Engineering.
UCI General Catalogue 2016-2017 443
444 The Paul Merage School of Business
Honors
Graduation with Honors. Honors at graduation, e.g., cum laude, magna cum laude, summa cum laude, are awarded to approximately the top 12
percent of the graduating seniors. To be eligible for honors, a general criterion is that students must have completed at least 72 units in residence at the
University of California. The student’s cumulative record at the end of the final quarter is the basis for consideration for awarding Latin honors. Other
important factors are considered visit at Honors Recognition.
Faculty
Dennis Aigner, Ph.D. University of California, Berkeley, Professor Emeritus of Paul Merage School of Business
Abby Alpert, Ph.D. University of Maryland, College Park, Assistant Professor of Paul Merage School of Business
Alpesh N. Amin, M.D. Northwestern University, Thomas and Mary Cesario Endowed Chair in Medicine and Professor of Medicine; Biomedical
Engineering; Paul Merage School of Business (hospital medicine, quality/safety, new technologies in healthcare)
Christopher Bauman, Ph.D. University of Illinois at Chicago, Assistant Professor of Paul Merage School of Business
David Blake, Ph.D. Rutgers, The State University of New Jersey, Professor Emeritus of Paul Merage School of Business
Philip Bromiley, Ph.D. Carnegie Mellon University, Professor of Paul Merage School of Business
Nai-Fu Chen, Ph.D. University of California, Los Angeles, Professor Emeritus of Paul Merage School of Business
Vidyanand Choudhary, Ph.D. Purdue University, Associate Professor of Paul Merage School of Business
Imran Currim, Ph.D. Stanford University, UCI Chancellor's Professor of Paul Merage School of Business
Sanjeev Dewan, Ph.D. University of Rochester, Professor of Paul Merage School of Business
Joseph DiMento, Ph.D. University of Michigan, Professor of School of Law; Criminology, Law and Society; Paul Merage School of Business; Planning,
Policy, and Design (planning, land use and environmental law, use of social science in policy making, legal control of corporate behavior)
Martha S. Feldman, Ph.D. Stanford University, Roger W. and Janice M. Johnson Chair in Civic Governance and Public Management and Professor of
Planning, Policy, and Design; Paul Merage School of Business; Political Science; Sociology (organization theory and behavior, stability and change in
organizations, decision-making and information processing, public management, qualitative research methods)
Paul Feldstein, Ph.D. University of Chicago, Professor Emeritus of Paul Merage School of Business; Economics
Mary Gilly Graham, Ph.D. University of Houston, Professor of Paul Merage School of Business
John Graham, Ph.D. University of California, Berkeley, Professor Emeritus of Paul Merage School of Business
Luyi Gui, Ph.D. Georgia Institute of Technology, Assistant Professor of Paul Merage School of Business
Vijay Gurbaxani, Ph.D. University of Rochester, Taco Bell Chair in Information Technology Management and Professor of Paul Merage School of
Business; Informatics (economics of information systems management, impact of information technology on organization and market structure)
David Hirshleifer, Ph.D. University of Chicago, Paul Merage Chair in Business Growth and Professor of Paul Merage School of Business; Economics
Siew Hong Teoh Hirshleifer, Ph.D. University of Chicago, Professor of Paul Merage School of Business
Joanna Ho, Ph.D. University of Texas at Austin, Professor of Paul Merage School of Business
Chong Huang, Ph.D. University of Pennsylvania, Assistant Professor of Paul Merage School of Business
Mireille Jacobson, Ph.D. Harvard University, Associate Professor of Paul Merage School of Business; Economics
Philippe Jorion, Ph.D. University of Chicago, Professor of Paul Merage School of Business; Economics
John Joseph, Ph.D. Northwestern University, Assistant Professor of Paul Merage School of Business
Lynn Robin Keller, Ph.D. University of California, Los Angeles, Professor of Paul Merage School of Business
Sreya Kolay, Ph.D. University of Rochester, Assistant Professor of Paul Merage School of Business
Sharon Koppman, Ph.D. University of Arizona, Assistant Professor of Paul Merage School of Business; Sociology (work and occupations, sociology of
culture, creative industries)
444 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 445
Kenneth Kraemer, Ph.D. University of Southern California, Research Professor and Professor Emeritus of Paul Merage School of Business
Loraine Lau, Ph.D. University of California, Los Angeles, Associate Professor of Paul Merage School of Business
Ben Lourie, Ph.D. University of California, Los Angeles, Assistant Professor of Paul Merage School of Business
Radhika Lunawat, Ph.D. University of Minnesota, Assistant Professor of Paul Merage School of Business; Economics
Newton Margulies, Ph.D. University of California, Los Angeles, Professor Emeritus of Paul Merage School of Business
Joseph McGuire, Ph.D. Columbia University, Professor Emeritus of Paul Merage School of Business
Peter Navarro, Ph.D. Harvard University, Professor of Paul Merage School of Business
David Neumark, Ph.D. Harvard University, UCI Chancellor's Professor of Economics; Paul Merage School of Business
Tingting Nian, Ph.D. New York University, Assistant Professor of Paul Merage School of Business
Gerardo Okhuysen, Ph.D. Standford University, Professor of Paul Merage School of Business
Judith Olson, Ph.D. University of Michigan, Donald Bren Professor of Information & Computer Sciences and Professor of Informatics; Paul Merage
School of Business; Planning, Policy, and Design (interactive and collaborative technology, human-computer interaction, computer-supported
cooperative work)
Jone Pearce, Ph.D. Yale University, Professor of Paul Merage School of Business
Cornelia Pechmann, Ph.D. Vanderbilt University, Professor of Paul Merage School of Business
Morton Pincus, Ph.D. Washington University, Professor of Paul Merage School of Business
Andrew Policano, Ph.D. Brown University, Director of Center for Investment and Wealth Management and Dean's Leadership Circle Endowed
Professorship and Professor of Paul Merage School of Business; Economics
Judy Rosener, Ph.D. Claremont Graduate University, Senior Lecturer with Security of Employment Emerita of Paul Merage School of Business
Claudia Schoonhoven, Ph.D. Stanford University, Professor Emerita of Paul Merage School of Business
Christopher Schwarz, Ph.D. University of Massachusetts, Associate Professor of Paul Merage School of Business
Carlton Scott, Ph.D. University of New South Wales, Professor of Paul Merage School of Business
Devin Shanthikumar, Ph.D. Stanford University, Assistant Professor of Paul Merage School of Business
Terrence Shevlin, Ph.D. Stanford University, Paul Merage Chair in Business Growth and Professor of Paul Merage School of Business
Kut So, Ph.D. Stanford University, Professor of Paul Merage School of Business
Eric Spangenberg, Ph.D. University of Washington, M.B.A. Portland State University, Dean of The Paul Merage School of Business and Professor of
Paul Merage School of Business (sensory cues in the retail environment and the effects of self-prediction on behavior)
Zheng Sun, Ph.D. New York University, Associate Professor of Paul Merage School of Business
Eli Talmor, Ph.D. University of North Carolina at Chapel Hill, Professor Emeritus of Paul Merage School of Business
John Turner, Ph.D. Carnegie Mellon University, Assistant Professor of Paul Merage School of Business
Rajeev Tyagi, Ph.D. University of Pennsylvania, Walter B. Gerken Chair in Enterprise and Society and Professor of Paul Merage School of Business
Kerry Vandell, Ph.D. Massachusetts Institute of Technology, Professor of Paul Merage School of Business; Planning, Policy, and Design; School of Law
Alladi Venkatesh, Ph.D. Syracuse University, Professor of Paul Merage School of Business; Informatics (social impacts of information technology,
Internet and the New Economy, Smart Home technologies, children and multimedia)
Libby Weber, Ph.D. University of Southern California, Assistant Professor of Paul Merage School of Business
Patricia A. Wellmeyer, M.S. California State University, Fullerton, Lecturer of Paul Merage School of Business
Margarethe Wiersema, Ph.D. University of Michigan, Professor of Paul Merage School of Business
Mingdi Xin, Ph.D. New York University, Assistant Professor of Paul Merage School of Business
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446 The Paul Merage School of Business
David Yang, Ph.D. Harvard University, Assistant Professor of Paul Merage School of Business
Shuya Yin, Ph.D. University of British Columbia, Associate Professor of Paul Merage School of Business
Lu Zheng, Ph.D. Yale University, Professor of Paul Merage School of Business
Merage School Undergraduate Programs
Overview
The Paul Merage School of Business (http://merage.uci.edu) offers the B.A. degree in Business Administration, the B.S. degree in Business Information
Management (offered jointly with the Donald Bren School of Information and Computer Sciences), and undergraduate minors in Management,
Accounting, and Innovation and Entrepreneurship. The undergraduate minor in Management is designed for those who wish to gain some insight
into issues of modern management, as well as those who anticipate future graduate work in management. In establishing the undergraduate minor
in Accounting, the faculty anticipated two types of students to be drawn to courses in accounting: (1) students preparing for careers in accounting
or in other fields that require some knowledge of accounting, and (2) students planning to pursue a graduate degree in accounting who wish early
guidance and undergraduate work appropriate to this career objective. The Minor in Innovation and Entrepreneurship provides extensive academic and
practical training for students to embark on careers as entrepreneurs (innovating to form new companies) and intrapreneurs (innovating within existing
companies).
Bachelor of Arts in Business Administration
The undergraduate Business Administration program at The Paul Merage School of Business educates students to understand and apply the theories
and concepts of effective business and management and prepares students for a wide variety of careers and life experiences. Business Administration
majors can pursue careers in the for-profit and not-for-profit sectors or can proceed on to graduate school in several disciplines including business,
economics, and law. The program provides a broad learning experience in a multidisciplinary and global context and focuses on the development of
essential managerial skills, especially critical thinking, quantitative and qualitative analysis, and effective communication skills.
The Business Administration major at The Paul Merage School of Business offers a traditional business curriculum similar to those at other top business
schools in the country. The major is broad, drawing on the social sciences more generally to study organizations, interpersonal communication skills,
individual and group behavior, leadership, strategy, financial and accounting issues, ethics, information technology, marketing, and a variety of other
topics in the context of a rapidly changing global environment.
The faculty strongly encourages majors to create an educational program composed of courses within and outside the Merage School that provide
substance and focus to their careers and enable them to pursue their own personal interests. While preparing students for careers in management,
the Merage School, through academic advising, will help students fashion an undergraduate program that they can tailor to their own unique career
objectives. Examples of programs of study that allow Business Administration majors to blend management education with specific industry areas
include (but are not limited to) bioscience business, government service, international commerce, arts management, entrepreneurship in computer
gaming, and other combinations. Through appropriate choice of courses, students can prepare to pursue a law degree, a master’s degree in a variety of
areas including accounting, or a doctoral program in business or related disciplines.
Students are required to complete 10 business courses that provide a foundation in essential core business competencies, followed by a minimum of 10
business electives to include one emphasis. Students select a minimum of one of seven emphases in Accounting, Finance, Health Care Management,
Information Systems, Marketing, Operations and Decision Technologies, or Organization and Management. This program of study enables students to
develop areas of focus as they pursue the Business Administration major. Because much business is conducted on a global scale, students are required
to either participate in the University’s Education Abroad Program or to take one of a number of designated courses that stresses the international
dimension of a business area. Students interested in learning more about the full array of requirements for professional licensing in Accounting
are encouraged to visit the California Board of Accountancy (http://www.dca.ca.gov/cba) and American Institute of CPAs (http://www.aicpa.org/
BecomeACPA/CPAExam/Pages/CPAExam.aspx) websites.
While academic course content is crucial to an undergraduate business major, auxiliary noncurricular programs also are important to students’ academic
experience. The Merage School incorporates a cocurricular element into the classroom experience. Drawing from Merage School and University
resources, students are exposed to opportunities to enhance communication and presentations skills, attend formal speaker events, and engage in
mentoring. The Merage faculty is committed to ensuring that undergraduate majors have ample opportunity to enhance their writing and presentation
skills through class assignments and a business communication course.
Students are strongly encouraged to become involved with the Merage Undergraduate Student Association and with the many affiliated business clubs.
These high-profile student groups promote interaction between students and the surrounding business community through their Corporate Speaker
Series, social activities, and student/employer receptions. Students with an entrepreneurial interest are invited to participate in the annual Merage
School Business Plan Competition offered by the Don Beall Center for Innovation and Entrepreneurship.
Work experience is an important way to learn about business and management. UCI’s Internship Program, sponsored by the Career Center, can assist
students in finding opportunities to work in either voluntary or paid positions in business, nonprofit, or industrial settings. Students who plan to enter
446 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 447
business or apply to a graduate school of business or management in the future will find it necessary to supplement their academic work with a variety of
practical experiences.
Another opportunity is UCI’s Undergraduate Administrative Intern Program, which offers selected students the opportunity to assume one-year positions
under the guidance of University administrators. Students can choose from a range of offices in which they will be asked to undertake special projects
specifically related to the management and administration of UCI and higher education in general. These internships are supplemented by a two-quarter
management seminar and by field trips to administrative conferences such as meetings of The Regents of the University of California.
Admission to the Major in Business Administration
In the event that the number of students who elect Business Administration as a major exceeds the number of positions available, applicants may be
subject to screening beyond minimum University of California admissions requirements.
Freshmen: Preference will be given to those who rank the highest using the selection criteria as stated in the Undergraduate Admissions section of the
Catalogue.
Transfer students: Junior-level applicants with the highest grades overall (minimum cumulative GPA of 3.0) and who satisfactorily complete lower-
division courses equivalent to UCI’s calculus (MATH 2A-MATH 2B), economics (ECON 20A-ECON 20B or MGMT 4A-MGMT 4B), and statistics and
accounting (MGMT 7, MGMT 30A, MGMT 30B) will be given preference for admission. MGMT 1 may be completed at UCI. Admission to the major will
be competitive due to limited space availability.
Change of Major
Students who wish to declare the Business Administration major should contact The Paul Merage School of Business Undergraduate Programs
Office (http://merage.uci.edu/undergrad), SB2 202, for information about change-of-major requirements, procedures, and policies. Students should
carefully review criteria for each major they are considering on the UCI Change of Major Criteria website (http://www.changeofmajor.uci.edu). Review
of applications and selection to the major is governed by the Undergraduate Programs Committee. Admission to the major is very competitive due to
limited space availability. Completion of the prerequisite courses does not guarantee admission into the major.
Requirements for the B.A. Degree in Business Administration
All students must meet the University Requirements.
Business Administration Major Requirements
A. Lower-Division:
MATH 2A Single-Variable Calculus
MATH 2B Single-Variable Calculus
MGMT 1 Introduction to Business and Management
MGMT 4A Basic Economics for Managers I
or ECON 20A Basic Economics I
MGMT 4B Basic Economics for Managers II
or ECON 20B Basic Economics II
MGMT 7 Statistics for Business Decision Making
MGMT 30A Principles of Accounting I
MGMT 30B Principles of Accounting II
B. Upper-Division Core:
MGMT 101 Management Science
MGMT 102 Managing Organizational Behavior
MGMT 105 Introduction to Marketing
MGMT 107 Introduction to Management Information Systems
MGMT 109 Introduction to Managerial Finance
MGMT 110 Strategic Management
C. Business Electives: Select 10 upper-division Merage School electives numbered 113–196, to include completion of one of the defined emphases
1
below:
Emphasis in Accounting:
MGMT 131A Intermediate Accounting I
MGMT 131B Intermediate Accounting II
MGMT 132A Individual Taxation
Emphasis in Finance:
MGMT 141 Investments
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448 The Paul Merage School of Business
and select two of the following:
MGMT 144 Multinational Finance
MGMT 147 Applied Financial Valuation
MGMT 149 Derivatives
Emphasis in Health Care Management:
Select three of the following:
MGMT 160 Introduction to Business and Government
MGMT 165 U.S. Healthcare Systems
MGMT 166 Business of Medicine
MGMT 167 Business of Science
Emphasis in Information Systems:
Select three of the following:
MGMT 171 Social Media
MGMT 173 Business Intelligence for Analytical Decisions
MGMT 174 Database Management and Applications
MGMT 178 Management of Information Technology
Emphasis in Marketing:
Select three of the following:
MGMT 150 Consumer Behavior
MGMT 151 Marketing Research
MGMT 152 New Product Development
MGMT 153 Integrated Marketing Communication
MGMT 154 Global Marketing
MGMT 155 Brand Management
MGMT 157 Marketing on the Internet
MGMT 158 Micromarketing
MGMT 159 Design Management
Emphasis in Operations and Decision Technologies:
MGMT 189 Operations Management
and select two of the following:
MGMT 180 Business Forecasting
MGMT 182 Supply Chain Management
MGMT 196 Decision Analysis
Emphasis in Organization and Management:
Select three of the following:
MGMT 122 Communication in Organizations
MGMT 125 Negotiations
MGMT 126 Foundations of Teams
MGMT 128 International Management
MGMT 129 Leadership
D. International Business Requirement: Fulfillment of the International Business requirement by:
1
1. Selecting one of the following (which may also be used for specified category C requirements above):
MGMT 119 Global Strategies
MGMT 128 International Management
MGMT 144 Multinational Finance
MGMT 154 Global Marketing
2. or, participating in select UC Education Abroad Program options, with prior approval of the Associate Dean.
1
By exception, students may petition the Associate Dean to accept an upper-division elective that has business content equivalent to a stated Merage elective.
NOTE: Students majoring in Business Administration may not minor in either Management or Accounting or double major in Business Information
Management. Students may pursue more than one Merage School emphasis via the Business Electives in the category C requirements above. Students
are strongly advised to work closely with faculty, staff, and career advisors to tailor a course of study optimal for their educational and career plans.
Pairing of particular emphases could be beneficial; examples include Accounting and Finance, Marketing and Information Systems, Operations and
448 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 449
Decision Technologies and Information Systems, or Health Care Management and Organization and Management. Students are permitted to pursue
additional courses within an area of emphasis to exceed the required three.
Bachelor of Science in Business Information Management
As the business environment becomes increasingly global and information-centric, the need has increased for graduates who understand and can use
technology that gathers and provides information, who are able to distill and recognize patterns in that information, and who can apply those analyses to
achieve business objectives.
The undergraduate Business Information Management major administered by the Donald Bren School of Information and Computer Sciences is a
collaborative, interdisciplinary degree program between the Bren School and The Paul Merage School of Business. The program seeks to educate
students to understand and then apply the theories and concepts of a broad, integrated curriculum covering computing, informatics, business
fundamentals, and analytical decision-making. The major prepares students for a wide variety of careers and life experiences. Business Information
Management majors can pursue careers in the for-profit and not-for-profit sectors or can proceed to graduate school in several disciplines, including
information systems, computing, economics, business, and law.
The curriculum is presented across three general academic areas: Computing (computer science, informatics, and software); Business Foundations
(accounting, finance, marketing, strategy, and operations); and Analytical Methods (mathematics, statistics, economics, management science, and
decision analysis). The fundamentals of information and computer science, including the rudiments of software design and construction with an
emphasis on data management, provide the foundation for understanding, describing, and evaluating the technology through which most business
information is gathered and presented. The business fundamentals, covering all the functional areas in the Merage School, provide a background and
context in which information and its analysis will be applied.
For complete information about the major, see the Interdisciplinary Studies section of the Catalogue.
Undergraduate Minor in Accounting
The Paul Merage School of Business faculty offers an undergraduate minor in Accounting consisting of seven upper-division courses. In addition, two
lower-division introductory accounting courses, one lower-division microeconomics course, and one lower-division single variable calculus course are
prerequisites to the minor program.
In establishing the undergraduate minor in Accounting, the faculty anticipated two types of students to be drawn to courses in accounting: (1) students
preparing for careers in accounting or in other fields that require some knowledge of accounting, and (2) students planning to pursue a graduate degree
in accounting who wish early guidance and undergraduate work appropriate to this career objective.
Students are eligible to apply for the minor in Accounting if they have upper-division standing and have completed MGMT 30A and MGMT 30B with
a grade no lower than B (3.0) and all other prerequisite courses with a grade no lower than C (2.0). Completion of the prerequisite courses does
not guarantee admission to the minor in Accounting. Admission is on a competitive basis, and students must submit an application, transcripts, and
a statement of purpose. Applications are accepted on a quarterly basis. Interested students are encouraged to obtain further information from the
Undergraduate Programs Office, SB2 202; or visit the Undergraduate Programs website (http://merage.uci.edu/undergrad).
Prerequisite Courses
The following are prerequisites for enrolling in the upper-division undergraduate minor courses:
ECON 20A Basic Economics I
MATH 2A Single-Variable Calculus
MGMT 30A Principles of Accounting I
MGMT 30B Principles of Accounting II
Transfer students should check with their college counselor for established equivalencies for these prerequisite courses. Students not taking MGMT 30A
and MGMT 30B at UCI during regular session or summer session must complete MGMT 131A with a minimum grade of B.
NOTE: Individual courses that students may select within the minor may require additional prerequisites.
Requirements for the Undergraduate Minor in Accounting
Completion of seven courses:
A. Three core accounting courses:
MGMT 131A Intermediate Accounting I
MGMT 131B Intermediate Accounting II
MGMT 132A Individual Taxation
B. Select two accounting elective courses from the following:
MGMT 133 Corporate and Partnership Taxation
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450 The Paul Merage School of Business
MGMT 136 Accounting Information Systems & Spreadsheets
MGMT 137 Advanced Accounting
MGMT 138 Auditing
MGMT 194 Financial Statement Analysis
MGMT 195 Strategic Cost Management and Management Control
C. Select two additional courses from the following:
an upper-division accounting elective course list above
MGMT 1 Introduction to Business and Management
MGMT 101 Management Science
MGMT 102 Managing Organizational Behavior
MGMT 105 Introduction to Marketing
MGMT 107 Introduction to Management Information Systems
MGMT 109 Introduction to Managerial Finance
MGMT 113–129, 141–184
MGMT 189 Operations Management
MGMT 192 Business Law
MGMT 193 The Ethical Environment of Business
MGMT 196 Decision Analysis
MGMT 197 Probability Models in Management
MGMT 190 Special Topics in Management (provided topics have not been covered in
other accounting courses)
With Merage School faculty approval, a student may substitute a maximum of one minor course.
NOTE: Students may not receive both the minor in Accounting and the minor in Management.
Undergraduate Minor in Management
The Paul Merage School of Business faculty offers an undergraduate minor in Management which consists of seven courses. In addition, prerequisites
include one lower-division microeconomics course and one course or one sequence selected from the statistics courses outlined below. MGMT 1 serves
as a prerequisite and also counts as one of the seven courses required for the minor.
In establishing the undergraduate minor, the faculty anticipated three types of students to be drawn to courses in administration: (1) students who
wish to learn about the management of organizations as a way of preparing for a career in business, (2) students preparing for careers in other fields
that require some knowledge of management, and (3) students who expect to go on to graduate work in management who wish early guidance and
undergraduate work appropriate to this career objective.
Students are eligible to apply for the minor in Management if they have completed all prerequisite courses (including MGMT 1) with a grade no lower
than C (2.0) and have upper-division standing. Completion of the prerequisite courses does not guarantee admission to the minor in Management.
Admission is on a competitive basis, and students must submit an application, transcripts, and a statement of purpose. Applications are accepted on
a quarterly basis. Interested students are encouraged to obtain further information from the Undergraduate Programs Office, SB2 202; or visit the
Undergraduate Programs website (http://merage.uci.edu/undergrad).
Prerequisite Courses
The following are prerequisites for enrolling in the upper-division undergraduate minor courses:
MGMT 1 Introduction to Business and Management
ECON 20A Basic Economics I
and one course or one sequence selected from:
ANTHRO 10A- 10B- 10C Probability and Statistics
and Probability and Statistics
and Probability and Statistics
ENGRCEE 11 Methods II: Probability and Statistics
ECON 15A- 15B Probability and Statistics in Economics I
and Probability and Statistics in Economics II
MGMT 7 Statistics for Business Decision Making
STATS 7 Basic Statistics
STATS 8 Introduction to Biological Statistics
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STATS 67 Introduction to Probability and Statistics for Computer Science
SOCECOL 13 Statistical Analysis in Social Ecology
PSYCH 10A- 10B- 10C Probability and Statistics in Psychology I
and Probability and Statistics in Psychology II
and Probability and Statistics in Psychology III
SOC SCI 9A- 9B- 9C General Statistics and Probability I
and General Statistics and Probability II
and General Statistics and Probability III
SOC SCI 10A- 10B- 10C Probability and Statistics in Social Sciences I
and Probability & Statistics in Social Sciences II
and Probability & Statistics in Social Sciences III
SOCIOL 10A- 10B- 10C Probability and Statistics
and Probability and Statistics
and Probability and Statistics
Transfer students should check with their college counselor for established equivalencies for these prerequisite courses.
NOTE: Individual courses that students may select within the minor may require additional prerequisites, including MATH 2A.
Requirements for the Undergraduate Minor in Management
Completion of seven courses:
A. One lower-division core course:
MGMT 1 Introduction to Business and Management
B. Select four core courses from the following:
MGMT 30A Principles of Accounting I
MGMT 101 Management Science
MGMT 102 Managing Organizational Behavior
MGMT 105 Introduction to Marketing
MGMT 107 Introduction to Management Information Systems
MGMT 109 Introduction to Managerial Finance
C. Select two of the following:
a course from the core course list above
MGMT 113–129, 141–184
MGMT 189 Operations Management
MGMT 192 Business Law
MGMT 193 The Ethical Environment of Business
MGMT 196 Decision Analysis
MGMT 197 Probability Models in Management
MGMT 190 Special Topics in Management (provided specific topics have not been
covered in other courses)
With Merage School faculty approval, a student may substitute a maximum of one course. Students participating in the UC Education Abroad Program
may substitute a maximum of two courses, with Merage School faculty approval.
NOTE: Students may not receive both the minor in Management and the minor in Accounting.
Undergraduate Minor in Innovation and Entrepreneurship
The Minor in Innovation and Entrepreneurship provides extensive academic and practical training for students to embark on careers as entrepreneurs
(innovating to form new companies) and intrapreneurs (innovating within existing companies).
The program provides students with knowledge and practical experience on certain core topics on the process of innovation and entrepreneurship,
i.e., planning a new venture, lean startup methodology, venture capital, private equity, etc. Students are strongly encouraged to apply the associated
business skills in the Business Plan Competition and in internships.
Students will be eligible to apply for the minor in Innovation and Entrepreneurship if they have completed MGMT 1 with a grade no lower than “C” (2.0)
and will have junior status upon entry. Elective offerings in the minor may have additional prerequisites. Completion of the prerequisite course does not
guarantee admission to the minor in Innovation and Entrepreneurship. Admission is on a competitive basis and students must submit an application,
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transcripts, and a statement of purpose. Applications are accepted on a quarterly basis. Interested students are encouraged to obtain further information
from the Undergraduate Programs Office, SB2 202; or visit the Undergraduate Programs website (http://merage.uci.edu/undergrad).
Requirements for the Minor in Innovation and Entrepreneurship
A. Complete the following:
MGMT 1 Introduction to Business and Management
MGMT 113 New Ventures: A Course in Entrepreneurship
MGMT 115 Lean Startup
B. Select at least four electives from the following:
MGMT 30A Principles of Accounting I
MGMT 102 Managing Organizational Behavior
MGMT 105 Introduction to Marketing
MGMT 109 Introduction to Managerial Finance
MGMT 125 Negotiations
MGMT 126 Foundations of Teams
MGMT 129 Leadership
MGMT 151 Marketing Research
MGMT 152 New Product Development
MGMT 157 Marketing on the Internet
MGMT 192 Business Law
With Merage School faculty approval, a student may substitute a maximum of one minor course.
NOTE: Students may not receive both the minor in Management and the minor in Innovation and Entrepreneurship. Students in the B.A. in Business
Administration and B.S. in Information Management Programs are not eligible to minor in Innovation and Entrepreneurship.
Courses
MGMT 1. Introduction to Business and Management. 4 Units.
Rigorous overview of major business functions and management topics. Addresses the global and fast-changing environment in which modern business
enterprises operate as well as the challenges posed by concerns about sustainable growth, ethics, and social responsibility. Course may be offered
online.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 4A. Basic Economics for Managers I. 4 Units.
Microeconomic principles for managers. Useful applications of basic economic principles to situations in business as well as in various professions.
Course may be offered online. Materials fee.
Overlaps with ECON 23, ECON 20A.
Restriction: Business Administration majors have first consideration for enrollment. For School of Social Sciences majors, MGMT 4A may not be used as
a substitute for ECON 20A.
(III)
MGMT 4B. Basic Economics for Managers II. 4 Units.
Macroeconomic principles for managers. Useful applications of basic economic principles to situations in business as well as in various professions.
Course may be offered online.
Prerequisite: MGMT 4A or ECON 20A.
Overlaps with ECON 20B.
Restriction: Business Administration majors have first consideration for enrollment. For School of Social Sciences majors, MGMT 4B may not be used as
a substitute for ECON 20B.
(III)
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MGMT 5. Management of Contemporary Organizations. 4 Units.
Equips students with working knowledge of several major subject areas within the context of business and society studies. Topics include: role
of management in organizations, corporate social responsibility and responsiveness, ethics and values in business, government regulation, and
international business.
MGMT 7. Statistics for Business Decision Making. 4 Units.
Basics of data analysis and the fundamental notion of statistical inference emphasizing applications to administrative and management decision
problems. Classical estimation and hypotheses testing, regression, correlation, analysis of variance, nonparametric methods, and statistical probability.
Course may be offered online.
Overlaps with STATS 7, STATS 8, ECON 15A, ECON 15B.
Restriction: Business Administration majors have first consideration for enrollment. MGMT 7 may not be taken for credit if taken after ECON 15A-B.
MGMT 7 may not be used to substitute for ECON 15A-B.
(Va)
MGMT 10. Business Management in the World Today. 4 Units.
Accounting scandals, e-commerce, and globalization are only a few examples that show the profound impact of business practices on individuals and on
society at large. Provides students with a broad overview of business functions and management practices.
MGMT 30A. Principles of Accounting I. 4 Units.
First in a two course introductory series. Emphasis on financial accounting concepts and practices essential to the administration of business
enterprises; including recording and valuation of financial transactions, and preparation, analysis, and interpretation of financial statements. Course may
be offered online.
Overlaps with ECON 25.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 30B. Principles of Accounting II. 4 Units.
Second in a two course introductory series. Emphasis on the introduction of managerial accounting concepts and techniques as tools to aid
management in carrying out the primary internal functions of planning, control, and decision-making. Course may be offered online.
Prerequisite: MGMT 30A.
Overlaps with ECON 26A.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 90. Special Topics in Management. 1 Unit.
Studies in selected areas of management. Topics addressed vary each quarter. Course may be offered online.
Repeatability: Unlimited as topics vary.
MGMT 101. Management Science. 4 Units.
Concepts and methods of management science, which applies mathematical modeling and analysis to management problems. Topics include linear and
integer programming, project scheduling, inventory management, queuing analysis, decision analysis, and simulation. Course may be offered online.
Prerequisite: MGMT 7.
Restriction: Business Administration majors have first consideration for enrollment. Upper-division students only.
MGMT 102. Managing Organizational Behavior. 4 Units.
Basic theory and concepts which provide the manager with tools for understanding behavior of people in organizations. Areas such as individual, group,
and organizational determinants of attitudes, turnover, and job performance. Course may be offered online.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 105. Introduction to Marketing. 4 Units.
Basic marketing concepts; discussion of the role marketing plays in modern society. Topics include industrial and consumer marketing, promotion,
distribution, and pricing theory. Course may be offered online.
Restriction: Business Administration majors have first consideration for enrollment.
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MGMT 107. Introduction to Management Information Systems. 4 Units.
Information Technology (IT) continues to drive rapid productivity growth and structural changes in the economy. Topics include what IT is, and how
companies can use IT to improve business processes, enhance customer services, and gain competitive advantage over rivals. Course may be offered
online.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 109. Introduction to Managerial Finance. 4 Units.
Basics of financial administration. Capital budgeting, cost of capital, cash budgeting, working capital management, and long-term sources of funds.
Provides a basic understanding of issues and techniques involved in financial decision making. Course may be offered online.
Prerequisite: MATH 2B and MGMT 30A.
Overlaps with ECON 134A.
Restriction: Upper-division students only. Business Administration majors have first consideration for enrollment.
MGMT 110. Strategic Management. 4 Units.
Addresses management of the entire business. Role of the general manager in organizations, industry analysis, core competencies, growth through
vertical integration, innovation, acquisition and diversification, globalization, strategy implementation, and the ethical and moral responsibility of a
manager.
Prerequisite: MGMT 102 and MGMT 105 and MGMT 109.
Overlaps with ECON 147B.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 111. China and the Global Order. 4 Units.
Introduces students to China's economic and military relations with the world, assessment of likelihood for conflict, and how to strategically manage
business risk from regional conflict. Includes an original documentary series and engaging discussion. Course may be offered online.
(VIII)
MGMT 113. New Ventures: A Course in Entrepreneurship. 4 Units.
Introduction to the survival and growth of new ventures. Methods include analysis of live cases, guest speakers, discussion, and field projects with
contemporary new ventures to learn about new venture management and surviving the liabilities of newness.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 115. Lean Startup. 4 Units.
Based on the well-known Lean Launchpad course currently used by a growing segment of the startup world. Students work in teams to ideate, develop a
Business Model Canvas, and gather customer/market feedback.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 119. Global Strategies. 4 Units.
Examines the phenomena of technology and globalization and the impact on global business strategy. Macro approach considers implications for
development of flexible yet focused business strategy and creative and agile execution of policies. Class discussions are stimulated by case analyses.
Prerequisite: MGMT 102.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 122. Communication in Organizations. 4 Units.
Addressing communication at three levels - interpersonal, group or meeting, and organizational. Focuses on dealing with conflict, interpersonal
problems, being effective in meetings, and getting your message heard. Experiential course.
Prerequisite: MGMT 102.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 123. Critical Thinking and Creativity in Organizational Problem Solving. 4 Units.
Learn about your own thinking process; develop the ability to think both logically and creatively and to understand how emotions affect your thinking.
Class sessions involve discussion and experiential exercises. Business problems and issues are used for discussion and exercises.
Restriction: Business Administration majors have first consideration for enrollment.
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MGMT 124. Human Resources Management. 4 Units.
Theory and practice of managing human resources. Students will identify and analyze HR dilemmas, apply labor law, and design systems and
processes to develop the human resources needed to help organizations achieve their goals.
Restriction: Business Administration and Business Information Management majors have first consideration for enrollment.
MGMT 125. Negotiations. 4 Units.
The objective is to assist students in developing an understanding of different theoretical perspectives and develop their skills in negotiating. Exploration
of feelings and beliefs about negotiation, negotiation skills, and putting theory into action by practicing new negotiation skills.
Prerequisite: MGMT 102.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 126. Foundations of Teams. 4 Units.
Social and psychological processes that detract from effective teamwork and collaboration. Tools to understand how to be a better team member are
introduced. Provides the foundation for students to become effective team leaders and to manage difficult team situations.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 128. International Management. 4 Units.
Impact of different cultures and political/economic systems on assumptions, expectations, and organizational practices relevant to conducting business
in different national settings. Understanding of the challenges of cross-national management and resources utilized to work and conduct business
outside the United States.
Prerequisite: MGMT 102.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 129. Leadership. 4 Units.
Case analyses, free-form discussion, and written assignments designed to develop critical thinking skills, as well as knowledge of approaches to
differing leadership challenges. Experiential exercises encourage students to develop their ability to innovate, foster collaboration, manage conflict, and
value diversity.
Prerequisite: MGMT 102.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 131A. Intermediate Accounting I. 4 Units.
First course in a series of two intermediate-level courses in financial accounting theory and practice. Concepts include the measurement, valuation and
reporting of current and long-term assets, current liabilities, and revenue recognition issues.
Prerequisite: MGMT 30A and MGMT 30B.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 131B. Intermediate Accounting II. 4 Units.
Second course in a series of two intermediate-level courses in financial accounting theory and practice. Concepts include the measurement, valuation,
and reporting of long-term liabilities and contingencies, accounting for stockholders' equity, and the Statement of Cash Flows.
Prerequisite: MGMT 131A.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 132A. Individual Taxation. 4 Units.
Fundamentals of federal income taxation pertaining to individuals. Topics include income, deductions, credits, property transactions, and the impact of
taxes on business and investment decisions.
Prerequisite: MGMT 30B.
Restriction: Business Administration majors have first consideration for enrollment.
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MGMT 133. Corporate and Partnership Taxation. 4 Units.
Fundamentals of federal income taxation pertaining to partnerships and corporations, including subchapter S corporations. Emphasis on the tax issues
associated with formation, operation, and termination of these entities.
Prerequisite: MGMT 132A.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 136. Accounting Information Systems & Spreadsheets. 4 Units.
Fundamentals of accounting information systems including internal controls and transaction processing cycles. Development of efficient spreadsheets as
applied to financial and managerial accounting concepts.
Prerequisite: MGMT 30B.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 137. Advanced Accounting. 4 Units.
A course covering advanced concepts in accounting theory and practice. Topics include business combinations, consolidated financial statements,
foreign exchange transactions, international and governmental/nonprofit accounting standards.
Prerequisite: MGMT 131B.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 138. Auditing. 4 Units.
An introduction to auditing practice with emphasis on the verification of financial statements and related information. Topics include professional ethics,
assessment of audit risk, study and evaluation of internal control, gathering and evaluating audit evidence, and audit reporting.
Prerequisite: MGMT 131B.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 141. Investments. 4 Units.
Foundations of investment management. Theory and empirical evidence related to portfolio theory, market efficiency, asset pricing models, factor
models, and option pricing theory. Students are expected to combine market research results and electronic information sources to create optimal
investment strategies.
Prerequisite: MGMT 109.
Overlaps with ECON 132A.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 144. Multinational Finance. 4 Units.
Focuses on financial issues facing multinational corporations, the most important of which is the management of foreign exchange risk. Introduction to
investments and financing decisions in international capital markets.
Prerequisite: MGMT 109 and ECON 20A and ECON 20B.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 146A. Introduction to the Real Estate Process. 4 Units.
Introductory survey course providing a working knowledge of the real estate market, both residential and commercial. Topics include real estate
economics, appraisal, feasibility, investment, tax considerations, financing, and development. Lectures and cases, with supplemental presentations by
real estate professionals.
Restriction: Upper-division students only. Business Administration majors have first consideration for enrollment.
MGMT 147. Applied Financial Valuation. 4 Units.
Case study course designed to confront students with real-world financial valuation problems. Situations are chosen to enhance students’ understanding
of the application of finance theory. The principal focus is on estimating the value of firms and projects in diverse settings.
Prerequisite: MGMT 109 and MGMT 141.
Restriction: Business Administration majors have first consideration for enrollment.
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MGMT 149. Derivatives. 4 Units.
Introduction to financial derivatives. Covers forward contracts, futures, swaps, and options. Applications of these instruments, including pricing and risk
management, are emphasized.
Prerequisite: MGMT 109.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 150. Consumer Behavior. 4 Units.
Application of the behavioral sciences to understanding buyer behavior. Topics include perception, memory, affect, learning, persuasion, motivation,
behavioral decision theory, social and culture influences, and managerial implications.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 151. Marketing Research. 4 Units.
Research to aid managerial decisions for products and services; problem formulation, research design, data collection, sampling, statistical analyses,
managerial recommendations, and implementation in several real-world settings.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 152. New Product Development. 4 Units.
Identifying markets, developing product ideas, measuring consumer preferences, positioning and designing products, and forecasting their sales. Hands-
on experience with software to conduct various analyses useful in new product development, such as cluster analysis, factor analysis, and conjoint
analysis.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 153. Integrated Marketing Communication. 4 Units.
Management of the communication aspect of marketing strategy. Emphasis on emotional experiences, persuasive appeals, sales promotion, public
relations, and direct marketing. Topics include setting communications objectives and budgets, media selection, creative strategy, and sales promotion
techniques.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 154. Global Marketing. 4 Units.
Students are exposed to the challenges and opportunities facing marketers in the international marketplace. Special attention is given to the
management of cultural differences in product development, distribution systems, pricing, and promotion.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 155. Brand Management. 4 Units.
Introduction to issues in planning, implementing, and evaluating brand strategies, relevant theories, models, and tools for the making of brand decisions;
application of these principles.
Prerequisite: MGMT 105.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 156. Pricing Strategy . 4 Units.
Provides a framework for designing and analyzing pricing strategies. Emphasizes role of pricing in the marketing-mix decisions and broader marketing
strategy of a firm. Incorporates study of various economic, psychological, competitive, and organizational foundations that enter into effective pricing
decisions.
Prerequisite: MGMT 105.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 157. Marketing on the Internet. 4 Units.
Recent developments in interactive technologies indicate that "Marketing on the Internet" is becoming a serious business activity, with exponential
growth. How to do marketing on the Internet and identify the key issues pertaining to the marketing process.
Restriction: Business Administration majors have first consideration for enrollment.
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MGMT 158. Micromarketing. 4 Units.
Develop marketing plans for specific retail locations and neighborhoods based on past purchases and demographics. Retail site selection, product
category management, promotion management, shelf space allocation, targeted advertising. Hands-on experience with Retail Sales Analysis and
Geographic Information Systems software.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 159. Design Management. 4 Units.
Design of products and services, particularly in consumer- and technology-oriented industries where design is viewed as a strategic resource. User-
oriented design, design as a strategic tool, the role of design aesthetics, and the management of design.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 160. Introduction to Business and Government. 4 Units.
Introduces undergraduate students to the study of public administration. Designed for those expecting to take further courses in the field or considering a
public service career.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 165. U.S. Healthcare Systems. 4 Units.
Providers, suppliers, payers, consumers, and the unique market dynamics among these players. Structure, organization, and financing of health care.
The health care industry's relationship to the overall economy will be explored.
Restriction: Business Administration and Business Information Management majors have first consideration for enrollment.
MGMT 166. Business of Medicine. 4 Units.
In order to improve the quality and efficiency of health care delivery one must understand the design and management of health care operations.
Opportunities for innovation and changes needed to design a simple, accessible, fair, and effective health care system.
Restriction: Business Administration and Business Information Management majors have first consideration for enrollment.
MGMT 167. Business of Science. 4 Units.
Business acumen and strategic planning are determining success. Billions spent on advertising, and the lack of effectiveness of drugs are generally
ignored. Considering this is a matter of life and death for many, should there be a "Business" of Science.
Restriction: Business Administration and Business Information Management majors have first consideration for enrollment.
MGMT 168. Economics of Strategy. 4 Units.
Applies key concepts of game theory to the analysis of the strategic behavior of profit-maximizing firms. Simultaneous move games, sequential games,
credibility and commitment, repeated games, pure and mixed strategies, signaling, and screening. Lecture and problem sets. Group projects.
Prerequisite: ECON 20A and ECON 20B.
Overlaps with ECON 147B.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 169. Applied Econometrics for Business. 4 Units.
Bridge between an introductory statistics course and a course in econometrics. Oriented toward the ways in which economists use data to motivate and
test economic theories. How to locate economics data, analyze, and appropriately interpret these data.
Prerequisite: ECON 20A and ECON 20B.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 170. Technologies for Business. 4 Units.
Introductory course that include hands-on exposure to powerful, high-level tools for using computers in business situations more effectively. Next-
generation graphical user interfaces, Internet applications, client/server technology, information security, and wireless.
Prerequisite: MGMT 107.
Restriction: Business Administration majors have first consideration for enrollment.
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MGMT 171. Social Media. 4 Units.
Covers theoretical aspects and business applications of social media tools including blogs, wikis, social networking platforms, immersive environments,
and other social computing technologies. Also covers business value of social-media-enabled processes.
Restriction: Business Administration and Business Information Management majors have first consideration for enrollment.
MGMT 173. Business Intelligence for Analytical Decisions. 4 Units.
BI from both managerial and technical perspectives. Learn to apply a variety of data mining techniques to learn business intelligence embedded in data,
and apply that intelligence to run your business more efficiently. These techniques are useful in different areas.
Prerequisite: MGMT 107.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 174. Database Management and Applications. 4 Units.
Query, manipulate, and understand data and learn about leading edge applications for databases. Database fundamentals including entity relationship
design, creating database tables, normalization, and data querying. Contemporary applications of database using case studies. Applications include
data warehousing, data mining.
Prerequisite: MGMT 107.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 175. Information Technology (IT) and Strategy. 4 Units.
Strategic and competitive uses of IT and the Internet. Globalization and firm competition; alignment of IT with business strategy; business value of IT;
business transformations with IT; implications of offshoring and outsourcing; strategy and IT in the Internet era.
Prerequisite: MGMT 107.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 178. Management of Information Technology. 4 Units.
Strategic use and impact of information technology (IT) in organizations. Covers what IT is, and how it works, business value of IT, and IT strategies that
organizations can employ to create value.
Prerequisite: MGMT 107.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 179. Business Data Communications and Security. 4 Units.
Analysis, technology integration, and technology choices involved with deploying, managing, and securing effective data communications systems,
local area networks, Internet, intranet, and wide area networks. Fundamental concepts, as well as enabling technologies that can provide a strategic
advantage to firms.
Prerequisite: MGMT 107.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 180. Business Forecasting. 4 Units.
Forecasts are critical inputs into the wide range of business decision making. Users include accountants, financial experts, human resource managers,
production managers, and marketing people. Methodologies used to support business decision making. Computer-oriented approach.
Prerequisite: MGMT 101.
Overlaps with ECON 125.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 182. Supply Chain Management. 4 Units.
Flows of materials and information among all of the firms that contribute to a product or service. Forecasting, demand management, logistical networks,
inventory management, supplier contracting, sourcing, information technology, flexibility, globalization, and performance management.
Prerequisite: MGMT 101.
Restriction: Business Administration majors have first consideration for enrollment.
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MGMT 184. Optimization in Management. 4 Units.
Firms attempt to maximize profit or minimize cost. Linear, integer, and nonlinear programming models in functional areas of business such as finance,
marketing, and operations. Solutions via computer and interpretation of output in a managerially significant way.
Prerequisite: MGMT 101.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 189. Operations Management. 4 Units.
Managing the productive resources, from which raw materials as inputs are being transformed into useful outputs of final products and services.
Explanation of issues pertaining to both manufacturing and services-oriented systems.
Prerequisite: MGMT 101.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 190. Special Topics in Management.
Studies in selected areas of management. Topics addressed vary each quarter. Course may be offered online.
Prerequisite: Prerequisites vary.
Repeatability: Unlimited as topics vary.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 191W. Business Communication. 4 Units.
Provides students with a solid foundation in business communication. Emphasis is placed on improving students' written and oral communication skills to
help them succeed in (1) upper division Business Administration courses, (2) graduate school, and (3) work and career activities.
Prerequisite: Satisfactory completion of the lower-division Writing requirement.
Restriction: Business Administration majors have first consideration for enrollment.
(Ib)
MGMT 192. Business Law. 4 Units.
A study of the legal environment of business. Topics include contracts, agency, partnerships, corporations, and other basic principles of law as they
relate to business transactions.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 193. The Ethical Environment of Business. 4 Units.
The political, social, and ethical environment of business. Topics include the historical development of American business, competitiveness problems,
corporate social responsibility, corporate governance, and government regulation of business.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 194. Financial Statement Analysis. 4 Units.
Study of financial statements and their related footnotes; tools and procedures common to financial statement analysis; relationships among business
transactions, environmental forces (political, economic, social), and reported financial statement information; how financial statement information can
help solve certain business problems.
Prerequisite: MGMT 30A and MGMT 30B.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 195. Strategic Cost Management and Management Control. 4 Units.
Study of cost management to strengthen an organization's strategic position; preparation and use of relevant information for management decision
making; management control systems design and performance evaluation.
Prerequisite: MGMT 30A and MGMT 30B.
Restriction: Business Administration majors have first consideration for enrollment.
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MGMT 196. Decision Analysis. 4 Units.
Making good decisions fast is important in a world where information is ubiquitous and technologies change at incredible paces. Conceptual framework
and information technology tools to approach situations with clarity and confidence and improve both professional and personal decision-making skills.
Prerequisite: MGMT 101.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 197. Probability Models in Management. 4 Units.
Probability models that characterize random phenomena in real-world applications. Applications of these probability models to business disciplines
including operations management and finance. Discrete-time Markov chains, Poison processes, birth and death processes, queuing models, and
random walk.
Prerequisite: MGMT 101.
Restriction: Business Administration majors have first consideration for enrollment.
MGMT 198A. Administrative Internship. 4 Units.
Selected undergraduates serve as managers within administrative units on campus with a three-quarter course which complements the intern
experience. Topics include management ethics, study of non- and for-profit institutions, career management, and the changing nature of the workforce.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 3 times.
MGMT 198B. Administrative Internship. 4 Units.
Selected undergraduates serve as managers within administrative units on campus with a three-quarter course which complements the intern
experience. Topics include management ethics, study of non- and for-profit institutions, career management, and the changing nature of the workforce.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 3 times.
MGMT 198C. Administrative Internship. 4 Units.
Selected undergraduates serve as managers within administrative units on campus with a three-quarter course which complements the intern
experience. Topics include management ethics, study of non- and for-profit institutions, career management, and the changing nature of the workforce.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 3 times.
MGMT 199. Independent Study. 1-4 Units.
Individual study under the direction of a selected faculty member.
Repeatability: May be repeated for credit unlimited times.
Merage School Graduate Programs
For More Information
Full-Time M.B.A. (http://merage.uci.edu/FulltimeMBA)
Email: [email protected]
Fully Employed M.B.A. (http://merage.uci.edu/FullyEmployedMBA)
Email: [email protected]
Executive M.B.A. (http://merage.uci.edu/ExecutiveMBA)/Health Care Executive M.B.A. (http://merage.uci.edu/HealthCareExecutiveMBA)
Email: [email protected]
Master of Professional Accountancy (http://merage.uci.edu/go/mpac)
Email: [email protected]
Ph.D. (http://merage.uci.edu/PhD)
Email: [email protected]
Educational Objectives
The Paul Merage School of Business offers a generalist M.B.A. degree and a learning experience that prepares graduates for a lifetime of professional
and personal growth with increasingly important enterprise-wide responsibilities. The rigorous curriculum, combined with extensive professional and
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462 The Paul Merage School of Business
interpersonal training and opportunities made available through the School’s M.B.A. Career Center, allows students to gain theoretical perspectives that
are in turn tested and affirmed with practical application. The result is an environment that fosters the development of professional and personal skills
vital to contemporary executives or managers. Students are encouraged to develop their ability to lead change by mastering communication skills, to
work productively and actively within a team-oriented environment, to gain a solid grasp of quantitative skills, and to appreciate and effectively employ
those solutions that involve the integration and implementation of information and technology to offer creatively viable business options.
The School has developed a thematic approach to business education: sustainable growth through strategic innovation. The goal is to graduate leaders
with the exceptional ability to grow their organizations through strategic innovation supported by analytic decision making, information technology,
and collaborative execution. Although a solid grounding in basic business disciplines provides the foundation for effective management, graduates
are encouraged to aim higher. They learn about change as it takes place within the context of a knowledge-based, technology-driven society where
information and its effective use are vital to establishing a competitive edge. Students, whether they are interested in finance, marketing, general
management, strategic planning, accounting, operations, health care, human resources, international business, or other areas, will be thoroughly imbued
and comfortable with the nature and importance of strategic innovation and how crucial it is toward sustaining growth in today’s competitive global
economy. Further, they will understand the impacts of technology and the technological processes that enable the gathering, analysis, dissemination,
and use of information to change the way business is done. The thematic approach of the School provides a skill-set, core understanding, and depth of
knowledge that will enable its graduates to be effective managers who are not only proficient in business procedures but have the leadership qualities
and conceptual framework to affect change by transforming conventional business practices or perhaps even inventing new business processes and
management techniques.
Additionally, The Paul Merage School of Business has achieved a national reputation for excellence in graduate management education in the health
care industry through the Health Care Executive M.B.A. (HCEMBA) program. Industry managers and health care professionals learn about managerial
challenges and issues in the health care industry where hundreds of health care providers, medical device and instrumentation companies, and
biosciences firms are headquartered. Joint M.D./M.B.A. and J.D./M.B.A. programs are also available.
General Admission Requirements
Evaluation of the applicant’s file for admission to the Master’s and Ph.D. degree programs will consist of an integrated assessment of all materials (test
scores, transcripts of previous academic work, work experience, essays, and letters of recommendation). The University admission standard of a 3.0 or
better undergraduate grade point average (on a 4.0 scale) is required. The minimum TOEFL (Test of English as a Foreign Language) score acceptable
for study at the School for all M.B.A. programs is 600 on the paper-based test; 250 or better on the computer-based test; or 80 or better on the Internet-
based test. The Ph.D. program minimum acceptable score is 100 on the TOEFL Internet-based test. International M.B.A. applicants may also take the
Pearson Test of English (PTE), where the minimum score required for admission is 53; or the International English Language Testing System (IELTS),
where the minimum score required is 7. Substantive work experience is considered for applicants to M.B.A. programs.
Requests for application material should be addressed to either the Full-Time M.B.A. (SB1 4500), Fully Employed M.B.A. (SB1 4200), Executive M.B.A.
(SB1 4200), Health Care Executive M.B.A. (SB1 4200), or Ph.D. Program (SB1 3235) at
The Paul Merage School of Business
University of California, Irvine
Irvine, CA 92697-3125
Doctor of Philosophy in Management (http://merage.uci.edu/phd/default.aspx)
The Paul Merage School of Business admits students for the Ph.D. in the fall quarter only. The deadline for application is January 4. The Ph.D. program
requires a commitment to full-time study. In addition to the other requirements, Ph.D. applicants are encouraged to submit a previously prepared paper
(research report, research essay, case study) which may be indicative generally of the applicant’s interests and capabilities.
The School offers the Ph.D. in Management to students with backgrounds in a variety of disciplines. While a master’s degree is preferred, students
may be admitted to the doctoral program directly from the baccalaureate degree. There are many appropriate undergraduate majors, including (but
not limited to) psychology, political science, business or public administration, mathematics, computer sciences, economics, sociology, and so forth.
Students with academic strengths in disciplines not usually considered as precursors for management (e.g., natural sciences, humanities, and the arts)
are encouraged to apply. The Ph.D. program is designed to prepare students for academic careers in a number of the fields of management, e.g.,
organization and management, strategy, operations and decision technologies, management information systems, finance, accounting, and marketing.
Requirements of the Ph.D. program include a broad knowledge of core management disciplines. In addition, the Ph.D. student must qualify as a skilled
researcher and must complete a dissertation demonstrating these skills.
The Ph.D. program is divided into two phases: qualification and dissertation. In the qualification phase the student prepares for dissertation research
in an area of specialization. This phase is completed when an oral qualifying examination is passed and the candidacy committee recommends
advancement to candidacy for the Ph.D. The normative time for advancement to candidacy is three years. The dissertation phase involves a significant
original research project which demonstrates the Ph.D. student’s creativity and ability to launch and sustain a career of research. The normative time for
completion of the Ph.D. is five years, and the maximum time permitted is six years.
Requests for information should be addressed to the University of California, Irvine, Doctoral Program Admissions Office, The Paul Merage School of
Business, SB1 3235, Irvine, CA 92697-3125; [email protected]; or visit the Doctoral program website (http://merage.uci.edu/PhD).
462 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 463
On This Page:
• M.B.A. Program
• J.D./M.B.A. Degree Program
• M.D./M.B.A. Degree Program
• M.S. Engineering Management Degree Program
• M.S. in Biotechnology Management Degree Program
• Special Opportunities
• Centers of Excellence
• M.B.A. Career Center
• Fully Employed M.B.A.
• Executive M.B.A. Program
• Health Care Executive M.B.A. Program
Master’s Degree Programs
The Paul Merage School of Business offers a variety of programs leading to the M.B.A. (Master of Business Administration) degree. These include a
two-year, Full-Time M.B.A. program and three part-time M.B.A. programs including: a 21-month Executive M.B.A. program, a 21-month Health Care
Executive M.B.A. program, and a 27-33 month Fully Employed M.B.A. program. Additionally, a four-year concurrent J.D./M.B.A. program is offered in
conjunction with the School of Law and a five-year M.D./M.B.A. program is offered in conjunction with the School of Medicine.
The MPAc (Master of Professional Accountancy) program is offered by the Merage School. A full description of the program is listed below .
The M.S. in Engineering Management is offered jointly with The Henry Samueli School of Engineering.
The M.S. in Biotechnology Management is offered jointly with the Department of Molecular Biology and Biochemistry (MB&B) in the Francisco J. Ayala
School of Biological Sciences and the Department of Biomedical Engineering in The Henry Samueli School of Engineering.
Full-Time M.B.A. Program (http://merage.uci.edu/FulltimeMBA)
The Paul Merage School of Business admits students to the two-year, Full-Time M.B.A. program in the fall quarter. Students from a variety of
undergraduate disciplines, including liberal arts, social sciences, physical or biological sciences, computer science, and engineering, are encouraged to
apply. The final deadline for completion of all phases of the application procedure is generally around April 1. However, since admissions are received
on a rolling basis, applicants are encouraged to check with the M.B.A. Admissions Office regarding application submission. In addition to the general
University rules governing admission to graduate study, the School normally requires the completion of the Graduate Management Admission Test
(GMAT) or the Graduate Record Examination (GRE). There are no specific prerequisite requirements for the Full-Time M.B.A. program. However, the
Admissions Committee does look for evidence of quantitative proficiency in all applicants.
The evaluation of an applicant’s file for admission consists of an integrated assessment of all materials submitted including test scores, transcripts
of previous academic work, work experience, essays, and letters of recommendation. The M.B.A. program at The Paul Merage School of Business
is distinctive for its focus on providing students the capabilities and skills to succeed in the technology-rich Innovation Economy. Students develop
a sophisticated understanding of the new requirements for success in the School’s curriculum that emphasizes the critical drivers of the Innovation
Economy: Strategic Innovation, Information Technology, Analytical Decision Making, and Collaborative Execution.
This understanding is advanced through experiential learning course work in which teams of students work on challenging assignments for leading
companies. Another distinctive feature of the program is the “Edge” capstone course on the future of business where students explore specific industries
and companies and discover what actions must be taken today to reap the benefit from long-term trends in technologies, geopolitics, demographics, and
macroeconomics.
The Full-Time M.B.A. program requires a minimum of 92 units with a minimum grade point average of 3.0 in the core curriculum and overall. The
curriculum consists of courses divided into two groups designed to achieve specific educational objectives. Ten required Common Core Courses (40
units) and 52 units of elective courses which students select to emphasize career goals and educational interests. A thesis is not required.
Required Course Work includes: Responding to Dynamic Times: Thinking Strategically in Business, Statistics for Management, Organizational
Behavior for Management, Financial Reporting for Management, Marketing Management, Microeconomics for Management, Information Technology for
Management, Operations Management, Managerial Finance, and Strategic Management.
International Requirement. Students must fulfill the requirement in one of the following ways: completion of a Paul Merage School of Business
international elective in a functional area; participation in a Paul Merage School of Business international exchange program; or completion of an upper-
division or graduate international course offered by another UC school, with the approval of The Paul Merage School of Business Associate Dean.
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464 The Paul Merage School of Business
Electives. In addition to the core courses, 52 more units of elective courses are required. The major emphasis in the elective courses is to develop
additional depth in a discipline or interdisciplinary area or specialized competence in the use of a particular set of technical tools and methods. Students
select their electives in light of their educational and career goals and interests.
J.D./M.B.A. Degree Program (http://merage.uci.edu/FullTimeMBA/Content/Dual-Degree-Programs/21)
Highly qualified students interested in combining the study of law with professional qualifications in business are invited to undertake concurrent degree
study under the auspices of UC Irvine’s Program in Law and Graduate Studies (PLGS). Students approved for this concurrent degree program pursue a
coordinated curriculum leading to a J.D. degree from the School of Law in conjunction with an M.B.A. degree from The Paul Merage School of Business.
The objective of the program is to promote interdisciplinary study of law while also enabling students to obtain both a J.D. and a business degree in less
time than would be required to acquire both degrees separately. The normative time for completion of the J.D./M.B.A. program is four years.
UC Irvine’s PLGS program is well suited to students interested in professional or academic careers focused on the interdisciplinary or multidisciplinary
study of law and legal institutions, policy analysis, and/or applied research in law-related fields (for example, taxation, corporate reporting and
governance, regulation and compliance, discrimination, securities, property, real estate, and intellectual property).
Applicants must submit separate applications for admission to the School of Law and to the Merage School. Once admitted for study into both
components of the program, concurrent degree students will work with the PLGS director and the director of the Full-Time M.B.A. program to develop a
program of study that will permit efficient pursuit of both degrees. Concurrent degree students’ law enrollments will include a required 1-unit “Graduate
Legal Studies” colloquium and a 3-unit “Interdisciplinary Perspectives on Law” course. Concurrent degree students will be eligible to apply for financial
support through the Merage School while pursuing their M.B.A. and through the School of Law while pursuing law studies.
Program Structure. Students in the program complete a four-year combined curriculum leading to a J.D. degree from the UCI School of Law and an
M.B.A. degree from the The Paul Merage School of Business.
Program Overview. The School of Law requires students to complete 86 law semester units of study for the J.D., 68 of which must be classroom units
of law instruction. The remaining 18 law units can be completed outside the School of Law, at the student’s discretion, and with approval of the School’s
Dean of Students. Ten of these 18 law units of non-law instruction can be obtained in courses undertaken in the concurrent degree department. The
remaining eight law units are typically spent in non-classroom clinical practice.
The Full-Time M.B.A. program operates on a quarter system and J.D./M.B.A. students are required to complete a minimum of 76 M.B.A. units. The
curriculum consists of courses divided into two groups designed to achieve specific educational objectives. The courses are divided as follows: 10
required Common Core Courses (40 M.B.A. units) and 36 M.B.A. units of elective courses which students select to emphasize career goals and
educational interests. A maximum number of 120 hours of classroom instruction, or 16 M.B.A. units (normally four 4-unit quarter courses), may be
utilized toward the M.B.A. degree, total, from sources outside of UCI’s Merage School. This includes any “non-Merage course approvals” taken in other
UCI units, intercampus exchange courses, etc.
The M.B.A. component of the J.D./M.B.A. requires that the 16 M.B.A. units of electives permitted from outside the Merage School may be (but are not
restricted to be) taken from among appropriate School of Law electives but may not be counted simultaneously toward satisfying concurrent degree
requirements in the School of Law.
Detailed information about J.D./M.B.A curriculum paths is available online at the Dual Degree Program website (http://merage.uci.edu/FullTimeMBA/
Content/Dual-Degree-Programs/21).
M.D./M.B.A. Degree Program (http://www.meded.uci.edu/mdmba)
The M.D./M.B.A. program requires five or six years for completion. It is aimed at individuals who are exceptional in ability and motivation and who seek a
career as physicians with major responsibility for administration and management in health care organizations and institutions. Students in this program
pursue a combined curriculum for an M.D. degree from the School of Medicine and an M.B.A. degree from The Paul Merage School of Business.
Students must be currently enrolled in the M.D. program and in good academic standing in order to apply to the combined M.D./M.B.A. program. During
their second or third year of medical school, interested students submit an application to The Paul Merage School of Business Admissions Committee,
after review by the School of Medicine. Final acceptance to the program is granted by The Paul Merage School of Business, and M.B.A. course work
begins following completion of the student’s third year of medical school. Students should be aware that enrollment in the M.D. program does not
guarantee acceptance into the M.B.A. program.
The total number of units required to graduate for each program separately are satisfied in the M.D./M.B.A. program. The Full-Time M.B.A. program
operates on a quarter system and M.D./M.B.A. students are required to complete a minimum of 76 M.B.A. units.
For more information about the M.D./M.B.A. program, contact the School of Medicine's admissions office by phone at 949-824-5388 or by email at
[email protected] ( [email protected]).
M.S. in Engineering Management Degree Program
The Master of Science in Engineering Management is a graduate degree offered jointly by The Paul Merage School of Business and The Henry Samueli
School of Engineering that will prepare engineers for leadership roles in technology, science, government, and engineering-based companies and
organizations. The curriculum includes courses in engineering from The Henry Samueli School of Engineering and courses in business administration
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University of California, Irvine 2016-2017 465
from The Paul Merage School of Business. Students will learn to think in innovative ways as business and engineering project managers to solve
complex engineering product development challenges through consulting projects, business plans and exposure to current issues within the engineering
sector. Students will develop quantitative and qualitative skills along with business communication skills.
In this competitive program, students will learn about business from the engineering perspective and engineering from the business perspective.
Students will be taught to think about their work through the lens of innovation and to develop a crucial view to enhance their careers.
For more information about the program, see The Henry Samueli School of Engineering section of the Catalogue.
M.S. in Biotechnology Management Degree Program
The M.S. in Biotechnology Management is a joint graduate degree that will prepare scientists for leadership roles in biotechnology, science, and
engineering-based companies through a curriculum comprised of courses from the Department of Molecular Biology and Biochemistry (MB&B) in the
Francisco J. Ayala School of Biological Sciences, the Department of Biomedical Engineering in The Henry Samueli School of Engineering, and The
Paul Merage School of Business. Students will receive advanced training in biotechnology through course work, a teaching laboratory, and two quarters
of independent research in a faculty laboratory of their choosing. They will also learn to think as a business manager by solving product development
challenges through consulting projects, creating business plans, and by exposure to current issues within the biotechnology sector. Students will develop
quantitative and qualitative skills along with business communication skills. Students will learn about business from the biotechnology perspective and
biotechnology from the business perspective and will be taught to think about their work through the lens of innovation, a crucial view for their careers.
For more information about the program, see the Francisco J. Ayala School of Biological Sciences section of the Catalogue.
Special Opportunities
The Paul Merage School of Business offers course work in health care management within the M.B.A. program. The courses provide training not only in
health care and related issues but also expose students to professionals in the areas of management, finance, marketing, and strategic planning.
In today’s interconnected global business world, it has become increasingly important for management students to learn to operate in an international
environment. M.B.A. students in the full-time program can gain first-hand knowledge of the culture and management practices of other industrialized
countries by participating in an academic exchange with universities located abroad. This experience, combined with course work in international
management, prepares students for the demands and complexities of the growing global economic environment. Currently, The Paul Merage School
of Business has exchange relationships with: Bocconi University, Milan, Italy; China Europe International Business School (CEIBS), Shanghai, China;
Chinese University of Hong Kong (CUHK), Hong Kong; Corvinus University of Budapest, Hungary; ESSEC Graduate School of Management, France;
Fudan University, Shanghai, China; Hong Kong University of Science & Technology, Hong Kong; Maastricht University, Netherlands; National University
of Singapore (NUS), Singapore; Pontificia Universidad Catolica de Chile (PUC), Santiago, Chile; Vienna University of Economics and Business
Administration, Vienna, Austria; and Yonsei University, Seoul, Korea.
For our Fully Employed and Executive M.B.A. students, we offer week-long global residential courses to immerse students in key areas related to global
development, operations, management, and leadership. Past global residentials have taken place in: Brazil and Argentina; China and Vietnam; Thailand
and Myanmar; and Russia and Germany.
Centers of Excellence
Founded in 2007, The Beall Center for Innovation & Entrepreneurship (http://merage.uci.edu/ResearchAndCenters/Beall) provides thought
leadership in the fields of entrepreneurship education and innovation research to both the students and faculty of The Paul Merage School of Business
and the greater worldwide academic community. Through the Center and its activities, a campuswide community of involvement for students and
researchers passionate about innovation and entrepreneurship has been organized around a nexus of active volunteers, board members, and alumni
who provide world-class programs, resources, and relationships to the University in the area of entrepreneurship and new venture creation.
The Center for Global Leadership is an important resource for UC Irvine and The Paul Merage School of Business students. This Center seeks to
inspire global leadership by being the best place to learn, study, and develop ideas to improve socially responsible global leadership. We will do this
by enabling collaboration between leading scholars, students, and the global leadership community to generate innovative ideas and best practices to
address the current and future challenges of an increasingly integrated world. The center works with experienced leaders to identify practical global-
leadership knowledge needs and then develops systematic research on these questions, sharing that knowledge through conferences and our Research
Translations (free on our web page). We use this knowledge to develop co-curricular programs for students such as the Executive Mentoring Program
and the Social Responsibility Initiative that connect students with community leaders.
The Center for Real Estate at The Paul Merage School of Business is an integral and indispensable component of the program in Real Estate and
Urban Development at UC Irvine. In addition to offering eight real estate elective courses, it provides students with a network of connections to the
business community, including members of its Advisory Board, industry leaders, and alumni. The Center offers fellowships, extracurricular activities, and
resources that enhance the M.B.A. learning experience.
The Center for Health Care Management and Policy at The Paul Merage School of Business advances knowledge through research and education
while providing forums for dialogue on crucial challenges and concerns facing the nation’s health care system today. This interdisciplinary research
institute brings together health care scholars, policy experts, and industry professionals to share vital information and a range of perspectives on such
fundamental issues as quality of care, cost, and access. A wide range of programs contribute to the debate on national health care policy and help
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466 The Paul Merage School of Business
leaders in government, business, and nonprofit organizations make better-informed decisions. The Center’s activities build on the Merage School’s
health care-oriented educational programs, including its nationally acclaimed Health Care Executive M.B.A. program and its M.D./M.B.A. joint degree
program.
The Center for Digital Transformation (CDT) generates and disseminates knowledge that helps businesses, governments, and society adapt to
and leverage the possibilities enabled by emerging digital technologies. Research themes include Digital Economics, Digital Business Models and
Processes, Digital Services Delivery, and Big Data & Analytics. CDT serves as an interdisciplinary research institute, drawing on economists, behavioral
scientists, sociologists, and computer scientists. The Center deploys an open innovation model, partnering with companies, nonprofits, experts, and the
community at large to identify and address critical research questions. CDT hosts several outreach initiatives which support and educate students, as
well as connects them to key industry professionals.
The Center for Investment and Wealth Management is dedicated to the mission of educating Merage School M.B.A. students in the area of
investment and wealth management. The Center seeks to enhance students’ educational experience and help them to advance their professional
expertise and growth at the same time. The education that the Center provides is a collaborative effort between UC Irvine’s expert faculty and seasoned
professionals dedicated to sharing their experience and knowledge. The concept is to create cutting-edge curriculum with the flexibility to teach students
topics in real time. This year, a number of the Center’s board members have participated as distinguished lecturers. They are prominently known in the
wealth management community and speak to students about their career path, the industry, and ways to achieve success. They are from a wide array of
backgrounds including financial institutions, investment companies, law firms, accounting firms, and wealth management companies in Orange County
and beyond.
The John S. and Marilyn Long U.S.-China Institute for Business and Law at UC Irvine is a premier research entity established to facilitate and
further develop legal and commercial relationships between the United States and China. The Long Institute is a collaborative effort between The Paul
Merage School of Business and the School of Law at UC Irvine and will involve chaired professors with extensive expertise in the areas of both business
and law as it relates to the U.S and China. The Institute serves to promote a bilateral understanding and engagement between the two economic
superpowers and will feature events and research involving both scholars and practitioners from various industries engaging in U.S.-China trade.
Students and faculty can also be involved by participating in exchange programs with major Chinese universities.
M.B.A. Career Center
The M.B.A. Career Center, located within the Merage School, assists M.B.A .students with taking the next steps in their professional career. The Center
has two main functions: (1) helping students develop lifelong career management skills through career and professional development activities, job
search training, and personalized coaching services and (2) facilitating connections with organizations that hire for internships and full-time jobs. The
relatively small size of the M.B.A. program allows students to develop a close working relationship with the M.B.A. Career Center staff.
Fully Employed M.B.A. (http://merage.uci.edu/fullyemployedmba)
The Fully Employed M.B.A. (FEMBA) program gives emerging managers an opportunity to earn an M.B.A. degree with minimal disruption to their
professional lives. Students attend classes on weeknights and/or Saturdays during the program. The FEMBA Program admits new students for
enrollment in spring or fall. Students beginning the program in spring attend classes nine consecutive quarters and complete the program within 27
months. Students beginning the program in fall attend classes nine non-consecutive quarters and complete the program within 33 months. Students also
have the opportunity to accelerate their program to graduate in 21 months.
The program consists of both core courses and electives, allowing students to establish a solid foundation of traditional business skills and then
customize their education based on personal interests and goals. The curriculum provides constant interaction between information presented in the
classroom and what is being used on the job, reinforcing and enhancing the student’s learning experience.
In addition to classroom work, students attend two residential courses including one abroad focusing on global markets. In this concentrated setting,
students and faculty have an opportunity to explore in depth a variety of business challenges and how those challenges can best be met using
contemporary management tools.
Further information may be obtained by contacting the University of California, Irvine, Fully Employed M.B.A. Program Office, The Paul Merage School
of Business, SB1 4200, Irvine, CA 92697-3125; 949-824-4565; or visit the Fully Employed MBA website (http://merage.uci.edu/fullyemployedmba).
Executive M.B.A. Program (http://merage.uci.edu/executivemba)
The Executive M.B.A. (EMBA) program presents a challenging 21-month course of study specifically designed for executives, senior managers,
professionals, entrepreneurs, and technical experts throughout Southern California. Participants have an average of 15 years work experience (with
a minimum of eight years), demonstrated leadership abilities, and a proven track record of success. Commencing each fall, students meet for seven
consecutive quarters on alternate weekends (Friday and Saturday) at The Paul Merage School of Business. Class size allows students the opportunity
to actively participate in class discussions and interact closely with their peers.
The program offers an applications-oriented curriculum with an international focus designed to give the working professional contemporary management
tools for successfully doing business in a global environment. The EMBA program is a 92-unit program and offers a maximum amount of core and
elective course material presented in an accelerated timetable and is delivered to students using a lock-step curricular model.
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University of California, Irvine 2016-2017 467
In addition to the two, week-long residentials, students participate in an in-depth academic, week-long global residential course abroad. This provides a
unique opportunity to experience global business firsthand from a corporate, academic, and cultural standpoint.
Further information may be obtained by contacting the University of California, Irvine, Executive M.B.A. Programs, The Paul Merage School of Business,
SB1 4200, CA 92697-3125; 949-824-4565; or visit the Executive MBA website (http://merage.uci.edu/ExecutiveMBA).
Health Care Executive M.B.A. Program (http://merage.uci.edu/healthcareexecutivemba)
The Health Care Executive M.B.A. (HCEMBA) program is a comprehensive academic experience for professionals and clinicians working in the
health care industry. This unique program is designed for professionals who want to expand their business expertise and gain the fundamentals of
management as well as develop a better understanding of the economic, political, and social dynamics which shape the global health care industry.
Students come from the intersecting industries of pharmaceuticals, medical device, managed care, insurance, health care services, and health care
policy. Participants have significant relevant work experience, demonstrated leadership abilities, and a proven track record of success. This 21-month
program begins each fall. Classes meet one weekend a month, starting Thursday evening and continuing until noon on Sunday. Classes meet for seven
consecutive quarters at The Paul Merage School of Business.
The curriculum is a carefully structured program that assures each student's exposure to the full range of disciplines which are essential components of
a management education. The core and elective courses are specifically customized for application to a health care professional’s daily challenges.
In addition to two, week-long residentials, students participate in an in-depth academic, week-long course in Washington, D.C. where they meet health
care industry leaders to better understand legislative and regulatory processes that affect health care.
Further information may be obtained by contacting the University of California, Irvine, Executive M.B.A. Programs, The Paul Merage School of Business,
SB1 4200, CA 92697-3125; 949-824-4565; or visit the Health Care Executive MBA website (http://merage.uci.edu/HealthcareExecutiveMBA).
Master of Professional Accountancy (MPAc)
The Master of Professional Accountancy (MPAc) program provides an intensive, focused level of training that will prepare graduates for entering
positions within an accounting firm, private company, or public/nonprofit organization. Combined with undergraduate preparation in accounting, the
MPAc program will enable students to meet the State of California Board of Accountancy educational standards for licensure as a certified public
accountant in California. The program is a one-year, self-supporting terminal master’s degree and includes the opportunity for a one-quarter internship.
Students who complete this program will possess the necessary knowledge to solve fundamental and strategic issues in accounting. They will learn to
apply both critical thinking and established accounting processes to issues crucial to the audit and accountability of an organization. The coursework
will have a pedagogical underpinning of ethical behavior and professional conduct. The underlying philosophy in the program’s framework is intended to
develop a foundational understanding of key accounting principles and concepts while also offering a breadth of broader issues and topics relevant to
the discipline.
Admissions
Applicants may apply directly to The Paul Merage School of Business. Applicants to the fall class must meet all prerequisite requirements at the time
of matriculation into the program. Specifically, an applicant must have satisfactorily completed the following prerequisite courses (or their equivalent) in
accounting (although students lacking up to two upper-division undergraduate accounting courses will be permitted to petition to enroll in those courses
as an additional part of the MPAc program): introductory financial and managerial accounting (two courses) and at least six of the following eight upper-
division U.S. accounting-based courses: intermediate accounting I, intermediate accounting II, international accounting, advanced accounting, individual
taxation, corporate and partnership taxation, accounting information systems, and auditing. At the discretion of the Admissions Committee, “provisional
admission status” will be offered to highly qualified candidates who have met most, but not all, of the prerequisite requirements and will satisfy the
requirements prior to matriculation.
Other highly qualified applicants who do not meet the entrance requirements to begin the program in the fall quarter will be offered an opportunity to
enroll in an intensive summer pre-session at The Paul Merage School of Business. The pre-session will be required of those who possess an excellent
undergraduate record of achievement, strong letters of recommendation, and a clear focus relative to a career in accounting; and, who need specific
prerequisite coursework in accounting and business. The summer pre-session will include four courses. Students must successfully complete all of the
pre-session coursework to meet the course prerequisites of the MPAc program in order to enter the program in the fall quarter. Pre-session coursework
will be done over the two designated Summer Sessions. Students will enroll in a curriculum of two courses in Summer Session I and two courses in
Summer Session II. The courses are as follows:
MPAC 200A Intermediate Accounting Intensive I
MPAC 200B Foundations of Taxation Intensive
MPAC 200C Intermediate Accounting Intensive II and Special Topics
MPAC 200D Auditing Intensive
Admission to graduate standing in The Paul Merage School of Business is accorded to those possessing an undergraduate degree with an acceptable
level of scholarship from an institution of recognized standing. Applicants for admission will be evaluated on their academic record and potential
for leadership as demonstrated in submitted application materials. These materials will include official university transcripts and resume, Graduate
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Management Admission Test (GMAT) or Graduate Record Examination (GRE) test scores*, two letters of recommendation, a Statement of Purpose,
and an essay. A personal interview, by invitation only, will be part of the admission process. Those students educated from a country where English is
not the primary language will be required to possess a minimum score on the Test of English for Foreign Language (TOEFL) of 600 for the paper-based
test and 80 for the Internet-based test. Further, international applicants may also take the Pearson Test of English (PTE). The minimum required score
for admission is 53. Scores are valid for two years.
*The GRE and GMAT test scores can be waived for all domestic applicants who have a GPA of 3.2 or above.
Requirements
The program requires students to complete no less than 11 courses and a minimum of 44 units. Of the minimum of 11 courses needed to complete the
program, students must satisfactorily complete seven required courses. The required courses are as follows:
MPAC 230 Accounting Proseminar: Career and Professional Development (Students
must enroll in both Proseminar courses.)
MPAC 231A Financial Statement Analysis and Forecasting
MPAC 232 Taxes and Business Strategy
MPAC 235 Advanced Managerial Accounting
MPAC 238 Advanced Auditing and Assurance Services
MPAC 239 Ethics in Accounting and Business
MPAC 291 Professional Research and Communication
Students will be expected to enroll in and successfully complete at least 16 units of elective work as part of the program requirements. Students will be
permitted to enroll in M.B.A. or MPAc level courses if the student has met the prerequisites and there is space allowed in the course. Further, students
will be encouraged to pursue a formal internship experience in the winter and/or spring quarters by enrolling in MPAC 241 Accounting Internship, a 2-4
unit course.
Executive MBA Courses
MGMT EP 200. Responding to Dynamic Times: Thinking Strategically for Executives. 7 Units.
Focuses on the strategic and organizational challenges that a rapidly changing environment poses to the firm’s management and frames them according
to Merage’s strategic emphasis on analytical decision making, innovation, and information technology.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Executive M.B.A. students only.
MGMT EP 201A. Statistics for Executives. 5 Units.
Methods of statistical inference, emphasizing applications to administrative and management decision problems. Topics include classical estimation,
hypothesis testing, regression, correlation, analysis of variance, decision analysis, and forecasting. Course may be offered online.
Restriction: Executive M.B.A. students only.
MGMT EP 202. Organizational Behavior for Executives. 5 Units.
Develops a better understanding of individual and group behavior in and across organizations, and the frameworks by which to analyze and understand
behavior in complex organizations. Enhances the skills required to manage collaboration and lead. Every other weekend course.
Restriction: Executive M.B.A. students only.
MGMT EP 203A. Financial Reporting for Executives. 5 Units.
Involves the development, analysis, and interpretation of financial accounting information for external reporting purposes. Emphasis on measurement
and valuation issues in decision-making problems and cases. Every other weekend course format.
Restriction: Executive M.B.A. students only.
MGMT EP 203B. Managerial Accounting for Executives. 5 Units.
Involves developing and using internal financial and non-financial information to help organizations make planning, budgeting, control, operating, and
performance evaluation decisions. Every other weekend course format.
Prerequisite: MGMT EP 203A.
Restriction: Executive M.B.A. students only.
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MGMT EP 204A. Microeconomics for Executives . 5 Units.
Provides basic tools for analyzing economic decisions of consumers and firms. Topics include demand and supply analysis, production and cost theory,
perfect competition, monopoly, market failures, and introductory game theory. Every other weekend course format.
Restriction: Executive M.B.A. students only.
MGMT EP 204B. Macroeconomics for Executives. 5 Units.
Introduces use of macroeconomic analysis to manage the business cycle for competitive advantage. "Business cycle-sensitive" management is explored
within the context of marketing, operations management, HRM, merger and acquisition activity, and capital financing and expenditures. Every other
weekend course format.
Prerequisite: MGMT EP 204A.
Restriction: Executive M.B.A. students only.
MGMT EP 205. Marketing for Executives. 5 Units.
Introduction to marketing. Topics include developing familiarity with fundamental marketing concepts, theories, and techniques; acquainting students
with the type of decisions made by executives, including customer targeting, product, pricing, place, promotion, and research. Every other weekend
course format.
Restriction: Executive M.B.A. students only.
MGMT EP 207. Information Technology for Executives. 5 Units.
Focuses on how information technology is used to create value in organizations through product, process, and strategy innovation. Aims to help
managers understand the strategic role of key information technologies in managing organizations. Every other weekend course format.
Restriction: Executive M.B.A. students only.
MGMT EP 208. Operations Management for Executives. 5 Units.
Introduction to strategic and tactical issues in production and operations management. A blend of quantitative and qualitative considerations. Topics
include product planning, process design, capacity management, production planning, inventory control, just-in-time manufacturing, and quality
management. Every other weekend course format.
Restriction: Executive M.B.A. students only.
MGMT EP 209A. Managerial Finance for Executives. 5 Units.
Introduces students to financial theory and concepts. Topics include time value of money, valuation of stocks and bonds, capital budgeting, portfolio
theory, and capital structure choice. Every other weekend course format.
Prerequisite: MGMT EP 201A and MGMT EP 203A and MGMT EP 204A.
Restriction: Executive M.B.A. students only.
MGMT EP 210. Strategic Management for Executives. 5 Units.
Provides conceptual frameworks and techniques to analyze and develop firm strategies. Through case analysis/discussion, helps improve strategic
thinking by developing frameworks by which to assess, evaluate, and respond to different business situations. Every other weekend course format.
Prerequisite: MGMT EP 200 and MGMT EP 202 and MGMT EP 205 and MGMT EP 209A.
Restriction: Executive M.B.A. students only.
MGMT EP 219. Practice of General Management for Executives. 5 Units.
Designed to teach the graduating MBA how the best managers actually manage. Students will develop a toolkit of proven concepts and practices that
will help them succeed as managers at any level.
Restriction: Master of Business Administration students only.
MGMT EP 225. Negotiations For Executives. 5 Units.
Using a combination of theory and practice via negotiation simulations, students expand their repertoire of negotiating skills and develop their ability to
analyze different negotiation situations and contexts. Every other weekend course format.
Restriction: Master of Business Administration students only.
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MGMT EP 290. Special Topics in Business. 2-5 Units.
Studies in selected areas of business. Topics addressed vary each quarter.
Repeatability: May be repeated for credit unlimited times.
Restriction: Masters of Business Administration students only.
MGMT EP 295A. Global Business I for Executives. 5 Units.
Fundamentals of global strategy, economics, and financial issues. Topics include global manager’s environment, global strategy, impact of national
culture on business systems, strategies and practices, foreign direct investment, corporate governance, human resources, and international marketing.
Every other weekend course format.
Restriction: Executive M.B.A students only.
MGMT EP 295B. Global Business II for Executives. 8 Units.
Emphasizes and reinforces international perspectives contained in the M.B.A. curriculum by providing a week-long intensive seminar abroad in the
second year. Scholars and business people from the host country instruct Executive M.B.A. students in designed class sessions and company visits.
Restriction: Executive M.B.A students only.
MGMT EP 296. Executive Leadership. 7 Units.
Focuses on the conceptual, practical, and personal dimensions of executive leadership. Past and current leadership theories are addressed. Individual
personal assessment and diagnosis. Every other weekend course format.
Prerequisite: Admission to the Executive MBA program.
Restriction: Executive M.B.A students only.
MGMT EP 299. Individual Study. 1-8 Units.
Individual Study under the direction of a selected faculty member.
Repeatability: May be repeated for credit unlimited times.
Restriction: Masters of Business Administration students only.
Fully Employed MBA Courses
MGMT FE 200. Responding to Dynamic Times: Thinking Strategically in Organizations. 6 Units.
Focuses on the strategic and organizational challenges that a rapidly changing environment poses to the firm’s management and frames them according
to Merage’s strategic emphasis on analytical decision making, innovation, and information technology.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Fully Employed M.B.A. students only.
MGMT FE 201A. Statistics for Managers. 4 Units.
Methods of statistical inference, emphasizing applications to administrative and management decision problems. Topics include classical estimation,
hypothesis testing, regression, correlation, analysis of variance, decision analysis, and forecasting. Evening or weekend course format. Course may be
offered online.
Restriction: Fully Employed M.B.A. students only.
MGMT FE 202. Organizational Behavior for Managers. 4 Units.
Develops a better understanding of individual and group behavior in and across organizations; the frameworks by which to analyze and understand
behavior in complex organizations; and enhances the skills required to manage collaboration and lead. Evening or weekend course format. Course may
be offered online.
Restriction: Fully Employed M.B.A. students only.
MGMT FE 203A. Financial Reporting for Managers. 4 Units.
Involves the development, analysis, and interpretation of financial accounting information for external reporting purposes. Emphasis on measurement
and valuation issues in decision-making problems and cases. Evening or weekend course format. Course may be offered online.
Restriction: Fully Employed M.B.A. students only.
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MGMT FE 203B. Driving Profitability Through Managerial Accounting. 4 Units.
Teaches skills for making vital strategic and tactical decisions (e.g., outsourcing; adding/dropping product lines), to maximize profitability while managing
risk. Also covers managerial tools (e.g., budgeting, cost-volume-profit analysis) to drive strategy implementation and incentivize employees. Taught in an
evening/weekend format.
Restriction: Master of Business Administration students only.
MGMT FE 204A. Microeconomics for Managers. 4 Units.
Provides basic tools for analyzing economic decisions, the determinants and consequences of market structure and market failure. Topics include
demand and supply analysis, production and cost theory, perfect competition, monopoly, and introductory game theory. Evening and weekend course
format. Course may be offered online.
Restriction: Fully Employed M.B.A. students only.
MGMT FE 204B. Macroeconomics for Managers. 4 Units.
Introduces use of macroeconomic analysis to manage the business cycle for competitive advantage. "Business cycle-sensitive" management is explored
within the context of marketing, operations management, HRM, merger and acquisition activity, and capital financing and expenditures. Evening and
weekend course format. Course may be offered online.
Prerequisite: MGMT FE 204A.
Restriction: Fully Employed M.B.A. students only.
MGMT FE 205. Marketing for Managers. 4 Units.
Introduction to marketing. Develops familiarity with fundamental concepts, theories, and techniques in marketing and acquaints students with the type of
decisions made by marketing managers including customer targeting, product, pricing, placement, promotion, and research. Evening or weekend course
format.
Restriction: Fully Employed M.B.A. students only.
MGMT FE 206. Business and Government for Managers. 4 Units.
Introduces students to the many non-market issues that affect today's managers, such as environment protection, health and safety, intellectual property
protection, antitrust, and lobbying. Takes an interdisciplinary approach using economics, political science, public policy, and law. Evening and weekend
course.
Restriction: Fully Employed M.B.A. students only.
MGMT FE 207. Information Technology for Managers. 4 Units.
Focuses on the technological and managerial issues surrounding the development and use of IT in organizations. Examines how technology can be
used to execute an organization's business strategy and to enable new, innovative business strategies. Evening or weekend course format.
Restriction: Fully Employed M.B.A. students only.
MGMT FE 208. Operations Management for Managers. 4 Units.
Introduction to strategic and tactical issues in production and operations management. Blend of quantitative and qualitative considerations. Topics
include product planning, process design, capacity management, production planning, inventory control, distribution management, just-in-time
manufacturing, quality management. Evening or weekend course format.
Restriction: Fully Employed M.B.A. students only.
MGMT FE 209A. Managerial Finance for Managers. 4 Units.
Introduces students to financial theory and concepts. Topics include time value of money, valuation of stocks and bonds, capital budgeting, portfolio
theory, and capital structure choice. Evening or weekend course format.
Prerequisite: MGMT FE 201A and MGMT FE 203A and MGMT FE 204A.
Restriction: Fully Employed M.B.A. students only.
MGMT FE 209B. Investments for Managers. 4 Units.
Foundations of investment management. Theory and empirical evidence related to portfolio theory, market efficiency, and valuation models for equities,
bonds, and options. Emphasis on practical applications, including optimal investment strategies. Evening or weekend course format.
Prerequisite: MGMT FE 209A.
Restriction: Masters of Business Administration students only.
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MGMT FE 210. Strategic Management for Managers. 4 Units.
Provides conceptual frameworks and techniques to analyze and develop firm strategies. Through case analysis and discussion, helps improve strategic
thinking by developing frameworks by which to assess, evaluate, and respond to different business situations. Evening or weekend course format.
Prerequisite: MGMT FE 200 and MGMT FE 202 and MGMT FE 205 and MGMT FE 209A.
Restriction: Fully Employed M.B.A. students only.
MGMT FE 212. Business Growth Strategies for Managers. 4 Units.
Focuses on management of growth opportunities in industries where applied innovation, usually in the form of technology, people, or processes, creates
distinct competitive advantages.
Restriction: Master of Business Administration students only.
MGMT FE 213. New Venture Management. 4 Units.
Teaches students how to launch and manage new businesses. Provides an overview of the start-up process, including how to identify new business
opportunities and develop sound operating models, value new ventures, and understand capital financing. Evening or weekend course format.
Restriction: Master of Business Administration students only.
MGMT FE 214. Entrepreneurship. 4 Units.
A project course in which student teams develop a business plan to launch a new venture. Drafts of sections of the plan are due throughout the course.
Evening or weekend course format.
Restriction: Master of Business Administration students only.
MGMT FE 216. Strategic Innovation for Managers. 4 Units.
Examines how innovations are created inside and outside the firm and are diffused to the market. Focuses on competition in technology-based
industries, but also considers how innovation can transform established industries, for better or for worse.
Prerequisite: MGMT FE 210.
Restriction: Masters of Business Administration students only.
MGMT FE 217. Competitive Intelligence for Managers. 4 Units.
Focuses on how to design a competitive intelligence program, which is a core foundation upon which competitive strategies and execution tactics are
developed, assessed, and modified. Evening or weekend course format.
Restriction: Master of Business Administration students only.
MGMT FE 219. Practice of General Management. 4 Units.
Designed to teach the graduating M.B.A. students how the best managers actually manage. Students will develop a toolkit of proven concepts and
practices that will help them succeed as managers at any level.
Restriction: Master of Business Administration students only.
MGMT FE 220. Organizational Change for Managers. 4 Units.
Focuses on the implementation of change. Identifies the features of successful changes in organizations of varying sizes and configurations, with an
emphasis on the reasons why individuals resist or embrace change. Evening or weekend course format.
Prerequisite: MGMT FE 202.
Restriction: Master of Business Administration students only.
MGMT FE 225. Negotiations For Managers. 4 Units.
Using a combination of theory and practice via negotiation simulations, students expand their repertoire of negotiating skills and develop their ability to
analyze different negotiation situations and contexts. Evening or weekend course format.
Restriction: Master of Business Administration students only.
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MGMT FE 231A. FSA-Earnings Quality and Asset Analysis for Managers . 4 Units.
Develops skills essential to using financial statements for business analysis by examining financial information quality, profitability and risk analysis,
earnings management, revenue recognition, asset recognition and valuation, and how financial reporting is related to the business environment and
managerial incentives.
Prerequisite: MGMT FE 203A.
Restriction: Masters of Business Administration students only.
MGMT FE 231B. Liability and Equity Analysis for Managers . 4 Units.
Focuses on the financial statement analysis of liabilities and stockholders' equity. Topics include forecasting financial statements, earnings-based
valuation models, accounting analysis of mergers and acquisitions, leases, bankruptcy prediction, and derivatives. Evening or weekend course format.
Prerequisite: MGMT FE 203A.
Restriction: Masters of Business Administration students only.
MGMT FE 246A. Introduction to the Real Estate Process. 4 Units.
Introductory survey course providing an understanding of the real estate market. Topics include real estate economics, valuation, feasibility, investment,
tax considerations, financing, development, and corporate real estate asset management. Hands-on lectures, with guest lectures by real estate
professionals.
Restriction: Master of Business Administration students only.
MGMT FE 246B. International Real Estate. 4 Units.
Survey of international real estate investment opportunities. Topics include size and breadth; opportunities and challenges (tax treatment, currency/
political/market risks, transaction costs, lack of local knowledge); ownership vehicles (REITs, joint ventures, equity funds, etc.). Global cast of guest
lecturers supplements lectures.
Restriction: Master of Business Administration graduate students only.
MGMT FE 246C. Real Estate Capital Markets. 4 Units.
Understanding the four sectors of real estate capital markets: pubic debt, private debt, public equity, private equity; estate investment, key players,
investment types drive capital solutions, underwriting strategies, and vehicle structuring, debt versus equity source characteristics and implications for
returns.
MGMT FE 246D. The Real Estate Development Process. 4 Units.
Nature and composition of development community and development process. Emphasis on role of conflicting interests, values and goals, and market
uncertainty. Special attention paid to deal structuring and risk management. Lectures, guest lecturers, team projects evaluating actual development
project.
Restriction: Master of Business Administration students only.
MGMT FE 246E. Mortgage-Backed Securities and Structured Debt. 4 Units.
Theory and operation of the mortgage-backed security market. Historical introduction, technical analysis, examination of operations of residential/
commercial mortgage-backed securities markets (RMBS, CMBS), evaluations of the "buy side," mezzanine financing, CDOs, related vehicles. Guest
lecturers from industry supplement lectures.
Restriction: Master of Business Administration students only.
MGMT FE 246F. Seminar in Management of the Real Estate Enterprise. 4 Units.
Beyond "The Deal" to management of the real estate enterprise itself. Explores aspects of decision-making focused upon strategic objectives: goal
setting, legal/tax structures, family-owned firms, going public, corporate ethics, capital structure, diversification, core competencies, technology. Guest
professionals.
Restriction: Master of Business Administration students only.
MGMT FE 246G. Applied Real Estate Security Analysis and Portfolio Management. 4 Units.
Provides an understanding of the public real estate investment trust (REIT) market and its place in modern investment strategies, presents methods for
analyzing and valuing companies, and introduces basic concepts for constructing and managing a real estate investment portfolio.
Restriction: Master of Business Administration graduate students only.
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MGMT FE 248. Corporate Valuation for Managers. 4 Units.
Studies cases that expand concepts covered in the introductory corporate finance course and focuses on estimating the value of firms and projects in
diverse settings. Evening or weekend course format.
Prerequisite: MGMT FE 209A and MGMT FE 209B.
Restriction: Masters of Business Administration students only.
MGMT FE 249. Derivatives for Managers. 4 Units.
Studies financial derivatives instruments, including forward contracts, futures, swaps, and options. Advanced applications of these instruments, including
pricing and risk management, are emphasized. Evening or weekend course format.
Prerequisite: MGMT FE 209A.
Restriction: Master of Business Administration students only.
MGMT FE 250. Consumer Behavior for Managers. 4 Units.
Examines consumer decision-making processes with emphasis on application of concepts and research findings from behavioral sciences for solution of
marketing problems. Includes models of consumer decision-making, information processing theories, and sociological influences on consumer decision-
making. Evening or weekend course format.
Restriction: Master of Business Administration students only.
MGMT FE 251A. Marketing Research for Managers. 4 Units.
Qualitative and quantitative marketing techniques that generate customer insights. Discusses problem formulation, data collection, statistical analyses,
formulating managerial recommendations, implementation, and how research is used by companies. Evening or weekend course format.
Restriction: Master of Business Administration students only.
MGMT FE 252A. Managing Advertising and Communications. 4 Units.
Integrated marketing communications, including advertising, sale promotions, public relations, and direct mail. Exposure to elements of a
communications plan; marketing research, including copy testing and tracking; creating brand value; media strategies; metrics. Evening or weekend
course format.
Restriction: Master of Business Administration students only.
MGMT FE 252D. New Product Development for Managers. 4 Units.
Designed to introduce the new product development process and techniques to identify markets, develop new product ideas, measure consumer
preferences, position and design new products as well as test them prior to launch. Evening or weekend course format.
Restriction: Master of Business Administration students only.
MGMT FE 253. Micromarketing. 4 Units.
Develop marketing plans for retailers and neighborhoods based on past purchases and demographics. Covers retail site selection, category
management, promotion management, shelf space allocation, pricing, promotions, targeted advertising, consumer segmentation, media selection, list
management, and GIS software.
Restriction: Master of Business Administration students only.
MGMT FE 257. Marketing on the Internet for Managers. 4 Units.
Examines impact of the Internet on traditional methods of marketing. Discusses how to capitalize on and increase the Internet's utility as a tool that can
increase marketing effectiveness, efficiency, and competitiveness. Evening or weekend course format.
Restriction: Master of Business Administration students only.
MGMT FE 258. Marketing Strategies for High Technology for Managers. 4 Units.
Framework and tools for managing technology-intensive businesses. Product and pricing policies; network externalities; compatibility concerns; systems
competitions; technological and market uncertainty; technology licensing strategies; contracting in high-tech markets; product line design; product
bundling strategies; usage-based pricing; pricing of networks; auctions.
Restriction: Master of Business Administration students only.
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MGMT FE 259. Strategic Brand Management for Managers. 4 Units.
Addresses important branding decisions faced by organizations. A computer simulation allows students hands-on experience in making decisions about
their brand and seeing the results of those decisions. Evening or weekend course format.
Prerequisite: MGMT FE 205.
Restriction: Masters of Business Administration students only.
MGMT FE 272. Critical IT Decisions for Business Managers . 4 Units.
Develops frameworks to help business executives make critical IT decisions. Examples include how much to invest in IT, how to maximize return on IT
investment, sourcing and business process outsourcing, strategies for digital environments. Evening or weekend course format.
Prerequisite: MGMT FE 207.
Restriction: Masters of Business Administration graduate students only.
MGMT FE 273. Business Intelligence for Analytical Decisions for Managers. 4 Units.
Introduces methods to mine data repositories for business intelligence to facilitate analytical decision-making. Topics include clustering for market
segmentation; association rules to discover relationships between different purchase decisions; Naive-Bayes classification techniques for decision
making using decision-trees. Evening or weekend format. Course may be offered online.
Restriction: Masters of Business Administration students only.
MGMT FE 279. Digital Strategies and Markets. 4 Units.
Examines how online social media are impacting organizations and markets. Topics include collective intelligence, online social influence, social
networks, and social media monetization. The target audience consists of students interested in IT consulting, competitive strategy, marketing, and
entrepreneurship.
Restriction: Masters of Business Administration students only.
MGMT FE 280. Forecasting for Managers. 4 Units.
Basic theory and techniques used to forecast future activities in technological, economic, social, and political arenas. Impact of forecasting on
managerial decision making. Evening or weekend course format.
Restriction: Masters of Business Administration students only.
MGMT FE 281. Analytical Decision Models for Managers. 4 Units.
An introduction of analytics tools for decision making. Topics include linear and non-linear optimization and simulation models. Excel Solver will be used
as the optimization tool and Risk Solver Platform will be used as the simulation tool. Evening or weekend.
Restriction: Master of Business Administration students only.
MGMT FE 283. Decision Analysis for Managers. 4 Units.
Models of preferences and uncertainty; exercises in creative problem solving. Assessment and use of preference models for private, public, and not-for-
profit decision making. Assessment and use of subjective probabilities in decision making. Evening or weekend course format.
Restriction: Masters of Business Administration students only.
MGMT FE 285. Managing Supply Chains . 4 Units.
Introduces students to the tools and strategies to effectively match supply and demand. Focuses on the coordination of material and information flows in
supply chains. Recent innovations are also discussed, including globalization, the impact of electronic commerce, and sustainability issues.
Restriction: Masters of Business Administration students only.
MGMT FE 287. Project Management. 4 Units.
Examines the fundamental components of project management and its role in the modern corporation. Emphasis is on how to initiate, implement,
control, and terminate a project. Use of computer package for project management. Evening or weekend course format.
Restriction: Masters of Business Administration students only.
MGMT FE 290. Special Topics in Business. 2-4 Units.
Studies in selected areas of Business. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
Restriction: Masters of Business Administration students only.
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MGMT FE 292. Business Law for Managers. 4 Units.
Detailed study from a business viewpoint of contract theories, assignments, delegation of duties, third-party beneficiary contracts, defenses to
consensual contracts, types of conditions, methods of excusing conditions, remedies, and types of damages. Evening or weekend course format.
Restriction: Masters of Business Administration students only.
MGMT FE 294. EDGE for Managers. 4 Units.
Explores the crucial roles of external forces: globalization, technology, shifting demographics - as transformative catalysts for change - opening markets,
erasing boundaries, and transforming industries. This course prepares future business leaders to innovate and successfully compete.
Restriction: Master of Business Administration graduate students only.
MGMT FE 295A. Global Business I for Managers. 4 Units.
Fundamentals of global strategy, economics, and financial issues. Topics include global manager’s environment, global strategy, impact of national
culture on business systems, strategies and practices, foreign direct investment, corporate governance, human resources, and international marketing.
Evening and weekend course format.
Restriction: Fully Employed M.B.A. students only.
MGMT FE 295B. Global Business II for Managers. 8 Units.
Emphasizes and reinforces international perspectives contained in the FEMBA curriculum by providing a week-long intensive seminar abroad in the
second year. Scholars and business people from the host country instruct FEMBA students in specially designed class sessions and company visits.
Prerequisite: MGMT FE 295A.
Restriction: Fully Employed M.B.A. students only.
MGMT FE 296. Executive Leadership. 6 Units.
Provides perspectives on leadership. Helps students answer three questions: Where am I currently as a leader? What tools can I use to improve my
leadership? What is my plan for the future as a leader? Evening or weekend course format.
Restriction: Masters of Business Administration students only.
MGMT FE 298. Experiential Learning. 4 Units.
Provides students the opportunity to put into practice concepts, skills, and tools acquired in other parts of the MBA program. Seminars augment
internship experiences with analyses of relevant administrative issues.
Restriction: Masters of Business Administration students only.
MGMT FE 299. Individual Directed Study. 1-8 Units.
Individual study under the direction of a selected faculty member.
Restriction: Master of Business Administration students only.
Health Care MBA Courses
MGMT HC 200. Responding to Dynamic Times: Thinking Strategically for Healthcare Executives. 7 Units.
Focuses on the strategic and organizational challenges that a rapidly changing environment poses to the firm’s management and frames them according
to Merage’s strategic emphasis on analytical decision making, innovation, and information technology.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Health Care Executive M.B.A. students only.
MGMT HC 201A. Statistics for Healthcare Executives . 5 Units.
Methods of statistical inference, emphasizing applications to administrative and management decision problems. Topics include classical estimation,
hypothesis testing, regression, correlation, analysis of variance, decision analysis, and forecasting. Course may be offered online.
Restriction: Health Care Executive M.B.A. students only.
MGMT HC 201B. Operations Analytics for Healthcare Executives. 5 Units.
An introduction to computer-based models for decision making. Topics include optimization (linear programming, integer programming, network flow
models) and computer simulation. Uses spreadsheets extensively, including Excel built-in and add-in packages. Once a month weekend course format.
Restriction: Health Care Executive M.B.A. students only.
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MGMT HC 202. Organizational Behavior for Healthcare Executives. 5 Units.
Develops a better understanding of individual and group behavior in and across organizations, the frameworks by which to analyze and understand
behavior in complex organizations; enhances the skills required to manage collaboration and lead. Once a month weekend course format.
Restriction: Health Care Executive M.B.A. students only.
MGMT HC 203A. Financial Reporting for Healthcare Executives. 5 Units.
Involves the development, analysis, and interpretation of financial accounting information for external reporting purposes. Emphasis on measurement
and valuation issues in decision-making problems and cases. Once a month weekend course format.
Restriction: Health Care Executive M.B.A. students only.
MGMT HC 203B. Managerial Accounting for Healthcare Executives. 5 Units.
Involves developing and using internal financial and non-financial information to help organizations make planning, budgeting, control, operating, and
performance evaluation decisions. Once a month weekend course format.
Prerequisite: MGMT HC 203A.
Restriction: Health Care Executive M.B.A. students only.
MGMT HC 204A. Microeconomics for Healthcare Executives. 5 Units.
Provides basic tools for analyzing economic decisions of consumers and firms. Topics include demand and supply analysis, production and cost theory,
perfect competition, monopoly, market failures, and introductory game theory. Once a month weekend course format.
Restriction: Health Care Executive M.B.A. students only.
MGMT HC 204B. Macroeconomics for Healthcare Executives. 5 Units.
Introduces use of macroeconomic analysis to manage the business cycle for competitive advantage. "Business cycle-sensitive" management is explored
within the context of marketing, operations management, HRM, merger and acquisitions, and capital financing and expenditures. Once a month
weekend course format.
Prerequisite: MGMT HC 204A.
Restriction: Health Care Executive M.B.A. students only.
MGMT HC 205. Marketing for Healthcare Executives. 5 Units.
Introduction to marketing. Develops familiarity with fundamental marketing concepts, theories, and techniques, and acquainting students with the type of
decisions made by marketing managers, including customer targeting, product, pricing, place, promotion, and research. Once a month weekend course
format.
Restriction: Health Care Executive M.B.A. students only.
MGMT HC 206. Business and Government for Healthcare Executives. 2 Units.
Introduces students to the many non-market issues that affect today's managers: environment protection, health and safety, intellectual property
protection, antitrust, and lobbying. Takes an interdisciplinary approach using economics, political science, public policy, and law. Once a month weekend
course format.
Restriction: Health Care Executive M.B.A. students only.
MGMT HC 207. Information Technology for Healthcare Executives. 5 Units.
Focuses on how information technology is used to create value in healthcare-related organizations through product, process, and strategy innovation.
Aims to help managers and healthcare professionals understand the strategic role of technology. Every other weekend course format.
Restriction: Health Care Executive M.B.A. students only.
MGMT HC 209A. Managerial Finance for Healthcare Executives. 5 Units.
Introduces students to financial theory and concepts. Topics include time value of money, valuation of stocks and bonds, capital budgeting, portfolio
theory, capital structure choice. Once a month weekend course format.
Prerequisite: MGMT HC 201A and MGMT HC 203A and MGMT HC 204A.
Restriction: Health Care Executive M.B.A. students only.
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MGMT HC 209B. Investments for Healthcare Executives. 3 Units.
Foundations of investment management. Theory and empirical evidence related to portfolio theory, market efficiency, and valuation models for equities,
bonds, and options. Emphasis on practical applications, including optimal investment strategies. Once a month weekend course format.
Prerequisite: MGMT HC 209A.
Restriction: Health Care Executive M.B.A. students only.
MGMT HC 210. Strategic Management for Healthcare Executives. 5 Units.
Provides conceptual frameworks and techniques to analyze and develop firm strategies. Through case analysis and discussion, helps students improve
analytical and strategic thinking by which to assess, evaluate, and respond to different business situations. Once a month weekend course format.
Prerequisite: MGMT HC 200 and MGMT HC 202 and MGMT HC 205 and MGMT HC 209A.
Restriction: Health Care Executive M.B.A. students only.
MGMT HC 214. Entrepreneurship for Healthcare Executives. 2-5 Units.
A project course in which student teams develop a business plan to launch a new venture. Drafts of sections of the plan are due throughout the course.
Once a month weekend course format.
Restriction: Master of Business Administration graduate students only.
MGMT HC 225. Negotiations For Healthcare Executives. 5 Units.
Using a combination of theory and practice via negotiation simulations, students expand their repertoire of negotiating skills and develop their ability to
analyze different negotiation situations and contexts. Once a month weekend course format.
Restriction: Master of Business Administration students only.
MGMT HC 267. Understanding Managed Care. 2-5 Units.
This course is designed to increase understanding of the various concepts of managed health care with an emphasis on the organizational processes
required to make it work, and explore the economics and financial pressures these organizations face.
Restriction: Masters of Business Administration graduate students only.
MGMT HC 290. Special Topics in Business. 2-5 Units.
Studies in selected areas of business. Topics addressed vary each quarter.
Repeatability: May be repeated for credit unlimited times.
Restriction: Masters of Business Administration students only.
MGMT HC 292. Business Law for Healthcare Executives. 2-5 Units.
Detailed study from a business viewpoint of contract theories, assignments, delegation of duties, third-party beneficiary contracts, defenses to
consensual contracts, types of conditions, methods of excusing conditions, remedies, and types of damages.
Repeatability: May be repeated for credit unlimited times.
Restriction: Masters of Business Administration graduate students only.
MGMT HC 295. Federal Policy in Health Care. 8 Units.
National/international one-week residential course exploring political analysis as related to management of health care organizations. Topics include
political environment of management, concepts, and processes central to political analysis, bureaucratic politics, politics, and the manager.
Restriction: Health Care Executive M.B.A. students only.
MGMT HC 296. Leadership for Healthcare Executives . 7 Units.
Focuses on the conceptual, practical, and personal dimensions of executive leadership. Past and current leadership theories are addressed. Individual
personal assessment and diagnosis. Once a month weekend course format.
Restriction: Healthcare Executive M.B.A. students only.
MGMT HC 299. Individual Study. 1-8 Units.
Individual study under the direction of a selected faculty member.
Repeatability: May be repeated for credit unlimited times.
Restriction: Master of Business Administration students only.
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Management MBA Courses
MGMTMBA 200. Responding to Dynamic Times: Thinking Strategically in Business. 4 Units.
Focuses on the strategic and organizational challenges that a rapidly changing environment poses to the firm’s management and frames them according
to Merage’s strategic emphasis on analytical decision making, innovation, and information technology.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Full-time Master of Business Administration graduate students only.
MGMTMBA 201A. Statistics for Management. 4 Units.
Methods of statistical inference, emphasizing applications to administrative and management decision problems. Topics: classical estimation and
hypothesis testing, regression, correlation, analysis of variance, decision analysis, and forecasting.
Prerequisite: Courses in basic statistics with probability.
Restriction: Full-time Master of Business Administration graduate students only.
MGMTMBA 201B. Management Science. 2 Units.
An introduction to computer-based models for decision making. Topics include optimization (linear programming, integer programming, network flow
models) and computer simulation. Uses spreadsheets extensively, including Excel built-in and add-in packages.
Restriction: Full-time Master of Business Administration graduate students only.
MGMTMBA 202. Organizational Behavior for Management. 4 Units.
Develops a better understanding of the causes and consequences of individual and group behavior, and the frameworks by which to analyze and
understand complex organizations; and enhances the skills required to manage and lead an organization.
Restriction: Full-time Master of Business Administration graduate students only.
MGMTMBA 203A. Financial Reporting for Management. 4 Units.
Involves the development, analysis, and interpretation of financial accounting information for external reporting purposes.
Restriction: Full-Time Masters of Business Administration graduate students only.
MGMTMBA 203B. Driving Profitability Through Management Accounting. 4 Units.
Teaches core skills for making vital strategic and tactical decisions (e.g., outsourcing; adding/dropping product lines), to maximize profitability while
managing risk. Also covers operational and managerial tools (e.g., budgeting, planning, cost-volume-profit analysis) to drive strategy implementation and
incentivize employees.
Prerequisite: MGMTMBA 203A
Restriction: Master of Business Administration graduate students only.
MGMTMBA 204A. Microeconomics for Management. 4 Units.
Provides basic tools for analyzing economic decisions of consumers and firms. Topics include demand and supply analysis, production and cost theory,
perfect competition, monopoly, market failures and introductory game theory.
Restriction: Full-time Master of Business Administration graduate students only.
MGMTMBA 204B. Macroeconomics for Management. 4 Units.
Introduces use of macroeconomic analysis to manage the business cycle for competitive advantage. Such "business cycle-sensitive" management is
explored within the context of marketing, operations management, HRM, merger and acquisition activity, and capital financing and expenditures.
Prerequisite: MGMTMBA 204A.
Restriction: Full-time Master of Business Administration graduate students only.
MGMTMBA 205. Marketing Management. 4 Units.
Introduction to the field of marketing. Objectives include developing familiarity with fundamental concepts, theories, and techniques in marketing, and
acquainting students with the type of decisions made by marketing managers including customer targeting, product, pricing, distribution, promotion, and
research.
Restriction: Full-time Master of Business Administration graduate students only.
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MGMTMBA 206. Business and Government. 4 Units.
Introduces students to the many non-market issues that affect today's managers, such as: environment protection, health and safety, intellectual
property protection, antitrust, and lobbying. Takes an interdisciplinary approach using economics, political science, public policy and law.
Restriction: Full-time Master of Business Administration graduate students only.
MGMTMBA 207. Information Technology for Management. 4 Units.
Focuses on the technological and managerial issues surrounding the development and use of IT in organizations. Examines role of technology in
organizations, how technology can be used to execute an organization's business strategy and to enable new, innovative business strategies.
Restriction: Full-time Master of Business Administration graduate students only.
MGMTMBA 208. Operations Management. 4 Units.
Introduction to strategic and tactical issues in production and operations management. A blend of quantitative and qualitative considerations. Topics:
product planning, process design, capacity management, production planning, inventory control, distribution management, just-in-time manufacturing,
quality management.
Restriction: Full-time Master of Business Administration graduate students only.
MGMTMBA 209A. Managerial Finance. 4 Units.
Introduces students to financial theory and concepts. The main topics covered are time value of money, valuation of stocks and bonds, capital
budgeting, portfolio theory, capital structure choice.
Prerequisite: MGMTMBA 201A and MGMTMBA 203A and MGMTMBA 204A.
Restriction: Full-time Master of Business Administration graduate students only.
MGMTMBA 209B. Investments. 4 Units.
Foundations of investment management. Theory and empirical evidence related to portfolio theory, market efficiency, asset pricing models, factor
models, and option pricing theory. Students are expected to combine market research results and electronic information sources to create optimal
investment strategies.
Prerequisite: MGMTMBA 209A.
Restriction: Masters of Business Administration graduate students only.
MGMTMBA 210. Strategic Management. 4 Units.
Provides conceptual frameworks and techniques to analyze and develop firm strategies. Through case analysis and discussion, helps improve strategic
thinking by developing frameworks by which to assess, evaluate, and respond to different business situations.
Prerequisite: MGMTMBA 200, MGMTMBA 202, MGMTMBA 205 and MGMTMBA 209A.
Restriction: Full-time Master of Business Administration graduate students only.
MGMTMBA 211. MBA Proseminar.
Provides students in the Merage School Full-time MBA Program with information and practical skills for success in the MBA program, and for business
career planning.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Master of Business Administration graduate students only.
MGMTMBA 213. New Venture Management. 4 Units.
Teaches students how to launch and manage a new business by providing an overview of the start-up process, including how to identify new business
opportunities and how to develop a sound operating model, value new ventures, and understand capital financing.
Restriction: Master of Business Administration graduate students only.
MGMTMBA 214. Entrepreneurship: Planning the New Venture. 4 Units.
Project course in which student teams develop a business plan to launch a new venture. The final business plan is presented to an expert panel.
Prerequisite: MGMTMBA 202 and MGMTMBA 205 and MGMTMBA 210.
Restriction: Master of Business Administration graduate students only.
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MGMTMBA 215. Global Competitive Strategy. 4 Units.
Explores advanced topics in managing the geographic scope of the firm: locating activities in the right places, which markets to penetrate, horizontal
integration across countries, and multinational partnering.
Restriction: Masters of Business Administration graduate students only.
MGMTMBA 217. Competitive Intelligence. 4 Units.
The course focuses on how to design a competitive intelligence program which is a core foundation upon which competitive strategies and execution
tactics are developed, assessed, and modified.
Restriction: Master of Business Administration students only.
MGMTMBA 218. Business Dynamics. 4 Units.
Enhances students' analytical skills by analyzing complex challenges that businesses face and to quickly implement a winning response.
Prerequisite: MGMTMBA 210.
Restriction: Master of Business Administration graduate students only.
MGMTMBA 220. Organizational Change. 4 Units.
Focuses on the implementation of change, including identifying the features of successful change in organizations of varying sizes and configurations,
with an emphasis on the reasons why individuals resist or embrace change.
Prerequisite: MGMTMBA 202.
Restriction: Master of Business Administration graduate students only.
MGMTMBA 225. Negotiations. 4 Units.
Using a combination of theory and practice via negotiation simulations, students expand their repertoire of negotiating skills and develop their ability to
analyze different negotiation situations and contexts.
Restriction: Master of Business Administration students only.
MGMTMBA 228. International Management. 4 Units.
Introduction to the effects of different national cultures, political and economic systems on the assumptions, expectations, organizational practices, and
organizational forms needed to conduct cross-national organizational work.
Prerequisite: MGMTMBA 202.
Restriction: Master of Business Administration graduate students only.
MGMTMBA 229. Leadership Strategies. 4 Units.
Provides insight/perspectives about the study and development of leadership. Helps students answer three questions: Where am I currently as a leader?
What tools can I use to improve my leadership? What is my plan for the future as a leader. Materials fee.
Prerequisite: MGMTMBA 202.
Restriction: Master of Business Administration students only.
MGMTMBA 231A. FSA-Earnings Quality and Asset Analysis. 4 Units.
Develops skills essential to using financial statements for business analysis by examining financial information quality, profitability and risk analysis,
earnings management, revenue recognition, asset recognition and valuation, and how financial reporting is related to the business environment and
managerial incentives.
Prerequisite: MGMTMBA 203A.
Restriction: Master of Business Administration students only.
MGMTMBA 231B. FSA-Liability and Equity Analysis. 4 Units.
Focuses on the financial statement analysis of liabilities and stockholders' equity. Covers topics such as forecasting financial statements, earnings-
based valuation models, accounting analysis of mergers and acquisitions, leases, bankruptcy prediction, and derivatives.
Prerequisite: MGMTMBA 203A.
Restriction: Master of Business Administration students only.
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MGMTMBA 242. Portfolio Management. 4 Units.
Advanced portfolio decision-making. Topics include index models, portfolio performance measures, bond portfolio management and interest
immunization, stock market anomalies, and market efficiency.
Prerequisite: MGMTMBA 209A and MGMTMBA 209B.
Restriction: Master of Business Administration graduate students only.
MGMTMBA 243. Bonds and Fixed Income. 4 Units.
Fixed-income markets include treasury bonds, corporate bonds, and asset-backed securities. Focuses on techniques and methodologies for valuing
different types of debt as well as their uses.
Prerequisite: MGMTMBA 209A and MGMTMBA 209B.
Restriction: Masters of Business Administration graduate students only.
MGMTMBA 244. Multinational Finance. 4 Units.
Focuses on financial issues facing multinational corporations, the most important of which is the management of foreign exchange risk. Other topics
include investments and financing decisions in international capital markets.
Prerequisite: MGMTMBA 209A.
Restriction: Master of Business Administration graduate students only.
MGMTMBA 246A. Introduction to Real Estate Process. 4 Units.
Introductory survey course providing a working knowledge of the real estate market. Topics include real estate economics, valuation, feasibility,
investment, tax considerations, financing, development, and corporate real estate asset management. Lectures and cases, with supplemental
presentations by real estate professionals.
MGMTMBA 246B. International Real Estate. 4 Units.
Survey of international real estate investment opportunities. Topics include size and breadth; opportunities and challenges (tax treatment, currency/
political/market risks, transaction costs, lack of local knowledge); ownership vehicles (REITs, joint ventures, equity funds, etc.). Global cast of guest
lecturers supplements lectures.
Restriction: Master of Business Administration graduate students only.
MGMTMBA 246C. Real Estate Capital Markets. 4 Units.
Understanding the four sectors of real estate capital markets: public debt, private debt, public equity, private equity; fundamental drivers of real estate
investment; key players; investment types; underwriting strategies; debt vs. equity source characteristics and implications for returns.
Restriction: Master of Business Administration graduate students only.
MGMTMBA 246D. The Real Estate Development Process. 4 Units.
Nature and composition of development community and development process. Emphasis on role of conflicting interests, values and goals, and market
uncertainty. Special attention paid to deal structuring and risk management. Lectures, guest lecturers, team projects evaluating actual development
project.
Restriction: Master of Business Administration graduate students only.
MGMTMBA 246E. Mortgage-Backed Securities and Structured Finance. 4 Units.
Theory and operation of the residential and commercial mortgage-backed securities markets. Historical introduction, pricing and technical analysis, the
securitization process and roles of individual players, investment characteristics, structured finance and derivatives, recent policy issues. Guest lecturers
from industry supplement lectures.
Restriction: Master of Business Administration graduate students only.
MGMTMBA 246F. Seminar in Management of the Real Estate Enterprise. 4 Units.
Capstone seminar. Looks beyond "The Deal" to management of the real estate enterprise itself. Explores aspects of decision-making focused upon
strategic objectives: goal setting, legal/tax structures, public vs. closely-held entities, corporate ethics, capital structure, managing growth, diversification,
technology. Guest professionals.
Restriction: Master of Business Administration graduate students only.
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MGMTMBA 246G. Applied Real Estate Security Analysis and Portfolio Management. 4 Units.
Provides an understanding of the public real estate investment trust (REIT) market and its place in modern investment strategies, presents methods for
analyzing and valuing companies, and introduces basic concepts for constructing and managing a real estate investment portfolio.
Restriction: Master of Business Administration graduate students only.
MGMTMBA 248. Corporate Valuation. 4 Units.
Studies cases that expand concepts covered in the introductory corporate finance course and focuses on estimating the value of firms and projects in
diverse settings.
Prerequisite: MGMTMBA 209A and MGMTMBA 209B.
Restriction: Master of Business Administration students only.
MGMTMBA 249. Derivatives. 4 Units.
Studies financial derivatives instruments, including forward contracts, futures, swaps, and options. Advanced applications of these instruments, including
pricing and risk management, are emphasized.
Prerequisite: MGMTMBA 209A.
Restriction: Master of Business Administration graduate students only.
MGMTMBA 250. Consumer Behavior. 4 Units.
Examines the consumer decision-making process with an emphasis on application of concepts and research findings from behavioral sciences
for solution of marketing problems. Includes models of consumer decision-making, information processing theories, and sociological influences on
consumer decision-making.
Restriction: Master of Business Administration students only.
MGMTMBA 251A. Marketing Research. 4 Units.
Covers conducting marketing research to generate consumer insights that will drive sales, market share, and profitability and/or realize other quantitative
objectives. Discusses problem formulation, data collection, statistical analyses, formulating managerial recommendations, implementation, and how
research is used by companies.
Restriction: Master of Business Administration students only.
MGMTMBA 252D. New Product Development. 4 Units.
Designed to introduce the new product development process and techniques to identify markets, develop new product ideas, measure consumer
preferences, position and design new products, as well as test them prior to launch. Analytical thinking and techniques are emphasized.
Restriction: Master of Business Administration students only.
MGMTMBA 254. International Marketing. 4 Units.
Provides an understanding of the problems and perspectives of marketing across national boundaries, and develops analytical abilities for structuring
and controlling marketing programs related to overseas business. Financial, legal, and cultural barriers to international marketing are emphasized.
Restriction: Master of Business Administration students only.
MGMTMBA 256. Design Management and Innovation. 4 Units.
Presents a design-driven approach, from design as organizational vision to strategic innovation to managing the design process. Students are exposed
to design fundamentals and work in teams that involve creativity workshops and real-world projects.
Restriction: Master of Business Administration students only.
MGMTMBA 257. Marketing on the Internet. 4 Units.
Examines the impact of the Internet on traditional methods of doing marketing, and explores its existing and future uses. Discusses how to capitalize on
and increase the Internet's utility as a tool that can increase marketing effectiveness, efficiency, and competitiveness. Course may be offered online.
Restriction: Master of Business Administration students only.
MGMTMBA 258. Marketing Strategies for High Technology. 4 Units.
Framework and tools for managing technology-intensive businesses. Product and pricing policies; network externalities; compatibility concerns; systems
competition; technological and market uncertainty; technology licensing strategies; contracting in high-tech markets; product line design; product
bundling strategies; usage-based pricing; pricing of networks.
Restriction: Master of Business Administration students only.
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MGMTMBA 259. Strategic Brand Management. 4 Units.
Addresses important branding decisions faced by organizations. A computer simulation allows students hands-on experience in making decisions about
their brand and seeing the results of those decisions.
Prerequisite: MGMTMBA 205.
Restriction: Master of Business Administration students only.
MGMTMBA 261A. Physicians, Executives, and Healthcare Law. 4 Units.
Elective course offered alternating years, for UCI MBA students. Designed to bring major healthcare law issues to the classroom.
Prerequisite: MGMTMBA 201A.
Restriction: Master of Business Administration graduate students only.
MGMTMBA 261B. Physicians, Executives, and Health Leadership. 4 Units.
Elective course offered alternating years, for the UCI MBA students. Designed to bring to the classroom major healthcare leadership and management
issues from both the executive and physician perspective.
Prerequisite: MGMTMBA 201A.
Restriction: Master of Business Administration students only.
MGMTMBA 262. Managing Nonprofits. 4 Units.
Focuses on the similarities and differences between for-profit and nonprofit organizations, with emphasis on the management of nonprofits. Topics
include: marketing, fundraising, staffing, management/director relationships, use of volunteers, and emerging career opportunities.
Restriction: Master of Business Administration students only.
MGMTMBA 264. US Health Policy. 4 Units.
Provides an overview of US health policy with a particular emphasis on current policy developments and debates. Students will be introduced to the
basic tools of policy analysis and will apply them to health policy issues.
Restriction: Master of Business Administration students only.
MGMTMBA 273. Business Intelligence for Analytical. 4 Units.
Introduces methods to mine data repositories for business intelligence to facilitate analytical decision-making. Topics include clustering for market
segmentation, association rules to discover relationships between different purchase decisions, Naive-Bayes classification techniques for decision
making using decision-trees.
Restriction: Master of Business Administration students only.
MGMTMBA 279. Digital Strategies and Markets. 4 Units.
Examines how online social media are impacting organizations and markets. Topics include collective intelligence, online social influence, social
networks, and social media monetization. The target audience consists of students interested in IT consulting, competitive strategy, marketing, and
entrepreneurship.
Restriction: Master of Business Administration students only.
MGMTMBA 280. Forecasting. 4 Units.
Basic theory and techniques used to forecast future activities in technological, economic, social, and political arenas. Impact of forecasting on
managerial decision making.
Restriction: Master of Business Administration graduate students only.
MGMTMBA 282. Revenue Management . 4 Units.
Students learn to apply advanced analytics to earn incremental revenue through the efficient use of resources and science-based pricing methods.
Statistics and optimization (using Excel and Excel Solver). Industry-specific implementation issues.
Restriction: Master of Business Administration students only.
MGMTMBA 283. Decision Analysis. 4 Units.
Models of preferences and uncertainty; exercises in creative problem solving. Assessment and use of preference models (von Neumann-Morgenstern
expected utility and measurable value functions) for private, public, and not-for-profit decision making. Assessment and use of subjective probabilities in
decision making.
Restriction: Master of Business Administration students only.
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MGMTMBA 285. Supply Chain Management. 4 Units.
Introduces students to the tools and strategies to effectively match supply and demand. Focuses on the coordination of material and information flows in
supply chains. Recent innovations are also discussed, including globalization, the impact of electronic commerce, and sustainability issues.
Restriction: Masters of Business Administration graduate students only.
MGMTMBA 287. Project Management. 4 Units.
Examines the fundamental components of project management and its role in the modern corporation. Emphasis on how to initiate, implement, control,
and terminate a project. Use of computer package for project management.
Restriction: Master of Business Administration graduate students only.
MGMTMBA 290. Field Studies in Management. 2-4 Units.
Each quarter a number of special topic seminars are offered in the 290 series. Examples of possible topics include Communication in Organizations,
Power and Authority in Organizations, International Management, Health Care Administration, Real Estate Development.
Repeatability: May be repeated for credit unlimited times.
Restriction: Master of Business Administration graduate students only.
MGMTMBA 292. Business Law. 4 Units.
Detailed study from a business viewpoint of contract theories, assignments, delegation of duties, third-party beneficiary contracts, defenses to
consensual contracts, types of conditions, methods of excusing conditions, remedies, and types of damages.
Restriction: Master of Business Administration graduate students only.
MGMTMBA 293. Biotech Management . 5 Units.
Taught jointly by Biological Sciences and Merage School faculty, the course addresses fundamental aspects within, and associated with, the
biotechnology industry. Curriculum is focused largely on management issues, including finance, product development, pharmaceuticals, project
management, regulatory affairs, and ethics.
Same as MOL BIO 253.
Restriction: Master's Program in Biotechnology Management students only.
MGMTMBA 294. Edge. 4 Units.
Edge explores the crucial roles of external forces - globalization, technology, shifting demographics - as transformative catalysts for change - opening
markets, erasing boundaries, and transforming industries. This course prepares future business leaders to innovate and compete successfully.
Restriction: Master of Business Administration graduate students only.
MGMTMBA 295B. Micromarketing Lab. 2 Units.
Develop marketing plans for retail locations and neighborhoods based on past purchases and demographics. Topics include retail site selection,
targeted advertising, promotion management, and category management. Gain experience with Geographic Information System (GIS) software and
retail sales (POS) analysis.
Corequisite: MGMTMBA 205.
Restriction: Master of Business Administration students only.
MGMTMBA 298. Experiential Learning. 4 Units.
Provides students the opportunity to put into practice concepts, skills, and tools acquired in other parts of the M.B.A. program. Seminars augment
internship experiences with analyses of relevant administrative issues.
Restriction: Second-year MBA students only.
MGMTMBA 299. Individual Study . 1-12 Units.
Individual study under the direction of the selected faculty member.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
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Management PhD Courses
MGMTPHD 291. Ph.D. Special Topics Seminar. 2-12 Units.
Each quarter a number of special topic seminars are offered in the 291 series for Ph.D. students. Examples include topics such as methods seminar,
experimental design, qualitative research, structural equation modeling.
Repeatability: Unlimited as topics vary.
MGMTPHD 297A. Doctoral Proseminar. 2 Units.
Analysis of the central theories and theoretical controversies in the field of management. Examination of the formal education for managerial careers and
exploration of issues relating to professional careers in research and scholarship in the field of management.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Graduate students only.
MGMTPHD 297B. University Teaching.
Designed to prepare students for teaching career; incorporates seminars addressing topics of classroom dynamics, syllabus preparation, teaching
techniques; establishes mentor relationship with faculty member in student’s teaching area, provides classroom experience and includes option of
videotape analysis of teaching style.
Restriction: Graduate students only.
MGMTPHD 297D. Philosophy of Science. 4 Units.
Provides exposure to fundamental issues regarding how knowledge is created, defended, and replaced both in the natural and social sciences. Covers
current debates on the meaning of the term “scientific” and the validity of the scientific method.
Restriction: Graduate students only.
MGMTPHD 297F. Doctoral Research Methods. 4 Units.
An introduction to the fundamentals of social science research: theory development, research design, methods, data management, and writing for
scholarly publications; for doctoral students intending scholarly research careers. Involves hands-on practice in formulating hypotheses, designing
research, and conducting journal reviews.
Restriction: Management Ph.D. students only.
MGMTPHD 297G. Qualitative Research. 4 Units.
Focuses on qualitative research techniques for management. A hands-on course that includes in-depth/long interviews, visual research methods,
participant/non-participant observation, verbal protocols, constructing field notes, multi-media approaches for data gathering and analyses.
Restriction: Graduate students only.
MGMTPHD 297H. Experimental Design. 4 Units.
Advanced course provides experience in planning and implementing an experiment or quasi-experiment, including choice of topic, study design, data
analysis, and manuscript preparation. Data analysis topics include ANOVA, ANCOVA, repeated measures, logistic regression, chi-square, and tests of
mediation.
Restriction: Graduate students only.
MGMTPHD 297I. Applied Multivariate Statistics. 2-4 Units.
Provides an overview of the most common techniques for multivariate analysis: principal component analysis, factor analysis, cluster analysis,
MANOVA, regression with continuous variables, and regression with discrete variables.
Restriction: Graduate students only.
MGMTPHD 297K. Advanced Qualitative Methods: Analyzing Qualitative Data. 4 Units.
Introduces students to the theory and practice of analyzing qualitative data. Student must have already learned about data collection and research
design for qualitative research and they must have qualitative data they can analyze.
Same as POL SCI 273A, PP&D 213.
Restriction: Grad students only
MGMTPHD 297L. Writing for Scholarly Publication. 4 Units.
Introduces methods for planning and carrying out scholarly writing.
Restriction: Graduate students only.
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MGMTPHD 297M. SAS Boot Camp . 2 Units.
Teaches basics of SAS programming for empirical research. No prior knowledge of SAS or other computer programming language is required. Provides
knowledge and tools to replicate an empirical study and learn how to perform very advanced data procedures.
Restriction: Graduate students only.
MGMTPHD 297Q. Game-Theoretic Models for Management Research. 4 Units.
Introduces some classic game-theoretic models for management research. It is about modeling strategic interactions between business competitors and/
or partners in an analytical framework. Various applications will be discussed, e.g., pricing strategies, business alliances, e-commerce, negotiations, and
contracts, etc.
Restriction: Graduate students only.
MGMTPHD 297R. Theories of Power and Empowerment. 4 Units.
Studies different ways of thinking about power and its uses. Explores theories of power that inform various notions of empowerment, including
resistance, participatory democracy, and workplace empowerment.
Same as POL SCI 223A, PP&D 279.
Restriction: Ph.D. students only.
MGMTPHD 297T. Decision Theory. 2-4 Units.
Decision theories and preference models: How models are elicited or theories are experimentally tested, relevance to different management research
areas, alternative theories, applications in management practice, and interpretations for the general public.
Restriction: Graduate students only.
MGMTPHD 297U. Foundational Theories of Organizations. 4 Units.
Covers major economic and sociological perspectives guiding the study of organizations (i.e., transaction cost economics, agency theory, institutional
theories, organizational ecology, network and diffusion theories, behavioral theories, resource dependence), and examines how different theoretical
perspectives are tested.
Restriction: Graduate students only.
MGMTPHD 297V. Information, Psychology, and Social Processes. 4 Units.
In the marketplace for ideas, which succeed and which fail? How do ideas and information spread between individuals, and how do populations of ideas
evolve? This course reviews recent research on these issues and applications to business.
Restriction: Graduate students only.
MGMTPHD 299. Individual Directed Study. 1-12 Units.
Individual study under the direction of a selected faculty member.
Repeatability: May be taken for credit for 12 units.
Restriction: Graduate students only.
Master of Professional Accountancy Courses
MPAC 200A. Intermediate Accounting Intensive I. 4 Units.
Designed to provide students with technical U.S. accounting theory and principles background necessary for graduate work in accounting. Current
international accounting convergence issues and standards will be discussed on emerging topics.
Repeatability: May be taken for credit 2 times.
Restriction: Master of Professional Accountancy students only.
MPAC 200B. Foundations of Taxation Intensive. 4 Units.
Provides students with the basic concepts of federal income taxation applicable to all taxpayers. Specifically, principles of taxation for individuals,
corporations, and partnerships are discussed.
Repeatability: May be taken for credit 2 times.
Restriction: Master of Professional Accountancy students only.
UCI General Catalogue 2016-2017 487
488 The Paul Merage School of Business
MPAC 200C. Intermediate Accounting Intensive II and Special Topics. 4 Units.
Designed to provide students with the technical U.S. accounting theory and principles background necessary for graduate work in accounting. Current
international accounting convergence issues and standards will be discussed on emerging topics.
Repeatability: May be taken for credit 2 times.
Restriction: Master of Professional Accountancy students only.
MPAC 200D. Auditing Intensive. 4 Units.
Designed to provide students with an understanding of the fundamental principles, processes, and ethical considerations involved in the performance of
a financial statement audit under U.S. auditing standards.
Repeatability: May be taken for credit 2 times.
Restriction: Master of Professional Accountancy students only.
MPAC 230. Accounting Proseminar: Career and Professional Development. 2 Units.
Provides students with information and practical skills for success in the program and for professional accounting and business career planning, and with
discussions of current issues confronting the accounting profession.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be taken for credit 2 times.
Restriction: Master of Professional Accountancy students only.
MPAC 231A. Financial Statement Analysis and Forecasting. 4 Units.
Develops skills to analyze corporate financial reports. Topics include profitability, risk analysis, cash flow analysis, revenue and asset recognition,
and forecasting. The skills are useful for students to evaluate financial reporting quality, detect earnings management, and predict firms' financial
performance.
Prerequisite: Intermediate accounting.
Restriction: Master of Professional Accountancy students only.
MPAC 231B. Financial Statement Analysis and Valuation II. 4 Units.
Develops skills to analyze corporate financial reports with a focus on liabilities, stockholders' equity, and valuation. Some topics include forecasting
financial statements, cash flows- and earnings-based equity, and valuation models, accounting analysis of mergers and acquisitions, lease pensions,
and derivatives.
Restriction: Master of Professional Accountancy students only.
MPAC 232. Taxes and Business Strategy. 4 Units.
Develops a student's ability to identify, understand, and evaluate tax-planning opportunities. The focus is on tax planning concepts and the effects of
taxes on business decisions rather than on detailed tax rules, compliance, or legal research.
Restriction: Master of Professional Accountancy students only.
MPAC 233. Non-for-Profit Accounting. 2 Units.
Elective course focuses on the accounting and reporting for governmental and non-for-profit entities. Topics include preparation of fund basis financial
statements and related reporting and auditing issues. Use of non-financial performance measures for non-for-profit entities will also be discussed.
Restriction: Master of Professional Accountancy students only.
MPAC 234. Accounting Policy and Research. 2 Units.
Considers issues in contemporary accounting standard setting and regulation by examining academic accounting research of the various issues.
Enables students to develop their knowledge and better appreciate current debates in accounting.
Restriction: Master of Professional Accountancy students only.
MPAC 235. Advanced Managerial Accounting. 4 Units.
Design of cost information and systems used to plan and control organizational activities; procedures used to account for unit, process, and program
costs; cybernetic evaluation of costing procedures; cost estimation, analysis, and accounting via computers.
Prerequisite:
Restriction: Master of Professional Accountancy students only.
488 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 489
MPAC 236. Forensic Accounting . 2 Units.
Elective course focuses on the principles, and application of forensic accounting. Topics include the identification, detection, and prevention of fraud,
valuations, damage calculations, and litigation support. The role of forensic accountants in the legal system will also be discussed.
Restriction: Master of Professional Accountancy students only.
MPAC 237. International Accounting. 4 Units.
An online course. A comprehensive study of differences between US GAAP and International Financial Reporting Standards (IFRS). Course may be
offered online.
Prerequisite: Intermediate accounting.
Restriction: Master of Professional Accountancy students only.
MPAC 238. Advanced Auditing and Assurance Services. 4 Units.
Designed to provide advanced coverage of topics and emerging issues in auditing and assurance services. Provides a deeper understanding of the
fundamental concepts of auditing, assurance services, and developing hot-topics within the auditing profession.
Prerequisite: Intermediate accounting and basic auditing.
Restriction: Master of Professional Accountancy students only.
MPAC 239. Ethics in Accounting and Business. 4 Units.
Designed to introduce students to the intellectual principles of ethical decision making by emphasizing the theories of ethics and their application in the
business, and specifically, accounting professions. MPAC capstone course with a final comprehensive exam for the program.
Restriction: Master of Professional Accountancy students only.
MPAC 241. Accounting Internship. 2-4 Units.
Provides students with the opportunity to apply accounting knowledge through actual work experiences. The internship experience will provide students
with knowledge of career opportunities, an understanding of how accounting plays in today’s business environment, and prepare students for success.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Master of Professional Accountancy students only.
MPAC 290. Special Topic Seminars. 2-4 Units.
Studies in selected area of Accounting. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
Restriction: Master of Professional Accountancy students only.
MPAC 291. Professional Research and Communication. 4 Units.
Combines research of the professional accounting literature on a range of technical topics with a written communication and oral presentations of the
findings.
Restriction: Master of Professional Accountancy students only.
MPAC 299. Individual Study. 1-4 Units.
Individual study under the direction of a selected faculty member.
Repeatability: May be repeated for credit unlimited times.
Restriction: Master of Professional Accountancy students only.
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490 School of Education
School of Education
Richard Arum, Dean
3200 Education Building
General Information: 949-824-5118
Fax: 949-824-9103
http://education.uci.edu
[email protected]
Overview
The School of Education is a unique interdisciplinary academic unit committed to promoting educational success in and out of school for ethnically and
economically diverse learners from preschool through college through collective research, teaching, and service activities. The multidisciplinary faculty
includes scholars in psychology, sociology, economics, linguistics, language and literacy, policy, race and ethnicity, and the achievement gap. Their
research addresses core issues in contemporary education: (1) equity of opportunity for ethnically, linguistically, and economically diverse learners; (2)
teaching and learning in science and math; (3) language and literacy development; (4) early childhood education and development; (5) out-of-school
learning; and (6) effective interfaces between technology and education.
The School integrates the themes of Learning, Cognition, and Development; Educational Policy and Social Context; and Language, Literacy, and
Technology across its programs, including the minor in Education, the B.A. in Education Sciences, the Ph.D. in Education, the Master of Arts in
Teaching, and the Teacher Credential program. Scholarly work arises from the common belief that education environments, both in and out of school,
are the sites of change in the quality of life and the availability of productive life choices for learners of all ages.
Degrees
Education M.A., Ph.D.
Education Sciences B.A.
Elementary and Secondary Education M.A.T.
Honors
Graduation with Honors. Honors at graduation, e.g., cum laude, magna cum laude, summa cum laude, are awarded to approximately the top 12
percent of the graduating seniors. To be eligible for honors, a general criterion is that students must have completed at least 72 units in residence at the
University of California. The student's cumulative record at the end of the final quarter is the basis for consideration for awarding Latin honors. Other
important factors are considered visit at Honors Recognition.
Bachelor of Arts in Education Sciences
The major in Education Sciences provides a foundation for the study of education, focused on four domains. These include (a) human development,
learning, and cognition, (b) societal and policy contexts affecting education, (c) media and communication systems for learning, and (d) educational
research and evaluation. Students in the major have the option of completing a specialization in: Early Childhood Learning and Development; Children’s
Learning and Development; Afterschool and Summer Learning and Development; Digital Media and Learning; English Language Learning; and
Educational Research and Evaluation. With advanced planning, students in the major can complete a minor or second major in another discipline.
The B.A. in Education Sciences includes content from applied linguistics, cognitive science, developmental psychology, economics, informatics, media
studies, policy analytics, social neuroscience, and sociology. Graduates are prepared for careers in the global knowledge economy, with opportunities
to apply learning modalities and technologies in multicultural contexts. Graduates may choose from career opportunities in public education, informatics,
higher education, and education software development. Many graduates will pursue advanced degrees leading to instructional credentialing or
administrative leadership.
The B.A. in Education Sciences is not a professional degree. However, graduates are well prepared to pursue teacher training (see UC Irvine School
of Education M.A.T. program). Students interested in teaching elementary grades will benefit from completing the major with a specialization in Early
Childhood Learning and Development, or Children’s Learning and Development. Students interested in teaching middle or high school are encouraged
to meet with a Student Affairs Officer to combine the major with a minor or second major, aiming for proficiency in the subject they plan to teach. All
students in the Education Sciences major are required to complete a minimum of 40 fieldwork hours in an educational setting.
Admission
Freshmen: Preference will be given to those who rank the highest using the selection criteria as stated in the Undergraduate Admissions section of the
Catalogue.
Transfer students: Preference will be given to Junior-level applicants with the highest grades overall (minimum cumulative GPA of 3.0). It is suggested
that prospective transfer students work toward completing coursework to fulfill the UCI general education requirements or IGETC.
490 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 491
Change of Major. Students who wish to change their major to Education Sciences should contact the Education Student Affairs Office for information
about change-of-major requirements, procedures, and policies. Information is also available at the UCI Change of Major Criteria website (http://
www.changeofmajor.uci.edu).
Requirements for the B.A. Degree in Education Sciences (Specializations also listed)
All students must meet the University Requirements.
Grade Requirement. A minimum grade average of at least C (2.0) is required (1) overall, (2) in all of the courses required for the major program, and
(3) in the upper-division courses required for the major program. All courses for the major must be taken for a letter grade unless the grade option for the
course is pass/no pass only.
Overlap Restrictions
Double Majors. In fulfilling degree requirements for multiple majors, a maximum of two courses may overlap between two majors.
Major and Minor Requirements. Students may not receive both the major in Education Sciences and the minor in Educational Studies. In fulfilling
requirements for a minor, a maximum of two courses may overlap between a major in Education Sciences and a minor from another department.
Major Requirements
Students must complete twelve courses (48 units) and a practicum as specified below:
Lower-Division requirements (20 units total).
A. Five Lower-Division courses (20 units):
1
EDUC 10 Educational Research Design
2
EDUC 15 Statistics for Education Research
EDUC 30 21st Century Literacies
EDUC 40 Theories of Development and Learning Applied to Education
EDUC 50 Origins, Purposes, and Central Issues in K-12 Education
Upper-Division Requirements (28 units total).
B. Select one development course (4 units):
EDUC 106 Introduction to Early Childhood Education
EDUC 107 Child Development in Education
EDUC 108 Adolescent Development and Education
EDUC 185 Social Development in Education
C. Select one learning course (4 units):
EDUC 128 Exceptional Learners
EDUC 160 Foundations of Out-of-School Learning
EDUC 173 Cognition and Learning in Educational Settings
EDUC 176 Psychology of Learning, Abilities, and Intelligence
D. Select one educational policy and social context course (4 units):
EDUC 124 Multicultural Education in K-12 Schools
EDUC 126 Ethics and Education
EDUC 145 Theories and Pedagogies of Race in Education
EDUC 149 Family, School, and Community in Early Childhood
EDUC 150 Changing the High School Experience
EDUC 175 Foundations of Education
E. Select one communications and media course (4 units):
EDUC 104E Multimedia and the Arts in the Multicultural Classroom
EDUC 125 Children, Schools, and Cinema
EDUC 130 Children's Learning and Media
EDUC 131 Educational Technology
EDUC 134 Teaching English Internationally
EDUC 151 Language and Literacy
3
F. Three additional elective Education courses (12 units). At least 8 units must be upper-division (numbered 100-199).
The additional electives do not include the following professional education courses: EDUC 109, EDUC 143AW, EDUC 143BW, EDUC 148,
EDUC 158. A maximum of 8 units for any repeatable Education course (e.g., EDUC 198, EDUC 199) may be used to satisfy this elective
requirement.
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492 School of Education
G. Practicum Requirement (40 hours total):
A minimum of 40 hours of field experience or research in an education setting, satisfied in one or two ways.
1. Complete 40 hours of field experience or research completed in conjunction with one or more approved UCI courses that include a practicum.
Consult the Education Student Affairs Office or School of Education website for Undergraduate Academic Programs for a current list of approved
practicum courses.
or
2. Submit a petition to the Education Student Affairs Office for approval of verifiable hours from courses that are not on the approved practicum
course list or hours from educational fieldwork that is not linked to a UCI course (e.g., tutoring experience, instructional experience in a summer
program for children, etc.).
1
The following course is an approved alternative for EDUC 10: SOCECOL 10
2
The following statistics courses are approved alternatives
for EDUC 15: SOCECOL 13, STATS 7, ANTHRO 10B, POL SCI 10B, PSYCH 10B, SOC SCI 9B, SOC SCI 10B, or SOCIOL 10B.
3
8 units of non-Education courses may be used to satisfy the major's elective requirement if the courses are also required for a student's selected
specialization.
Specializations
Six optional specializations are offered to students who are completing a B.A. in Education Sciences. Specializations usually include a blend of
lower and upper-division courses that also satisfy requirements for the major. In most cases where students select only Education courses to fulfill
specialization requirements, they will be able to satisfy requirements for the major and requirements for a specialization concurrently, without exceeding
the twelve courses (48 units) needed for the major.
Students in the major may complete more than one specialization; however, a particular course may satisfy requirements for no more than two
specializations, and no more than two courses may overlap between two specializations. Students in the major are limited to two specializations.
Except where noted otherwise in specialization requirements, students may petition to apply up to 4 units of EDUC 198 or EDUC 199 courses or up to 4
units for courses from other departments to meet any of the specialization requirements when they address the topic of the specialization.
Specialization in Early Childhood Learning and Development
Select four courses (16 units) and a practicum as specified below:
Lower-Division Requirements (4 units total)
A. One lower-division course:
EDUC 40 Theories of Development and Learning Applied to Education
Upper-Division Requirements (12 units total)
B. Three upper-division courses:
EDUC 106 Introduction to Early Childhood Education
EDUC 107 Child Development in Education
EDUC 149 Family, School, and Community in Early Childhood
C. Practicum Requirement (40 hours total):
A minimum of 40 hours of field experience in an early childhood setting (pre-K) can be satisfied by taking EDUC 193 or otherwise completing verifiable
fieldwork. The 40 hours of fieldwork for this specialization will concurrently satisfy the required 40-hour practicum for the major.
Students should consult the Education Student Affairs Office for information about courses that satisfy state requirements for Child Development
Permits needed to teach in an early childhood setting.
Specialization in Afterschool and Summer Learning and Development
Select six courses (24 units) and a practicum as specified below:
Upper-Division Requirements (24 units total)
A. One foundations course (4 units):
EDUC 160 Foundations of Out-of-School Learning
B. Select one development and learning course (4 units) from:
EDUC 107 Child Development in Education
EDUC 108 Adolescent Development and Education
EDUC 124 Multicultural Education in K-12 Schools
EDUC 128 Exceptional Learners
C. Select one course (4 units) from one of the following curricula themes:
Literacy
EDUC 132 Reading and Writing Enrichment for After-School Programs
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University of California, Irvine 2016-2017 493
EDUC 138 Children's Literature in the Elementary Classroom
Math
EDUC 122A- 122B- 122C Foundations of Elementary School Mathematics I
and Foundations of Elementary School Mathematics II
and Foundations of Elementary School Mathematics III
Science
EDUC 161 Discovering Science in Out-of-School Hours
Tutoring
EDUC 100 Educational Strategies for Tutoring and Teacher Aiding
D. Select one course (4 units) from one of the following curricula themes
Arts
EDUC 104D Preparation for Teaching Fine Arts in K-12 Schools
EDUC 137 Art in the Elementary School
Educational Technology
EDUC 131 Educational Technology
Sports and Fitness
EDUC 190 Principles and Practices of K–6 After School Sports and Fitness
Program Evaluation
EDUC 157 Educational Research and Evaluation
E. Select one additional course from a different curricula theme not previously used to satisfy requirement C or D (4 units).
F. A capstone course (4 units):
EDUC 191 Advanced Fieldwork in After-School Education
G. Practicum Requirement (70 hours total):
A minimum of 70 hours of field experience in an out-of-school setting is satisfied by taking EDUC 160 (includes 20 hours of fieldwork at a site approved
by the course instructor) and EDUC 191 (includes 50 hours of fieldwork at a site approved by the course instructor). The 70 hours of fieldwork for this
specialization will concurrently satisfy the required 40-hour practicum for the major.
Specialization in Children’s Learning and Development
Select six courses (24 units) and a practicum as specified below:
Lower-Division Requirements (4 units total)
A. One lower-division course:
EDUC 40 Theories of Development and Learning Applied to Education
Upper-Division Requirements (20 units total)
B. Three upper-division courses:
EDUC 107 Child Development in Education
EDUC 124 Multicultural Education in K-12 Schools
EDUC 173 Cognition and Learning in Educational Settings
C. Select two additional upper-division courses (8 units) from:
EDUC 122A Foundations of Elementary School Mathematics I
EDUC 122B Foundations of Elementary School Mathematics II
EDUC 122C Foundations of Elementary School Mathematics III
EDUC 128 Exceptional Learners
EDUC 130 Children's Learning and Media
EDUC 132 Reading and Writing Enrichment for After-School Programs
EDUC 137 Art in the Elementary School
EDUC 138 Children's Literature in the Elementary Classroom
EDUC 151 Language and Literacy
EDUC 161 Discovering Science in Out-of-School Hours
EDUC 190 Principles and Practices of K–6 After School Sports and Fitness
D. Practicum Requirement (40 hours total):
A minimum of 40 hours of field experience in a children’s education setting (e.g., ages 5 through 12) can be satisfied in one of two ways. The 40 hours
of fieldwork for this specialization will concurrently satisfy the required 40-hour practicum for the major.
UCI General Catalogue 2016-2017 493
494 School of Education
1. Complete 40 hours of relevant field experience in conjunction with one or more approved UCI courses that include a practicum in a children’s
education setting. Consult the Education Student Affairs Office or School of Education website for Undergraduate Academic Programs for a current
list of approved UCI courses.
or
2. Submit a petition to the Education Student Affairs Office for approval of verifiable hours from courses that are not on the approved practicum
course list or hours from educational fieldwork that is not linked to a UCI course (e.g., tutoring experience, instructional experience in a summer
program for children, etc.).
Students should consult the Education Student Affairs Office for information about several courses that offer an early start on requirements for the UCI
post-baccalaureate Multiple Subject (elementary) Teaching Credential Program.
Specialization in Digital Media and Learning
Select four courses (16 units) as specified below:
Lower-Division and Upper-Division Requirements (16 units total)
A. Select four courses (16 units) from:
EDUC 30 21st Century Literacies
EDUC 104E Multimedia and the Arts in the Multicultural Classroom
EDUC 130 Children's Learning and Media
EDUC 131 Educational Technology
I&C SCI 3 Internet Technologies and their Social Impact
I&C SCI 4 Human Factors for the Web
I&C SCI 60 Computer Games and Society
I&C SCI 161 Game Engine Lab
A maximum of 8 units can be for I&C SCI courses.
Specialization in English Language Learning
Select five courses (20 units) and a practicum as follows:
Lower-Division Requirements (4 units total)
A. One lower-division course (4 units):
EDUC 30 21st Century Literacies
Upper-Division Requirements (8 units total)
B. Two upper-division courses (8 units):
EDUC 134 Teaching English Internationally
EDUC 151 Language and Literacy
Additional Lower-Division and Upper Division Elective Requirement (8 units total)
C. Select two additional courses (8 units) from:
EDUC 132 Reading and Writing Enrichment for After-School Programs
EDUC 138 Children's Literature in the Elementary Classroom
EDUC 151 Language and Literacy
EDUC 153A Urban Youth and the Development of Literacy through the Arts I
EDUC 153B Urban Youth and the Development of Literacy through the Arts II
EDUC 179W Advanced Composition for Teachers
LINGUIS 3 Introduction to Linguistics
LINGUIS 10 Introduction to Phonology
LINGUIS 20 Introduction to Syntax
LINGUIS 51 Acquisition of Language
LINGUIS 68 Introduction to Language and Culture
LINGUIS 99 Special Topics in Linguistics
LINGUIS 111 Intermediate Phonology
LINGUIS 112 Advanced Phonology
LINGUIS 119 Special Topics in Phonetics/Phonology
LINGUIS 121 Intermediate Syntax
LINGUIS 155 Psychology of Language
A maximum of 8 units can be for Linguistics courses.
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University of California, Irvine 2016-2017 495
D. Practicum Requirement (40 hours total): A minimum of 40 hours of field experience in an English language learning setting can be satisfied in one of
two ways. The 40 hours of fieldwork for this specialization will concurrently satisfy the required 40-hour practicum for the major.
A minimum of 40 hours of field experience in an English language learning setting can be satisfied in one of two ways. The 40 hours of fieldwork for this
specialization will concurrently satisfy the required 40-hour practicum for the major.
1. Complete 40 hours of relevant field experience in conjunction with one or more approved UCI courses that include a practicum in an English
language learning setting. Consult the Education Student Affairs Office or School of Education website for Undergraduate Academic Programs for a
current list of approved UCI courses.
or
2. Submit a petition to the Education Student Affairs Office for approval of verifiable hours from courses that are not on the approved practicum
course list or hours from educational fieldwork that is not linked to a UCI course (e.g., tutoring experience, instructional experience in a language
learning context, etc.).
Specialization in Research and Evaluation
Select five courses (20 units) as specified below:
Lower-Division Requirements (8 units total)
A. Two lower-division courses:
EDUC 10 Educational Research Design
1
EDUC 15 Statistics for Education Research
Upper-Division Requirements (12 units total)
B. Select three upper-division courses from:
EDUC 156 Introduction to Field Methods in Education
EDUC 157 Educational Research and Evaluation
EDUC 159 Experimental Research Methods
2
EDUC 198 Directed Research in Education
STATS 110 Statistical Methods for Data Analysis I
1
The following statistics courses are approved alternatives for EDUC 15: SOCECOL 13 or STATS 7. The following course sequences are
approved alternatives for EDUC 15 (both courses in the sequence must be completed): ANTHRO 10B; POL SCI 10B; PSYCH 10B;SOC SCI 9B;
SOC SCI 10B; or SOCIOL 10B.
2
A maximum of 4 units of EDUC 198 may be used to satisfy requirements for this specialization.
Sample Program
Freshman
Fall Winter Spring
EDUC 50 EDUC 40 EDUC 30
General Education/Elective General Education/Elective General Education/Elective
General Education/Elective General Education/Elective General Education/Elective
General Education/Elective
Sophomore
Fall Winter Spring
EDUC 10 EDUC 15 Education Elective
General Education/Elective General Education/Elective General Education/Elective
General Education/Elective General Education/Elective General Education/Elective
General Education/Elective General Education/Elective General Education/Elective
Junior
Fall Winter Spring
Education U-D Learning Course Education U-D Development Course Education U-D Policy/Social Context Course
General Education/Elective General Education/Elective General Education/Elective
General Education/Elective General Education/Elective General Education/Elective
General Education/Elective General Education/Elective General Education/Elective
Senior
Fall Winter Spring
Education Elective Education U-D Communications/Media Course Education Elective
General Education/Elective General Education/Elective General Education/Elective
General Education/Elective General Education/Elective General Education/Elective
General Education/Elective General Education/Elective General Education/Elective
UCI General Catalogue 2016-2017 495
496 School of Education
Undergraduate Minor in Educational Studies
The minor in Educational Studies is designed to facilitate exploration of a broad range of issues in the field of education. Graduates with the Educational
Studies minor may be employed in schools, government, private industry, and non-profit organizations. Many graduates will pursue advanced training
leading to teaching careers or administrative leadership.
Requirements for the Minor in Educational Studies
The minor requires completion of a minimum of seven courses (three core courses and four electives) totaling 28 units. At least five courses must be
upper-division. Students must also complete a minimum of 40 hours of verifiable field experience or research in an educational setting. No more than
two non-Education courses (up to 8 units) from the student’s major area of study may be used to satisfy the minor requirements. A maximum of 8 units
may be used to satisfy minor requirements with any repeatable course.
Core Courses
Select three core courses (12 units) of the following:
EDUC 50 Origins, Purposes, and Central Issues in K-12 Education
EDUC 107 Child Development in Education
EDUC 108 Adolescent Development and Education
EDUC 124 Multicultural Education in K-12 Schools
EDUC 160 Foundations of Out-of-School Learning
EDUC 173 Cognition and Learning in Educational Settings
EDUC 175 Foundations of Education
EDUC 176 Psychology of Learning, Abilities, and Intelligence
Elective Courses
Select four elective courses (16 units) of the following:
A. Education courses numbered 1–199. A course selected to satisfy the minor core requirement cannot also be used to satisfy the elective
requirement.
B. Up to 4 units allowed for an approved course offered by another department. The course must appear on the list below, or the student may petition
approval of a course that is not on the list. Petition forms are available on the School’s website. The following are approved elective courses offered
by other departments:
ASIANAM 139 Asian Americans and Education
HUMAN 195 Humanities Out There (H.O.T.) Practicum
PHY SCI 5/BIO SCI 14 California Teach 1: Introduction to Science and Mathematics Teaching
PHY SCI 105/BIO SCI 101 California Teach 2: Middle School Science and Mathematics Teaching
PSYCH 145P Attention and Learning Deficits in Children I
PSYCH 145Q Attention and Learning Deficits in Children II
PSYCH 145R Attention and Learning Deficits in Children III
SOC SCI 196 Global Connect
UNI STU 175 Methods and Application in Small Group Instruction
UNI STU 192 Group Project for Discussion Leaders
UNI STU 197A UTeach Special Study
UNI STU 197B UTeach: Teaching Theory and Practice
UNI STU 197C UTeach: Teaching Practicum
Practicum
A minimum of 40 hours of verifiable field experience or research in an educational setting. This requirement may be satisfied in any combination of the
following to reach a total of 40 hours:
A. Complete field experience hours that satisfy requirements for UCI courses. The number of fieldwork hours in a course must be verified by the
course syllabus or by a fieldwork verification form signed by the instructor.
B. Complete education-related research in conjunction with EDUC 198.
C. Get approval by petition for fieldwork hours completed during a student’s tenure at UCI that are independent of any courses (e.g., tutoring
experience, instructional experience in a summer program or after-school program for children). When fieldwork approval by petition is needed,
students submit a fieldwork verification form to the School of Education Student Affairs Office. Forms are available on the School's website.
The School of Education Student Affairs Office can provide up-to-date information about courses that include fieldwork. Before enrolling in a course
with the intent of satisfying the minor practicum requirement, students are advised to check with the instructor or the course syllabus to verify the exact
number of hours. The following is a list of Education courses that usually include 10 hours or more of fieldwork:
EDUC 100 Educational Strategies for Tutoring and Teacher Aiding
EDUC 104D Preparation for Teaching Fine Arts in K-12 Schools
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EDUC 131 Educational Technology
EDUC 132 Reading and Writing Enrichment for After-School Programs
EDUC 137 Art in the Elementary School
EDUC 141A/PSYCH 141J Jumpstart I: Early Language, Literacy, and Social Development
EDUC 141B/PSYCH 141K Jumpstart I: Early Language, Literacy, and Social Development
EDUC 141C/PSYCH 141L Jumpstart I: Early Language, Literacy, and Social Development
EDUC 153B Urban Youth and the Development of Literacy through the Arts II
EDUC 160 Foundations of Out-of-School Learning
EDUC 161 Discovering Science in Out-of-School Hours
EDUC 191 Advanced Fieldwork in After-School Education
EDUC 193 Directed Studies in Early Childhood Education
EDUC 198 Directed Research in Education
Residence Requirement. At least four upper-division courses must be successfully completed at UCI.
Statement of Intent. A Statement of Intent is required of all students wishing to enroll in this minor; forms are available at the School of Education
website. (http://www.education.uci.edu)
GPA Requirement. For certification in the minor, a student must obtain a minimum overall grade point average of at least C (2.0) in all courses required
for the minor program. A maximum of 8 units of Pass/No Pass courses may be taken for the minor.
Other Courses. Students should consult a School of Education Student Affairs counselor about UCI 300-level Education courses that are open to
undergraduates or courses from other colleges or universities that can satisfy minor in Educational Studies requirements.
Minor and Major. Students may not receive both the minor in Educational Studies and the major in Education Sciences.
Minor Courses That Also Provide an Early Start Toward a Teaching Credential. (Note: The Multiple Subject Teacher Credential Program and
the Single Subject Teacher Credential Program will not be accepting applications for the 2016-17 or 2017-18 academic years.) The following courses
may satisfy some requirements for the UCI Master of Arts in Teaching with Teacher Credential program when the student earns a grade of B or better
(may not be taken Pass/Not Pass). Aspiring K-12 teachers should consult a counselor in the School of Education Student Affairs Office about selecting
courses that are best suited to particular teaching credentials and to discuss eligibility for the UCI Master of Arts in Teaching with Teacher Credential
program. The following courses provide an early start:
1
EDUC 104D Preparation for Teaching Fine Arts in K-12 Schools
1
EDUC 107 Child Development in Education (combined with EDUC 124)
2
EDUC 108 Adolescent Development and Education
2
EDUC 124 Multicultural Education in K-12 Schools
EDUC 128 Exceptional Learners
3
EDUC 131 Educational Technology
1
EDUC 137 Art in the Elementary School
EDUC 173 Cognition and Learning in Educational Settings
EDUC 176 Psychology of Learning, Abilities, and Intelligence
1
EDUC 190 Principles and Practices of K–6 After School Sports and Fitness
POL SCI 21A Introduction to American Government
1
Satisfies a requirement in the UCI Multiple Subjects Credential program only.
2
Satisfies a requirement in the UCI Single Subject Credential program only.
3
Students satisfy an educational technologies requirement in the UCI Single Subject Credential program by completing EDUC 131.
Undergraduate Programs for Future Teachers Offered by Other Departments. Undergraduates who are completing a minor in Educational Studies
and who are considering a teaching career may also be interested in the following programs offered by other departments.
• School of Humanities: English Major with a Specialization in English for Future Teachers; History Major with a Specialization in History for Future
Teachers; Spanish Major with an Emphasis in Spanish for Future Teachers
• Francisco J. Ayala School of Biological Sciences: Major in Biological Sciences with Concentration in Biological Sciences Education
• School of Physical Sciences: Chemistry Major with a Concentration in Chemistry Education; Math Major with a Specialization in Mathematics for
Education; Physics Major with a Concentration in Physics Education.
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498 School of Education
Additionally, the School of Education, School of Physical Sciences, and Francisco J. Ayala School of Biological Science jointly sponsor an
undergraduate teacher credential program for math and science majors.
On This Page:
• Multiple Subject Teaching Credential
• Single Subject Teaching Credential
• Requirements for the Undergraduate Cal Teach Science and Mathematics Single Subject Credential Program
• Administrative Services Credential
Teaching and Service Credential Programs
The School of Education is authorized by the Commission on Teacher Credentialing to offer teacher and school administrator professional preparation
programs for California teaching and service credentials. The School offers programs for multiple and single subject credentials. Also, in partnership with
the Francisco J. Ayala School of Biological Sciences and the School of Physical Sciences, the School of Education offers the Cal Teach Science and
Mathematics Program, an undergraduate Student Teacher Credential program for aspiring science or mathematics teachers. Additionally, in cooperation
with University Extension, the School offers Administrative Services Credential programs and a Reading Certificate program.
Multiple Subject Teaching Credential
The Multiple Subject Teacher Credential Program will not be accepting applications for the 2016-17 or 2017-18 academic years. Individuals
interested in earning a multiple subject teaching credential are encouraged to apply to the UCI Master of Arts in Teaching/Credential Program.
Single Subject Teaching Credential
The Single Subject Teacher Credential Program will not be accepting applications for the 2016-17 or 2017-18 academic years. Individuals
interested in earning a single subject teaching credential are encouraged to apply to the UCI Master of Arts in Teaching/Credential Program.
Requirements for the Undergraduate Cal Teach Science and Mathematics Single Subject Credential
Program
The following academic units offer undergraduates an option to earn a bachelor’s degree in mathematics or a science discipline while concurrently
satisfying requirements for a Single Subject Teaching Credential: Departments of Chemistry, Earth System Sciences, Mathematics, Physics and
Astronomy, and the Francisco J. Ayala School of Biological Sciences. Interested students should consult degree program options described in this
Catalogue or talk with a counselor in the School of Physical Sciences Student Affairs Office or the Francisco J. Ayala School of Biological Sciences
Student Affairs Office. With careful, early planning, it is possible for students to complete their bachelor’s degree and teacher certification in four years.
Prior to Entry in the Cal Teach Single Subject Credential Program:
• Declare a major and, if applicable, a concentration in secondary education in one of the departments offering a Cal Teach Science and Mathematics
credentialing option;
• Complete a Cal Teach Program enrollment form, indicating intent to complete requirements for the Single Subject Teaching Credential for
mathematics or one of the science disciplines. This must be done by the end of an undergraduate’s second year at the latest, and prior to enrolling
in EDUC 55, which would typically be completed in fall of the third year. Enrollment forms are available in the School of Physical Sciences Student
Affairs Office (134 Rowland Hall), the Francisco J. Ayala School of Biological Sciences Student Affairs Office (third floor, Biological Sciences III), and
the Cal Teach Science and Mathematics Resource and Advising Center (137 Bison Modular).
Prior to the Start of Student Teaching:
• Pass the California Basic Education Skills Test (CBEST);
• Pass the California Subject Exam for Teachers (CSET) or complete a subject-matter preparation program (available for Mathematics only);
• Hold a current Certificate of Clearance from the State of California;
• Hold a current TB test with negative results.
Course and Fieldwork
Candidates who enroll in the undergraduate Cal Teach Single Subject Teacher Credential program at UCI are generally required to take the
following courses.
PHY SCI 5/BIO SCI 14 California Teach 1: Introduction to Science and Mathematics Teaching
1
PHY SCI 105/BIO SCI 101 California Teach 2: Middle School Science and Mathematics Teaching
CHEM/PHYSICS 193/BIO SCI 108 Research Methods
MATH 8 Explorations in Functions and Modeling (for Mathematics candidates only)
LPS 60 The Making of Modern Science
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or MATH 184 History of Mathematics
& 184L and History of Mathematics Lesson Lab
1
EDUC 55 Knowing and Learning in Mathematics and Science
1
EDUC 109 Reading and Writing in Secondary Mathematics and Science Classrooms
EDUC 143AW Classroom Interactions I
EDUC 143BW Classroom Interactions II
1
EDUC 148 Complex Pedagogical Design
1
EDUC 158 Student Teaching Mathematics and Science in Middle/High School
1
In order to be recommended for the Preliminary Single Subject Credential, a grade of C or better is required in the following Cal Teach teacher
credential program courses: PHY SCI 105/BIO SCI 101; EDUC 55, EDUC 109, EDUC 143AW, EDUC 143BW, and EDUC 148. A grade of C
or better is required for all sections of EDUC 158 (a repeatable course) that students complete, including all EDUC 158 sections with a student
teaching requirement.
Student teaching for Single Subject candidates in the undergraduate Cal Teach program is defined as a minimum of four hours per day, five days per
week for at least one full public school semester in an appropriate classroom setting in middle or high school.
Readiness for student teaching shall be determined by, but not be limited to, the candidate’s academic work, professional conduct, and potential for
success in teaching. Failure to be advanced to student teaching will be considered good cause for removal and/or a leave of absence from the program.
Applying for a California Credential
In addition to fulfilling all of the above requirements, an applicant must:
• Show evidence of a college-level course, or pass an approved examination on the U.S. Constitution;
• Obtain a CPR certificate in Adult, Child, and Infant resuscitation training;
• Pass the Teacher Performance Assessment
• Official UCI transcript must show that bachelor’s degree has been awarded.
If competence has been demonstrated by the conclusion of the student teaching program, and all other CTC and Departmental requirements are met,
the undergraduate candidate is eligible for a preliminary credential through UCI.
Supplementary and Additional Teaching Authorizations. After acquiring a basic credential, it is possible to add further teaching authorizations.
Consult an academic counselor in the School of Education for details.
Administrative Services Credential
The School of Education sponsors a program through University Extension leading to the Administrative Services Credential. The Preliminary
Administrative Services Credential is obtained by completing the approved program of 36 quarter units and a comprehensive examination. This
credential also requires a valid basic credential, five years of full-time teaching or services experience, and passage of the CBEST.
The Professional Clear Administrative Services Credential begins when an administrative position is obtained. The UCI Professional Clear
Administrative Services program requires the successful completion of two years of full-time school administrative experience, the Preliminary
Administrative Services Credential, and six (6) quarter units (Induction and Final Evaluation, Education 398A-B) which provide structured mentoring,
self-assessment, and formative/summative evaluation of the candidate. Those interested in these credentials should visit the University Extension
website (http://unex.uci.edu) or call 949-824-5414.
Faculty
Jonathan Alexander, Ph.D. Louisiana State University, Campus Writing Coordinator and Professor of English; Culture and Theory; Education; Gender
and Sexuality Studies (writing studies, sexuality studies, queer theory, new media studies)
Richard Arum, Ph.D. University of California, Berkeley, Dean of the School of Education and Professor of Education; Sociology
Drew Bailey, Ph.D. University of Missouri, Assistant Professor of Education
Rachel Baker, Ph.D. Stanford University, Assistant Professor of Education
Bruce Baron, M.S. Pepperdine University, Lecturer of Education
Frank D. Bean, Ph.D. Duke University, UCI Distinguished Professor of Sociology; Economics; Education (international migration, demography, Mexican
immigration, racial and ethnic relations, economic sociology, family)
Robert J. Beck, Ph.D. University of Chicago, Senate Emeritus of Education
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500 School of Education
Henry J. Becker, Ph.D. Johns Hopkins University, Professor Emeritus of Education
Liane R. Brouillette, Ph.D. University of Colorado Boulder, Associate Professor of Education (educational policy, arts-based learning)
Chuansheng Chen, Ph.D. University of Michigan, UCI Chancellor's Professor of Psychology and Social Behavior; Education (cross-cultural psychology,
adolescent development, cognitive neuroscience, genes and behavior)
Penelope R. Collins, Ph.D. University of Toronto, Associate Professor of Education
Gilberto Q. Conchas, Ph.D. University of Michigan, Professor of Education; Sociology (urban education, sociology of education, comparative race and
ethnicity)
AnneMarie M. Conley, Ph.D. University of Michigan, Assistant Professor of Education
Carol McDonald Connor, Ph.D. University of Michigan, Chancellor's Professor of Education
Kevin Dempsey, M.S. California State University, Fullerton, Lecturer of Education
Greg Duncan, Ph.D. University of Michigan, UCI Distinguished Professor of Education; Economics; Psychology and Social Behavior (economics of
education, program evaluation, child development)
Jacquelynne S. Eccles, Ph.D. University of California, Los Angeles, UCI Distinguished Professor of Education; Psychology and Social Behavior
(academic motivation and achievement, school and family influences on adolescent development, gender and ethnicity in STEM fields)
Dennis Evans, Ed.D. University of Southern California, Non-Senate Academic Emeritus of Education
George Farkas, Ph.D. Cornell University, Professor of Education; Sociology (social ethnic minority education, cognition, behavior)
Cynthia Feliciano, Ph.D. University of California, Los Angeles, Associate Professor of Sociology; Chicano/Latino Studies; Education (race/ethnicity/
minority relations, migration and immigration, education)
David John Frank, Ph.D. Stanford University, Professor of Sociology; Education; Political Science (globalization, sexuality, the natural environment,
higher education)
Wendy A. Goldberg, Ph.D. University of Michigan, Professor of Psychology and Social Behavior; Education (developmental psychology, work and
family, infant sleep, transition to parenthood, autism)
Jody Guarino, Ed.D. Azusa Pacific University, Lecturer and Supervisor of Teacher of Education
Susan Guilfoyle, M.S. University of Southern California, Lecturer of Education (reading, language and literacy)
Gillian Hayes, Ph.D. Georgia Institute of Technology, Professor of Informatics; Education (interactive and collaborative technology, human-computer
interaction, computer-supported cooperative work, educational technology, ubiquitous computing)
Marie-Charlotte Henderson, M.A. University of California, Irvine, Lecturer of Education
Alan R. Hoffer, Ph.D. University of Michigan, Professor Emeritus of Education
Jeffrey J. Hruby, M.A. California State University, Fullerton, Lecturer of Education
Bradley S. Hughes, Ph.D. University of California, Irvine, Lecturer with Security of Employment of Ecology and Evolutionary Biology; Education
Karajean Hyde, M.A. Vanguard University, Lecturer of Education (mathematics education)
Mizuko Ito, Ph.D. Stanford University, John D. and Catherine T. MacArthur Foundation Chair in Digital Media and Learning and Professor in Residence
of Anthropology; Education; Informatics (ethnography, game studies, youth culture, learning sciences, online communities)
Susanne M. Jaeggi, Ph.D. University of Bern, Associate Professor of Education
Susan C. Jarratt, Ph.D. University of Texas at Austin, Professor of Comparative Literature; Culture and Theory; Education (histories and theories of
rhetoric, ancient Greek rhetoric, writing studies)
Jade Marcus Jenkins, Ph.D. University of North Carolina at Chapel Hill, Assistant Professor of Education
Jeffrey M. Johnston, M.A. University of Southern California, Lecturer of Education
Hosun Kang, Ph.D. Michigan State University, Assistant Professor of Education
Joshua F. Lawrence, Ed.D. Boston University, Assistant Professor of Education
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Glenn S. Levine, Ph.D. University of Texas at Austin, German Language Program Director and Professor of German; Education (applied linguistics,
foreign language pedagogy, German-Jewish culture and history, Yiddish language and culture, European culinary history)
Julia R. Lupton, Ph.D. Yale University, Associate Dean for Research and Professor of English; Comparative Literature; Education (Renaissance
literature, literature and psychology)
Virginia Mann, Ph.D. Massachusetts Institute of Technology, Professor of Cognitive Sciences; Education; Linguistics (reading ability: phenome
awareness, developmental dyslexia, phonological skills, early intervention, precocious readers; speech perception: context effects, cross-linguistic
comparisons)
Jack R. McCullough, Ph.D. United States International University, Lecturer with Security of Employment Emeritus of Education
Carol Booth Olson, Ph.D. University of California, Los Angeles, Associate Professor of Education
Rita W. Peterson, Ph.D. University of California, Berkeley, Senior Lecturer with Security of Employment Emerita of Education
Stephanie Reich, Ph.D. Vanderbilt University, Associate Professor of Education; Informatics; Psychology and Social Behavior (child development,
parenting, peer interactions, media, program evaluation)
Maria F. Rosales Rueda, Ph.D. University of Chicago, Assistant Professor of Education; Economics
Ruben G. Rumbaut, Ph.D. Brandeis University, Distinguished Professor of Sociology; Criminology, Law and Society; Education (international migration,
immigration laws, criminalization, incarceration, social inequality and mobility, race and ethnicity)
Judith Haymore Sandholtz, Ph.D. Stanford University, Professor of Education
Rossella Santagata, Ph.D. University of California, Los Angeles, Associate Professor of Education
Robin C. Scarcella, Ph.D. University of Southern California, Professor of Academic English/English as a Second Language; Education
Tesha Sengupta-Irving, Ph.D. Stanford University, Assistant Professor of Education
Therese B. Shanahan, Ed.D. University of Southern California, Lecturer of Education
Sandra Simpkins, Ph.D. University of California, Riverside, Associate Professor of Education (organized after-school activities, motivation, family
influences, diversity and equity, immigration and culture, STEM)
Jeanne M. Stone, M.A. California State University, Long Beach, Lecturer of Education
Timothy M. Tift, M.A. Pepperdine University, Lecturer with Security of Employment Emeritus of Education
William M. Tomlinson, Ph.D. Massachusetts Institute of Technology, Professor of Informatics; Education (environmental informatics, educational
technology, computer graphics/visualization/digital arts)
Deborah Lowe Vandell, Ph.D. Boston University, Professor of Education; Criminology, Law and Society; Psychology and Social Behavior (longitudinal
studies of development, early childhood education, after-school programs, summer learning, child development, adolescent development)
Brad W. Vanpatten, M.A. California State University, Long Beach, Lecturer of Education
Mark J. Warschauer, Ph.D. University of Hawaii at Manoa, Professor of Education; Informatics (language, literacy, technology)
Di Xu, Ph.D. Colombia University, Assistant Professor of Education
Elizabeth van Es, Ph.D. Northwestern University, Associate Professor of Education
Courses
EDUC 10. Educational Research Design. 4 Units.
Designed to help students become intelligent consumers of research and independent researchers, this course provides an introduction to the basic
principles of educational research. Topics include research questions, literature reviews, and qualitative and quantitative research designs.
(III)
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EDUC 15. Statistics for Education Research . 4 Units.
Provides an introduction to the use of statistics in educational research. Focuses on testing and measurement, and provides basic tools to read,
interpret, and draw conclusions from quantitative educational research.
Prerequisite: EDUC 10.
Overlaps with SOCECOL 13.
(Va)
EDUC 30. 21st Century Literacies. 4 Units.
Provides an overview of literacies required for academic and career success in the 21st century. Issues addressed include reading, writing, academic
language, research skills, media and technology skills, scientific literacy, critical thinking, communication, collaboration, and creativity. Course may be
offered online.
(III)
EDUC 40. Theories of Development and Learning Applied to Education. 4 Units.
Provides an introductory examination of central theories of human development and learning in their application to contemporary educational settings.
Course may be offered online.
(III)
EDUC 50. Origins, Purposes, and Central Issues in K-12 Education. 4 Units.
An introduction to the role of education in U.S. society and to central issues in K–12 education. Education is studied from four different perspectives:
social, historical, philosophical, and political. Course may be offered online.
EDUC 55. Knowing and Learning in Mathematics and Science. 5 Units.
Multidisciplinary study of knowing and learning in secondary school mathematics and science. Topics include standards for knowing, scientific
epistemologies, mental representations, problem solving, expert-novice studies, assessment, and domain-specific thinking, learning, and teaching.
Applied analysis of learning through clinical interviews.
Prerequisite: PHY SCI 5 or BIO SCI 14.
(III)
EDUC 100. Educational Strategies for Tutoring and Teacher Aiding . 4 Units.
Placement in a public elementary or secondary school to gain experience as a tutor or teacher aide. Emphasis on cognitive learning and the
development of instructional strategies and resources which can be used in effective cross-age and cross-cultural experiences.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 3 times.
Same as ENGR 197A.
EDUC 104D. Preparation for Teaching Fine Arts in K-12 Schools. 4 Units.
Arts education, theory, curriculum and methods for university students specializing in studio art, digital arts, dance, music, and/or drama. Includes lesson
planning and teaching strategies based on California and national frameworks and content standards, and fieldwork in K–12 settings.
EDUC 104E. Multimedia and the Arts in the Multicultural Classroom. 4 Units.
Multiculturalism and under-represented U.S. minorities and the visual and performing arts: perspectives in artistic perception, creative expression,
historical and cultural context, aesthetic valuing, and media literacy in the interpretation and production of multimedia arts products and applications for
K-12 classrooms.
EDUC 106. Introduction to Early Childhood Education. 4 Units.
Designed to provide an introductory survey of the nature, needs, and education of young children. Explores questions such as "What should we teach
young children?" and "How should we teach?".
EDUC 107. Child Development in Education. 4 Units.
Explores the pathways of normally developing children's growth and change over time. In particular, focuses on how cognitive and social development
impact and are driven by educational contexts.
EDUC 108. Adolescent Development and Education. 4 Units.
Explores the physical, cognitive, emotional, and social development of adolescents, with an emphasis on the practical implications of developmental
theory and research findings for teachers and other professionals who work with adolescents in middle or high school contexts.
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EDUC 109. Reading and Writing in Secondary Mathematics and Science Classrooms. 4 Units.
Emphasis is placed on understanding the literacy processes (listening, speaking, viewing, thinking, reading, and writing) as they relate to middle and
high school mathematics and science. Students integrate literacy-related strategies with curriculum-based goals supported in the California State
Frameworks.
Corequisite: EDUC 158.
EDUC 122A. Foundations of Elementary School Mathematics I. 4 Units.
Provides understanding of fundamental mathematics necessary to teach for conceptual understanding and higher-level reasoning and problem solving.
Conceptual understanding of place value, fractions, proportionality, geometry, algebra, functions, probability, statistics, and measurement. Instructional
applications of these concepts in grades K-8 teaching.
EDUC 122B. Foundations of Elementary School Mathematics II. 4 Units.
Provides understanding of fundamental mathematics necessary to teach for conceptual understanding and higher-level reasoning and problem solving.
Conceptual understanding of place value, fractions, proportionality, geometry, algebra, functions, probability, statistics, and measurement. Instructional
applications of these concepts in grades K-8 teaching.
Prerequisite: EDUC 122A.
EDUC 122C. Foundations of Elementary School Mathematics III. 4 Units.
Provides understanding of fundamental mathematics necessary to teach for conceptual understanding and higher-level reasoning and problem solving.
Conceptual understanding of place value, fractions, proportionality, geometry, algebra, functions, probability, statistics, and measurement. Instructional
applications of these concepts in grades K-8 teaching.
Prerequisite: EDUC 122B.
EDUC 124. Multicultural Education in K-12 Schools. 4 Units.
Provides a theoretical and empirical overview of educational issues affecting low-income immigrant and U.S.-born minority student populations in an
increasingly diverse and changing society.
Same as CHC/LAT 183.
(VII)
EDUC 125. Children, Schools, and Cinema. 4 Units.
Through popular films, analyzes aspects of school dynamics and interaction of schools with students, teachers, and public. Melding educational studies
and film studies provides deeper understanding of methods used to transmit information and attitudes about schools to the lay public.
EDUC 126. Ethics and Education. 4 Units.
Ethics in education and how ethicists frame moral problems. Presents major ethical themes that affect education. Analysis of models for dealing with
ethical goals and developing morality for K–12 students. Models for solving ethical dilemmas within an educational context.
Prerequisite: EDUC 50.
EDUC 128. Exceptional Learners. 4 Units.
An introductory survey of the nature, needs, and education of K–12 children with exceptionalities. Covers the categories and characteristics of
exceptionalities, relevant state and federal legislation, and the role of general education teachers in special education.
EDUC 130. Children's Learning and Media. 4 Units.
Examines how popular media may impact how young people learn, develop, and communicate by looking at research related to the impacts of a wide
range of popular media including television, video games, digital environments, mobile devices, and other multimedia.
EDUC 131. Educational Technology. 4 Units.
Presents an overview of the types and uses of educational technology to support and enhance the K–12 learning experience. Familiarizes students with
lesson planning, instructional design, learning theory, and integrating technology into the curriculum. Course may be offered online.
EDUC 132. Reading and Writing Enrichment for After-School Programs. 4 Units.
Examines literacy development and the implementation of research-based practices to enrich learners' reading and writing skills in after-school
programs. A minimum of 20 hours of after-school program fieldwork is required in order to design and implement literacy enrichment activities.
EDUC 134. Teaching English Internationally. 4 Units.
Covers methods of teaching English as a foreign language, basic language knowledge for English teachers, the social context of English language
teaching around the world, and essential information about securing international employment as an English teacher.
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EDUC 137. Art in the Elementary School. 4 Units.
Theory and practice in art education for the elementary school classroom. Includes content and pedagogy for future teachers and others interested in
the relationship between child development and the production of visual art. Materials fee.
EDUC 138. Children's Literature in the Elementary Classroom. 4 Units.
Explores the wealth of children's literature that can be integrated into the elementary classroom. Surveys traditional literature, fiction, nonfiction, and
poetry that make curriculum accessible to all students. Focuses on literary elements for both reading and creating text.
EDUC 141A. Jumpstart I: Early Language, Literacy, and Social Development. 4 Units.
An experiential course integrated with lecture material in the field of child development and education. Students are expected to attend lectures,
complete assignments, and commit eight hours per week as mentors of disadvantaged preschool children.
Same as PSYCH 141J.
Restriction: Psychology majors and School of Education students have first consideration for enrollment.
EDUC 141B. Jumpstart I: Early Language, Literacy, and Social Development. 4 Units.
An experiential course integrated with lecture material in the field of child development and education. Students are expected to attend lectures,
complete assignments, and commit eight hours per week as mentors of disadvantaged preschool children.
Same as PSYCH 141K.
Restriction: Psychology majors and School of Education students have first consideration for enrollment.
EDUC 141C. Jumpstart I: Early Language, Literacy, and Social Development. 4 Units.
An experiential course integrated with lecture material in the field of child development and education. Students are expected to attend lecture, complete
assignments, and commit eight hours per week as mentors of disadvantaged preschool children.
Same as PSYCH 141L.
Restriction: Psychology majors and School of Education students have first consideration for enrollment.
EDUC 141D. Jumpstart II: Early Language, Literacy, and Social Development. 4 Units.
An experiential course integrated with lecture material in the field of child development and education. Students are expected to attend lectures,
complete assignments, and commit eight hours per week as mentors of disadvantaged preschool children.
Prerequisite: (PSYCH 141J and PSYCH 141K and PSYCH 141L) or (EDUC 141A and EDUC 141B and EDUC 141C).
Same as PSYCH 141M.
EDUC 141E. Jumpstart II: Early Language, Literacy, and Social Development. 4 Units.
An experiential course integrated with lecture material in the field of child development and education. Students are expected to attend lectures,
complete assignments, and commit eight hours per week as mentors of disadvantaged preschool children.
Prerequisite: (PSYCH 141J and PSYCH 141K and PSYCH 141L) or (EDUC 141A and EDUC 141B and EDUC 141C).
Same as PSYCH 141N.
EDUC 141F. Jumpstart II: Early Language, Literacy, and Social Development. 4 Units.
An experiential course integrated with lecture material in the field of child development and education. Students are expected to attend lectures,
complete assignments, and commit eight hours per week as mentors of disadvantaged preschool children.
Prerequisite: (PSYCH 141J and PSYCH 141K and PSYCH 141L) or (EDUC 141A and EDUC 141B and EDUC 141C).
Same as PSYCH 141O.
EDUC 141G. Jumpstart III: Early Language, Literacy, and Social Development. 4 Units.
An experiential course integrated with lecture material in the field of child development and education. Students are expected to attend lectures,
complete assignments, and commit eight hours per week as mentors of disadvantaged preschool children.
Prerequisite: (PSYCH 141M and PSYCH 141N and PSYCH 141O) or (EDUC 141D and EDUC 141E and EDUC 141F).
Same as PSYCH 141P.
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EDUC 141H. Jumpstart III: Early Language, Literacy, and Social Development. 4 Units.
An experiential course integrated with lecture material in the field of child development and education. Students are expected to attend lectures,
complete assignments, and commit eight hours per week as mentors of disadvantaged preschool children.
Prerequisite: (PSYCH 141M and PSYCH 141N and PSYCH 141O) or (EDUC 141D and EDUC 141E and EDUC 141F).
Same as PSYCH 141Q.
EDUC 141I. Jumpstart III: Early Language, Literacy, and Social Development. 4 Units.
An experiential course integrated with lecture material in the field of child development and education. Students are expected to attend lectures,
complete assignments, and commit eight hours per week as mentors of disadvantaged preschool children.
Prerequisite: (PSYCH 141M and PSYCH 141N and PSYCH 141O) or (EDUC 141D and EDUC 141E and EDUC 141F).
Same as PSYCH 141R.
EDUC 143AW. Classroom Interactions I. 4 Units.
Focuses on research-based instructional strategies for enhancing the learning of secondary mathematics and science. Students learn about adolescent
and second-language development to assist them in developing analyzing, teaching, and critiquing lessons for secondary classrooms.
Prerequisite: (PHY SCI 105 or BIO SCI 101) and EDUC 55. Satisfactory completion of the Lower-Division Writing requirement.
(Ib)
EDUC 143BW. Classroom Interactions II. 4 Units.
Focuses on equity and multicultural education research, special education, and research-based instructional and assessment strategies to assist
students in designing, teaching, and assessing lessons that meet the needs of all secondary mathematics and science students.
Prerequisite: (PHY SCI 105 or BIO SCI 101) and EDUC 55 and EDUC 143AW and EDUC 148. Satisfactory completion of the Lower-Division Writing
requirement.
(Ib, VII)
EDUC 145. Theories and Pedagogies of Race in Education. 4 Units.
Introduces theoretical frameworks to examine the role of race in American education. Emphasis is placed on introducing students to different race and
ethnicity paradigms.
EDUC 148. Complex Pedagogical Design. 6 Units.
In this Cal Teach capstone course, students design lesson plans and complex instructional units, using approaches such as mathematics and science
integration, problem-based instruction, project-based learning, technology, representations, scientific and mathematical analysis/modeling, authentic
assessment, contextualization, and designing equitable learning environments.
Prerequisite: (PHY SCI 105 or BIO SCI 101) and EDUC 55 and EDUC 143AW.
EDUC 149. Family, School, and Community in Early Childhood. 4 Units.
Focuses on the many socializing aspects of young children's social worlds. Through the use of ecological perspectives, explores the role of families,
schools, and communities on children's social development, especially in early childhood.
EDUC 150. Changing the High School Experience. 4 Units.
Analysis of problems in high school education (e.g., student disengagement and underachievement of disadvantaged) and proposals for changing
curriculum, instruction, and school organization. Students suggest own reforms and analyze effective/ineffective school practices.
Prerequisite: Recommended: 1 unit of EDUC 199.
EDUC 151. Language and Literacy. 4 Units.
Addresses the linguistic principles and processes that underlie oral and written language proficiency. Emphasis is on how to use phonology,
morphology, orthography, semantics, syntax, and pragmatics to support literacy and oral language development for K-12 students.
Same as PSY BEH 192V.
Restriction: Psychology and Social Behavior, Social Ecology, Education, and Psychology majors have first consideration for enrollment.
EDUC 153A. Urban Youth and the Development of Literacy through the Arts I. 4 Units.
Brings together research and practice on innovative instructional strategies for developing urban-student literacy through visual, communicative, and
performing arts. UCI students are involved in an intervention at a local school.
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EDUC 153B. Urban Youth and the Development of Literacy through the Arts II. 4 Units.
Building on knowledge gained in Education 153A, focuses on practices for developing urban-student literacy. Students are required to complete 40
hours of fieldwork, participating in an actual intervention at a local school.
Prerequisite: EDUC 153A.
EDUC 156. Introduction to Field Methods in Education. 4 Units.
Introduces students to methods for studying human behavior in context. It prepares students for conducting applied educational research, including
designing needs assessments; conducting observations, interviews and focus groups; organizing and analyzing data; and synthesizing and presenting
research findings.
Prerequisite: EDUC 10.
EDUC 157. Educational Research and Evaluation. 4 Units.
Covers qualitative and quantitative research methods relevant for the evaluation of educational programs. Students will have the opportunity to plan,
execute, and write-up a small evaluation project.
Prerequisite: EDUC 10 and EDUC 15.
EDUC 158. Student Teaching Mathematics and Science in Middle/High School. 6 Units.
Student teaching includes orientation, seminars, preparation, and assumption of secondary school classroom instructional responsibilities in accordance
with State credentialing requirements and in conjunction with the public school calendar. Five days/week and a minimum four hours/day over two
quarters.
Prerequisite: (PHY SCI 105 or BIO SCI 101) and EDUC 55 and EDUC 143AW and EDUC 143BW and EDUC 148.
EDUC 158F. Advanced Fieldwork in Middle/High School Math and Science. 3 Units.
Advanced fieldwork for math and science teacher credential candidates over two quarters, prior to starting a fall student teaching assignment. Requires
a minimum of 40 hours per quarter of fieldwork in a K-12 classroom and attendance at weekly seminars.
Prerequisite: (PHY SCI 105 or BIO SCI 101) and EDUC 55 and EDUC 143AW and EDUC 143BW and EDUC 148.
Repeatability: May be taken for credit for 6 units.
EDUC 159. Experimental Research Methods. 4 Units.
Designed to help students to develop the ability to think critically about research, and to develop an understanding of how to design and conduct
experiments. The overall goal is to prepare students to independently plan and implement a research study.
Prerequisite: EDUC 10 and EDUC 15.
EDUC 160. Foundations of Out-of-School Learning. 4 Units.
Provides an overview of child and adolescent learning through participation in out-of-school activities and settings. Recognizes the importance of
matching out-of-school experiences with the interests, needs, and development level of students. Observation-based fieldwork included. Course may be
offered online.
Repeatability: May be taken for credit 2 times.
Restriction: May be taken a second time if student is a candidate for Certificate in After-School Education, and the first time was prior to Fall 2008.
EDUC 160L. After-school Programs Fieldwork. 1-2 Units.
Supervised fieldwork at an after-school program. Fieldwork is under the direction of an Education faculty member and an after-school program
supervisor.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit for 4 units.
EDUC 161. Discovering Science in Out-of-School Hours. 4 Units.
Examines the design principles and teaching techniques that science museums and other out-of-school science programs use to motivate children and
youth to learn science through discovery. Includes field experience at a science learning center or after-school program. Materials fee.
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EDUC 173. Cognition and Learning in Educational Settings. 4 Units.
Foundational concepts in cognition and development as applied to student learning. Primary topics include historical behaviorism, basic cognitive
structure and processes, complex cognition, cognitive development, and motivation.
Same as PSY BEH 192T.
Restriction: Psychology and Social Behavior, Social Ecology, Education, and Psychology majors have first consideration for enrollment.
EDUC 175. Foundations of Education. 4 Units.
Foundational questions of education are viewed from newly emerging developmental perspectives which treat cognition as embodied action and
learning as cultural recapitulation. Historical, sociological, psychological, and philosophical implications of views toward aspects of teaching, learning,
curriculum, and pedagogy are considered.
EDUC 176. Psychology of Learning, Abilities, and Intelligence. 4 Units.
Overview of classic positions on the mind, human abilities, and intelligence, especially as related to academic achievement. Contrasting views:
psychometric versus information processing; experimental versus correlational research.
Prerequisite: PSYCH 7A or PSY BEH 9.
Same as PSY BEH 192U.
Restriction: Psychology and Social Behavior, Social Ecology, and Education majors have first consideration for enrollment.
EDUC 179W. Advanced Composition for Teachers. 4 Units.
Principles of formal composition and problems of teaching. Selecting handbooks and ancillary reading, marking papers, making assignments, and
conducting workshops and tutorials.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Same as WRITING 179W.
Restriction: Upper-division students only.
(Ib)
EDUC 180. Interdisciplinary Topics in Education. 4 Units.
Analysis of issues in education from interdisciplinary perspectives. Topics covered vary with interests of instructor.
Repeatability: Unlimited as topics vary.
EDUC 181A. Principles and Practices of Coaching Sports I. 4 Units.
Focuses on foundational theories and instructional practices in coaching sports from fourth grade to the collegiate level. Prepares students for the
coach's mandatory state certification examination for high school sports in California.
EDUC 185. Social Development in Education. 4 Units.
Examination of contextual, psychosocial, and biological factors contributing to the social development of children and adolescents. Theoretical
perspectives, empirical findings, and methodological issues are emphasized. Implications of the scientific evidence for practical and policy decision-
making surrounding development are discussed.
EDUC 190. Principles and Practices of K–6 After School Sports and Fitness. 4 Units.
Focuses on foundational theories and instructional practices in after-school sports and fitness for K–6 students. Includes a 20-hour field experience in an
after-school setting.
EDUC 191. Advanced Fieldwork in After-School Education. 4 Units.
Capstone fieldwork experience for students seeking to earn the Department of Education-sponsored Certificate in After-School Education. Students are
required to complete 50 or more hours of fieldwork and related assignments at an instructor-approved after-school program.
Prerequisite: EDUC 160.
EDUC 193. Directed Studies in Early Childhood Education. 2-4 Units.
Advanced study of early childhood education under the direction of a faculty member, coupled with a community-based practicum.
Repeatability: May be repeated for credit unlimited times.
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EDUC 198. Directed Research in Education. 2-8 Units.
Individually or in small groups, students are exposed to or participate in work related to a faculty member's research. Students also attend a weekly
seminar and complete a research paper or comparable project.
Repeatability: May be taken for credit for 12 units.
Restriction: Sophomore only or Juniors only or Seniors only.
EDUC 199. Individual Study. 1-4 Units.
Intensified advanced study in areas in which a student has considerable background, under the direction of a faculty member who will guide and
evaluate the study.
EDUC 201. Teachers' Lives and Policy Environment of Teaching. 4 Units.
Examines research and public perceptions about school-based educational processes, the influence of institutional structures and educational policy on
the lives of teachers, and the challenges of school reform at the local and classroom level.
Restriction: Master of Arts in Teaching Program majors only.
EDUC 202. Outcomes of Schooling/Student Assessment. 4 Units.
Focuses on establishment of learning goals and assessment tools that are valid for all students, inform educational decisions, and promote educational
success. Provides critical examination of different forms of assessment used in K–12 schools, including developmental assessments and appropriate
interventions.
Restriction: Master of Arts in Teaching Program majors only.
EDUC 203. Advanced Concepts in Learning and Cognition. 4 Units.
Theories of cognition and their application to thinking and learning in school settings. Topics include memory, information processing, knowledge
representation, problem solving, meta-cognition, and intelligence.
Prerequisite: EDUC 173.
Restriction: Master of Arts in Teaching Program majors only.
EDUC 205. Critical Assessment of Teaching Practice and Learning. 4 Units.
Student articulates a problem in instructional practice and uses research on cognition, assessment, and other tools to understand the problem. Capstone
course emphasizes practices of teacher inquiry, reflection, and professional collaboration. Student's written analyses are evaluated as program's
Comprehensive Examination.
Restriction: Master of Arts in Teaching Program students only.
EDUC 206. Design of Learning Environments for Teachers in Secondary School Subjects. 4 Units.
Research on comprehension, conceptual understanding, reasoning, critical thinking, and problem solving with applications to pedagogy in secondary
school subjects. Required for M.A.T. single subject students, unless substitution of Education 207 is authorized.
EDUC 207. Cognition and Pedagogy in Quantitative Literacy. 4 Units.
Reviews research on cognition in elementary mathematics, including numeracy, fractions, probability, proportionality, measurement, geometry, algebra.
Emphasizes instructional approaches consistent with this research knowledge. Required for M.A.T. multiple subjects students, unless substitution of
Education 206 is authorized by the Department.
EDUC 208. Reading Development . 4 Units.
Course will focus on the language and literacy development of typically-developing native English-speaking students in the U.S. Students will learn
about seminal and recent research in the field of reading development.
Restriction: Graduate students only.
EDUC 210. Language, Literacy, and Discourse. 4 Units.
Introduces students to the interdisciplinary study of language, literacy, and discourse across historical and educational contexts. Addresses theories of
how people learn, interact, and make meaning through a variety of semiotic resources, including oral communication, print, and digital media.
Restriction: Graduate students only.
EDUC 211. Writing Theory and Practice. 4 Units.
Offers an overview of histories, theories, and research in the field of composition studies from 1950 to the present. Addresses the influences of theory
and research on teaching practice at K–12 and college levels.
Restriction: Graduate students only.
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EDUC 212. Literacy and Technology. 4 Units.
Examines theoretical, historical, and contemporary relationships of technology and literacy. Topics include online communication, multimodality, video
games, the use of technology for literacy instruction in schools, and research approaches for investigating literacy development with technology.
Restriction: Graduate students only.
EDUC 218. Special Topics in Language, Literacy, and Technology. 4 Units.
Advanced seminar designed to engage students in highly interactive examination of current issues in language, literacy, and technology. Topics and
content will vary by quarter, depending upon research interests of the faculty and students.
Repeatability: May be taken for credit 10 times as topics vary.
Restriction: Graduate students only.
EDUC 220. Developing Adolescent Literacy. 4 Units.
Examines how adolescents leverage vocabulary knowledge, word-reading skills, background understanding, and knowledge of content-specific text
features to master an increasing range of texts both independently and for subject-area learning.
Restriction: Graduate students only.
EDUC 222. Research Epistemologies and Methodologies. 4 Units.
Introduction to epistemological underpinnings of educational research and to a range of research methodologies in education. Includes examination of
quantitative and qualitative studies through reading and analyzing contemporary research. Critique of selected research studies pertinent to educational
practice and policy.
Restriction: Ed.D. Program students only.
EDUC 225. Learning, Development, and Culture. 4 Units.
Explores issues of learning and development through a cultural lens. The interplay between culture and learning and culture and development is
analyzed through the discussion of relevant readings from both psychological and anthropological research traditions.
Restriction: Graduate students only.
EDUC 229. Theories of Human Development. 4 Units.
Examines developmental theory as a guide for research and practice in education. The evolution of classical development theories and the emergence
of new theoretical models are considered. Theoretical perspectives include ecological systems, life course, psychobiology, attachment, and social-
cognitive theories.
Restriction: Graduate students only.
EDUC 230. The History and Culture of Schooling in the United States. 4 Units.
Considers the historical, cultural, and structural processes that contextualize American schooling. In particular, examines the roles of race, class, and
gender in the context of public education in the United States.
Restriction: Master of Arts in Teaching students only.
EDUC 235. Psychology of Reading Acquisition. 4 Units.
Surveys theory and empirical evidence concerning acquisition, cognitive processes, and consequences of skilled reading. Explores psychological
models of skilled reading, how children acquire reading and writing skills in their home and second languages, cognitive consequences of acquiring
literacy skills.
Restriction: Graduate students only.
EDUC 238. Special Topics in Learning, Cognition, and Development. 4 Units.
An advanced seminar designed to engage students in highly interactive examination of current issues in learning, cognition, and development. Topics
and content will vary by quarter, depending upon the research interests of the faculty and students.
Restriction: Graduate students only.
EDUC 240. Instructional Design and Education Technology. 4 Units.
Design of high-quality instructional units consistent with current theory and research in cognitive psychology and constructivist-compatible instructional
practice and infused with appropriate uses of computer and video technologies. Students design a complete instructional unit using these principles.
Restriction: Master of Arts in Teaching Program students only.
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EDUC 241. Children’s Sense Making in Science. 2 Units.
Investigates elementary students as individuals who construct understanding of concepts through their interactions with others and the world around
them. Observations of children in informal settings to analyze learning in context.
Restriction: Teacher Credential Program students only.
EDUC 243. The Policy Environment of Teaching. 2 Units.
Examines research and public perceptions about school-based educational processes, the influence of institutional structures and educational policy on
the lives of teachers, and the challenges of school reform at the local and classroom level.
EDUC 245. Learning Inside and Outside of School. 2 Units.
A field-based course focused on observing adolescents in out-of-school contexts to examine adolescent learning and development in a range of
contexts, how out-of-school contexts motivate learning and development, and consider the implications for teaching.
Restriction: Teacher Credential Program students only.
EDUC 246. Teaching Investigations: Identifying Dilemmas of Practice. 4 Units.
Focuses on identifying problems of teaching practice that arise in student teaching, examining the theoretical foundations that underlie problems of
practice, and developing approaches for inquiring into strategies to systematically address instructional challenges.
Restriction: Teacher Credential Program students only.
EDUC 247. Teaching Investigations: Exploring Dilemmas of Practice. 4 Units.
Focuses on exploring problems of teaching practice that arise in student teaching, drawing on research to examine the theoretical foundations that
underlie problems of practice, and to propose courses of action to address and study educational interventions.
Prerequisite: EDUC 246.
Restriction: Master of Arts in Teaching with Teacher Credential Program students only.
EDUC 248. Understanding Teacher Agency. 4 Units.
Course considers how teachers can become agents of change within their school contexts, through their participation in professional organizations, and
via social media. Candidates will experiment with using different avenues for sharing images of practice and action research.
Prerequisite: EDUC 246.
Restriction: Teacher Credential Program students only.
EDUC 251. Educational Policy and Politics. 4 Units.
An in-depth study of topics relevant to educational reform and policy-making. Topics include: the policy-making process, the role of values and interest
groups, policy analysis, equality of educational opportunity, systemic reform, implementation, and politics at the school site.
Restriction: Graduate students only.
EDUC 254. College Access and Persistence. 4 Units.
Introduction to how social, political, and economic forces impact college access and persistence in the U.S. higher education system. Investigates
historical perspectives and theoretical underpinnings of college access and retention research and the link between K–12 schooling and postsecondary
stratification.
Restriction: Graduate students only.
EDUC 255. Immigration and the New Second Generation. 4 Units.
Focuses on Asian, Latino, and Black children of immigrants. Investigates how today's second generation adapts, incorporates into the U.S. social
structure, transforms the social and economic landscape. Explores assimilation, immigrant families/communities, language, racial/ethnic identities,
gender, education, changing U.S. racial structure.
Restriction: Graduate students only.
EDUC 256. Critical Case Studies in Education. 4 Units.
Examines single and multiple case studies as a method for investigating educational theory, practice, and policy. Explores types of questions that can be
answered with case study research and designs, data analysis techniques, format, and style of writing case studies.
Restriction: Graduate students only.
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EDUC 258. Special Topics in Educational Policy and Social Context. 4 Units.
An advanced seminar designed to engage students in highly interactive examination of current issues in educational policy and social context. Topics
and content will vary by quarter, depending upon the research interests of the faculty and students.
Repeatability: May be taken for credit 10 times.
Restriction: Graduate students only.
EDUC 259. Community Research and Action. 4 Units.
Introduces the theoretical underpinnings and research approaches of the field of Community Psychology. Project-based course focused on research and
action in communities, organizations, and other extra-individual units (e.g., schools).
Restriction: Graduate students only.
EDUC 261. Social and Cultural Foundations of Education. 4 Units.
Provides a critical understanding of the social and cultural foundations of education through reproduction theory. Explores the unique ways in which
culture and power intersect within schools and schooling systems to reproduce and resist educational inequality.
Restriction: Graduate students only.
EDUC 264. Economic Foundations of Education and Social Policy. 4 Units.
Beginning/intermediate microeconomics course provides students with an introduction to how economists think about household decision-making,
markets, benefit-cost analysis, social policy issues in general and education policy in particular.
Restriction: Graduate students only.
EDUC 265. Applied Regression Analysis for Education and Social Research. 4 Units.
Provides students with a working knowledge of multiple regression and the statistical analysis of longitudinal data. Topics include a review of the OLS
regression model, event-history methods, and various other techniques for analyzing longitudinal data.
Prerequisite: EDUC 288B.
Restriction: Graduate students only.
EDUC 267. Classsroom Research Methods. 4 Units.
Uses students' research problems as the basis for exploring methods—teacher and student observation, interview, case studies, think alouds. Intended
for doctoral students with a specific research question and very good grounding in the literature related to their question.
Restriction: Graduate students only.
EDUC 274. Studies of Professional and Staff Development. 2-4 Units.
Research and theory of effective strategies for professional and staff development. Topics include: adult learning as related to professional growth of
teachers, staff development as vehicle for systemic reform, reforms to enhance teacher professionalization and empowerment.
Restriction: Doctoral students only.
EDUC 278. Experimental Designs in Educational Research. 4 Units.
Designed to enable students to think critically about experimental research, and to develop an understanding of how to design and conduct experiments.
The overall goal is to prepare students to independently plan and implement an experimental research study.
Prerequisite: EDUC 222.
Restriction: Graduate students only.
EDUC 280. Research Methods. 2-8 Units.
Provides practitioners at advanced degree level with insight and leadership skills for working with increasingly diverse school populations. Content varies
with interest of students and instructors. May focus on populations or broader content area such as education reform in California.
Repeatability: May be taken for credit 3 times.
Restriction: Doctoral Degree candidates only.
EDUC 282. Graduate Seminar in the History of the Philosophy of Education. 4 Units.
Draws upon results in the historical development of the philosophy of education from Plato, Quintillian, Augustine, Locke, Rousseau, to more
contemporary thinkers such as Dewey, Freire, Egan, and Rorty.
Repeatability: May be repeated for credit unlimited times.
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EDUC 283A. Qualitative Research Methods in Education I. 4 Units.
Introduces students to qualitative research methodologies and methods and explores strengths and challenges of this research tradition. Topics include
logistical and ethical issues, reliability, validity and generalizability, and the role of reflexivity. Students will also engage in fieldwork.
Prerequisite: EDUC 222.
Restriction: Graduate students only.
EDUC 283B. Qualitative Research Methods in Education II. 4 Units.
Provides methods for conducting and analyzing qualitative research in educational settings. Topics include data collection, coding, representing
qualitative data, and using software for qualitative data analysis.
Prerequisite: EDUC 283A.
Restriction: Graduate students only.
EDUC 285. Theories of Learning Cognition. 4 Units.
Overview of theories applicable to learning in schools and extracurricular contexts. Cognitive, psychometric, behavioral, and neuroscience perspectives
are applied to such topics as memory, knowledge structures, problem solving, motivation, self-referent beliefs, expertise, assessment, and cognitive
abilities, including intelligence.
Restriction: Graduate students only.
EDUC 287. Quantitative Data Analysis in Education Research and Evaluation. 4 Units.
Covers statistical aspects of survey-based evaluations and quantitative research in education. Includes sampling, coding open-ended information,
data management, scale construction, statistical analysis, and presentation of findings. Students analyze data sets—a district-based evaluation and a
national survey—using SPSS.
Prerequisite: EDUC 281.
EDUC 288A. Educational,Social, and Behavioral Statistics. 4 Units.
Designed for graduate students with previous course work in statistics, including experience with statistical software such as SPSS. The emphasis is on
regression analysis and the general linear model. Students learn to analyze real data using Stata software.
Prerequisite: Prior coursework in statistics, and experience with statistical software such as SPSS.
Restriction: Graduate students only.
EDUC 288B. Structural Equation Modeling for Educ, Soc & Behavioral Analysis. 4 Units.
Rigorous introduction to structural equation modeling for students with strong prior course work in statistics. Topics include path diagrams, SEM with
observed variables, factor analysis, SEM with latent variables. Maximum likelihood estimating, goodness-of-fit measures, nested models, related topics.
Prerequisite: EDUC 288A.
Restriction: Graduate students only.
EDUC 289. Use of Video in Educational Research. 4 Units.
Provides students with conceptual and methodological tools for using video in educational research. Students work with their own video data or with
publicly accessible databases.
Restriction: Graduate students only.
EDUC 295. Pre-Dissertation Research. 1-12 Units.
Independent study course taken under the direction of a faculty member who guides the student's research. May include guidance on data collection,
methodology, human subjects protocol, conference presentation, scholarly publication, program benchmark activities.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
EDUC 296A. Professional Writing in Educational Research I. 2 Units.
First of a two-course series designed to extend students’ knowledge of conducting and publishing educational research. Topics include the logic of
research and how to effectively communicate research findings, with particular emphasis on proficient scientific writing.
EDUC 296B. Professional Writing in Educational Research II. 2 Units.
Second of a two-course series designed to extend students’ knowledge of conducting and publishing educational research. Topics include the logic of
research and how to effectively communicate research findings, with particular emphasis on proficient scientific writing.
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EDUC 298. Independent Study. 1-8 Units.
Independent research on topics related to education.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
EDUC 299. Dissertation Reserach. 1-12 Units.
Specifically designed for students researching and writing their dissertations.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Doctoral students only.
EDUC 301. Directed Elementary Field Experiences in Diverse Schools. 2 Units.
Fieldwork experiences and seminars to provide introduction to the California Teaching Performance Expectations, including guidelines for professional
expectations, observation and participation in classrooms, instructional planning, classroom management, and formative experiences and preparation
for the state-mandated Teaching Performance Assessment.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Teacher Credential Program students only.
EDUC 302. Directed Secondary Field Experiences. 2 Units.
Field work experiences and seminars to provide introduction to the California Teaching Performance Expectations, including guidelines for professional
expectations, observation and participation in classrooms, instructional planning, classroom management, and formative experiences and preparation
for the State-mandated Teaching Performance Assessment.
Restriction: Teacher Credential Program student only.
EDUC 304. Student Teaching in the Elementary Schools. 4-12 Units.
Student teaching seminars prepare candidates for assumption of classroom instructional responsibilities in accordance with State credentialing
requirements. Four full days a week of student teaching in public school elementary classrooms in winter quarter and five full days in spring quarter.
Repeatability: May be taken for credit 2 times.
Restriction: Teacher Credential Program students only.
EDUC 305. Learning to Learn from Teaching in Secondary Schools. 4 Units.
Analytic tools for (1) observing and reflecting on observed instruction; (2) examining student thinking and the relationship between teaching and learning;
(3) understanding particular components of the teaching/learning process; and (4) planning effective instruction including innovative teaching practices.
Restriction: Teacher Credential Program students only.
EDUC 306. Supervised Teaching in Bilingual Education, Elementary. 4-12 Units.
Student teaching experiences in bilingual public school classrooms to include orientation, regular seminars, and preparation for bilingual classroom
instructional responsibilities in accordance with State credentialing requirements and in conjunction with the public school calendar.
Repeatability: May be repeated for credit unlimited times.
Restriction: Teacher Credential Program students only.
EDUC 307. Student Teaching in Intermediate/Secondary School. 2-16 Units.
Student teaching includes orientation, seminars, and preparation for and assumption of secondary school classroom instructional responsibilities
in accordance with State credentialing requirements and in conjunction with public school calendar. Five full days a week in both winter and spring
quarters.
Repeatability: May be taken for credit for 20 units.
Restriction: Teacher Credential Program students only.
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EDUC 308. Performance Assessment for California Teachers, Multiple Subjects. 1 Unit.
Preparation and technical support for multiple subjects teacher candidates to complete State-required Teaching Performance Assessment for the
California preliminary credential. Includes assistance in planning, teaching/videotaping, assessment and reflection, and document production.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be taken for credit 2 times.
Restriction: Teacher Credential Program students only.
EDUC 310. Performance Assessment for California Teachers. 1 Unit.
Preparation and technical support for teacher candidates to complete the required Teaching Performance Assessment for California credential licensure.
Structured support for planning, videotaping, and document production occurs in meetings scheduled to coincide with the timeline for the project.
Repeatability: May be taken for credit 2 times.
Restriction: Teacher Credential Program students only.
EDUC 320. Teaching Physical and Health Education in Elementary School. 4 Units.
Methods of teaching physical education for the elementary classroom teacher. Through an interactive environment, students experience the California
Physical Education and Health content standards with appropriate pedagogy. Concepts address motor skills, physical fitness, and personal responsibility
for lifelong health.
Grading Option: Satisfactory/unsatisfactory only.
EDUC 322A. Curriculum and Methods for Elementary School Mathematics I. 4 Units.
Scope, sequence, and methods of teaching mathematics at all levels of elementary school. Presented through lectures, discussions, demonstrations,
and exploration of a variety of materials. Covers how to plan lessons, motivate students, diagnose difficulties, and evaluate learning in mathematics.
Restriction: Teacher Credential Program students only.
EDUC 322B. Curriculum and Methods for Elementary School Mathematics II. 4 Units.
Part two of a course addressing pedagogical methods for elementary mathematics. Lectures, discussions, and exploration of instructional strategies
and materials will support preservice teacher development in the critical areas of planning, instruction, and assessment for conceptual understanding in
mathematics.
Restriction: Teacher Credential Program students only.
EDUC 323. Curriculum and Methods for Elementary School Science. 4 Units.
Prospective elementary teachers learn how to teach science in grades K-8. Covers States science requirements, a variety of teaching methods, criteria
for selecting science curriculum materials, and how to plan science lessons, units, experiments, projects, and demonstrations.
Same as ECO EVO 323.
EDUC 323A. Curriculum Methods in Elementary Science. 2 Units.
Prospective elementary teachers learn how to teach science in grades K-8. Covers state science requirements, a variety of teaching methods, and
criteria for selecting science curriculum materials.
EDUC 323B. Curriculum Methods in Elementary Science. 2 Units.
Prospective elementary teachers learn how to teach science in grades K-8. Covers state science requirements, a variety of teaching methods, criteria for
selecting science curriculum materials, and how to plan science lessons, units, experiments, projects, and demonstrations.
Prerequisite: EDUC 323A.
EDUC 324. Curriculum and Methods for Elementary School Language Arts Integrated with Social Studies. 4 Units.
An integrated approach to language arts and social studies instruction at the K–6 level based on California State English/Language Arts and Social
Studies Frameworks and Standards. Focus on teaching content through literature and writing and providing access for all learners.
Restriction: Teacher Credential Program students only.
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EDUC 325. Teaching the Visual and Performing Arts in Elementary School. 2 Units.
Introduction to the issues and practices, including student diversity, academic literacy, and interdisciplinary content, involved in integrating the California
visual and performing arts curriculum framework and academic content standards with developmentally appropriate teaching strategies for the
elementary classroom.
Repeatability: May be taken for credit 2 times.
Restriction: Teacher Credential Program students only.
EDUC 326. Curriculum and Methods for Elementary School Reading. 4 Units.
Teaching an integrated reading/language arts program in the elementary classroom. Implementing theories, principles, and methods which are research
and reality-based. Creating a child-centered, language-rich program to meet needs of children in multicultural/multilingual settings.
Restriction: Teacher Credential Program students only.
EDUC 329. Theories and Methods of English Language Development Applied to Elementary Students. 4 Units.
Theories and methods of English language development and instruction of English language learners, with focus on elementary students. Includes
language acquisition theory, language and content, assessment strategies, and preparation of curricula and instruction for grades K–6 English language
learners.
Restriction: Teacher Credential Program students only.
EDUC 333. Health Principles and Practices for the Elementary Teacher. 1 Unit.
Methods for creating healthy environments for student learning in elementary schools. Introduction of California content standards and frameworks with
appropriate pedagogy. Personal, family, school, community factors, and legal responsibilities of teachers. Academic, physical, emotional, and social
well-being.
Grading Option: Satisfactory/unsatisfactory only.
EDUC 334. Literacy and Technology in the Secondary Classroom. 2 Units.
A view of literacy expanded beyond typological print, students learn: (1) strategies for incorporating, (2) tools for evaluating and selecting, and (3)
learning theories for understanding how information and communication technologies and online resources contribute to general and disciplinary literacy.
Prerequisite: Limited to students accepted into the Teacher Credential Program
Restriction: Teacher Credential Program students only.
EDUC 336. Methods of Teaching Languages other than English in Secondary Schools. 4 Units.
Prepares future teachers of foreign language or primary/home language. Emphasizes hands-on, practical strategies for communication-based instruction
and authentic assessment, in reading, writing, listening, speaking, and culture.
Restriction: Teacher Credential Program students only.
EDUC 337. Methods of Teaching Social Science in the Secondary School. 4 Units.
Theories, strategies, and methodologies related to the teaching of history and social science in the secondary school. Emphasis on the planning,
delivery, and assessment of lessons reflecting an understanding of the History-Social Science Framework for California.
Restriction: Teacher Credential Program students only.
EDUC 338. Methods of Teaching English in the Secondary School. 2-4 Units.
Introduction to teaching reading, writing, and speaking skills in secondary school. Emphasis upon integrative approach to teaching literature,
composition, and grammar consistent with the California State Framework. Practice in the design of lesson plans that are both integrated and
cumulative.
Repeatability: May be taken for credit 2 times.
Restriction: Teacher Credential Program students only.
EDUC 339. Methods of Teaching Visual & Performing Arts in Secondary Schools. 4 Units.
Theory, curriculum, and strategies for teaching visual and performing arts in the secondary school. Emphasis on the planning, delivery, and assessment
of lessons consistent with California State Framework and content standards.
Restriction: Teacher Credential program or M.A.T. program students only.
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EDUC 340. Methods of Teaching Mathematics in Secondary School. 2-4 Units.
Theories, strategies, and methodologies related to the teaching of mathematics in the secondary school. Emphasis on the planning, delivery,
and assessment of lessons reflecting an understanding of the Mathematics Framework for California and the recommendations of professional
organizations.
Repeatability: May be taken for credit for 4 units.
Restriction: Teacher Credential Program students only.
EDUC 341. Teaching Science in Secondary School. 4 Units.
Prospective secondary science teachers learn how to teach science in grades 7-12. Covers State science requirements, a variety of teaching methods,
criteria for selecting science curricular materials, and how to plan science lessons, units, experiments, projects, and demonstrations.
Same as ECO EVO 341.
Restriction: Teacher Credential Program students only.
EDUC 342. Applied Instructional Strategies in Secondary Schools. 4 Units.
Application of pedagogy and research to practice teaching experiences in the secondary schools. A continuation of the methodology course series with
an emphasis on the needs of students with culturally diverse backgrounds.
Repeatability: May be taken for credit 2 times.
Overlaps with EDUC 342A, EDUC 342B.
Restriction: Teacher Credential Program students only. EDUC 342 and EDUC 342A-B may not both be taken for credit.
EDUC 342A. Applied Instructional Strategies in Secondary. 2 Units.
Application of pedagogy and research to practice teaching experiences in the secondary schools. A continuation of the methodology course series with
an emphasis on the needs of students with culturally diverse backgrounds. Conducted in a five-week format.
Repeatability: May be taken for credit 2 times.
Overlaps with EDUC 342.
Restriction: Teacher Credential Program students only. EDUC 342 and EDUC 342A-B may not both be taken for credit.
EDUC 342B. Applied Instructional Strategies in Secondary. 2 Units.
Application of pedagogy and research to practice teaching experiences in the secondary schools. A continuation of the methodology course series with
an emphasis on the needs of students with culturally diverse backgrounds. Conducted in a five-week format.
Repeatability: May be taken for credit 2 times.
Overlaps with EDUC 342.
Restriction: Teacher Credential Program students only. EDUC 342 and EDUC 342A-B may not both be taken for credit.
EDUC 345. Child Development and Educational Equity. 4 Units.
Explores theories of child development applied to teaching and learning in elementary schools. Attention is given to role of cultural norms in defining
goals for child development and for educational practices and in creating equal learning opportunities for all children.
Restriction: Teacher Credential Program students only.
EDUC 346. Reading and Writing in Middle School and High School Classrooms. 4 Units.
Emphasis is placed upon understanding the literacy processes (listening, speaking, viewing, reading, and writing) as they relate to all Single Subject
areas. Teachers are guided to integrate literacy-related strategies with curriculum-based goals supported in the California State Frameworks.
Restriction: Teacher Credential Program students only.
EDUC 347. Culture, Diversity, and Educational Equity . 4 Units.
Survey of the history of and social theories about the origins and consequences of U.S. racial, gender, and social inequality and the effects of poverty
and racism on the educational opportunities and outcomes of minority groups in the United States.
Prerequisite: Limited to students accepted into the Teacher Credential Program.
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EDUC 347A. Culture, Diversity, and Educational Equity. 2 Units.
Survey of the history of and social theories about the origins and consequences of U.S. racial, gender, and social inequality and the effects of poverty
and racism on the educational opportunities and outcomes of minority groups in the United States.
Restriction: Teacher Credential Program students only.
EDUC 347B. Culture, Diversity, and Educational Equity. 2 Units.
Survey of the history of and social theories about the origins and consequences of U.S. racial, gender, and social inequality and the effects of poverty
and racism on the educational opportunities and outcomes of minority groups in the United States.
Restriction: Teacher Credential Program students only.
EDUC 348. Educational Equity and the Exceptional Learner. 2 Units.
Knowledge, skills, and strategies to teach exceptional learners in the general education classroom. Legislation pertaining to the education of exceptional
learners. Role of general education teacher in the special education process. Inclusive curriculum to provide equal access to content.
Restriction: Teacher Credential Program students only.
EDUC 349. Theories and Methods of English Language Development Applied to Secondary Students. 4 Units.
Theories and methods of English language development and instruction of English language learners, with focus on secondary students. Includes
language acquisition theory, language and content, assessment strategies, and preparation of curricula and instruction for grades 7–12 English
language learners.
Restriction: Teacher Credential Program students and M.A.T. students only.
EDUC 350. Adolescent Development in Education. 4 Units.
Secondary teachers must understand adolescent physical, cognitive, emotional, and social development, particularly how educators can promote
healthy adjustment in their students. Focuses on why and how changes occur in each of these areas as children grow older.
Restriction: Teacher Credential Program students only.
EDUC 352. Creating a Supportive & Healthy Environment for Student Learning in Secondary Classrooms. 2 Units.
Creation of healthy environments for student learning in secondary classrooms. Personal, family, school, community, environmental factors. Academic,
physical, emotional, social well-being of students. Legal responsibilities of teachers related to student health, safety. Communication with family and use
of community resources. Course may be offered online.
Restriction: Teaching Credential Program students only.
EDUC 358. Media and Information Literacy in the Secondary Classroom. 2 Units.
A focus on how teachers can help their students to become critical, ethical, and effective users of technological resources in the secondary classroom.
Students learn tools for evaluating selecting, and incorporating appropriate learning technologies into the secondary classroom.
Restriction: Teacher Credential Program students only.
EDUC 359. Curriculum and Methods for Elementary Social Science and Information Literacy. 4 Units.
Methods of instruction for Social Science at the K–6 level. Includes integration of the use of technology, development of content literacy, and use of
evidence to construct arguments.
EDUC 361. The Adolescent Learner . 4 Units.
Issues of adolescent development and learning in family, school, and community contexts from biological, psychological, cognitive, and social
perspectives. Focus on how adolescents learn and what motivates them to learn, and how schools and teachers contribute to adolescents’ growth.
Restriction: Teacher Credential Program students only.
EDUC 362. Curriculum and Methods for Elementary Language Arts and English Language Development. 4 Units.
Methods, instructional practices, and assessment strategies for teaching English-Language Arts, with a focus on instructional practices for supporting
English Language Learners. Focuses on core language arts topics, including composition of persuasive, expository, and narrative texts; speaking; and
listening.
EDUC 363. Methods for Integrating Visual & Performing Arts throughout Elementary School Curriculum. 2 Units.
Methods for using visual and performing arts content and processes across the curriculum with an emphasis on building literacy skills with English
Language Learners (ELL).
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EDUC 364. Instructional Design and Education Technology for the Elementary Classroom. 2 Units.
A focus on how teachers can effectively integrate educational technologies for teaching and learning in the elementary school classroom. Students learn
tools for evaluating, selecting, and incorporating appropriate technologies into their classroom activities.
Restriction: Teacher Credential Program students only.
EDUC 373. Cognition and Learning in Educational Settings . 4 Units.
Foundational concepts in cognition and development as applied to student learning. Primary topics include historical behaviorism, basic cognitive
structure and processes, complex cognition, cognitive development, and motivation.
Restriction: Teacher Credential Program students only.
EDUC 374. Learning and Child Development . 4 Units.
Issues of child development and learning in family, school, and community contexts from biological, psychological, cognitive, and social perspectives.
Focus on how young children learn and develop, how schools and teachers contribute to children’s growth, and implications for instruction.
Restriction: Teacher Credential Program students only.
EDUC 398. Special Topics. 3 Units.
Meets induction and program planning requirements for students enrolled in Professional Administrative Services Credential. Also serves as final
course in program, wherein the candidate, the University instructor, and a representative of the involved school district assess and evaluate candidate
competency.
Repeatability: May be taken for credit 2 times.
Restriction: Professional Administrative Services Credential students only.
EDUC 399. University Teaching. 1-4 Units.
Limited to teaching assistants.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Graduate Degree Programs in Education
On This Page:
• Master of Arts in Teaching in Elementary and Secondary Education
• Admission to the Program
• Prior to the Start of the Program
• Program of Study
• Applying for a California Credential
• Doctor of Philosophy in Education
• Master of Arts in Education
Master of Arts in Teaching in Elementary and Secondary Education
The School of Education offers a 14-month Master of Arts degree program in Elementary and Secondary Education. The M.A.T. with Single Subject
Credential prepares candidates to teach mathematics, social science, English language arts, sciences, art, music, or world languages at the middle or
high school level. The M.A.T. with Multiple Subject Credential prepares students to teach all grade levels and content areas within the elementary school
curriculum. The M.A.T. program provides a rich theoretical and practical framework with a focus on Learning to Learn from Teaching, or continuously
studying the impact of one’s teaching on student learning.
Admission to the Program
Selection is based on the graduate admission requirements of the UCI Graduate Division, which include the strength of the undergraduate academic
record, GRE scores, statement of purpose, and letters of recommendation.
Submit an application through the Graduate Division.
Evidence of Academic Achievement–Official Transcripts from all post-secondary institutions. Completion of a baccalaureate degree from
an accredited institution and a minimum grade point average of 3.0 will support admission to the credential programs. Undergraduates who enroll in
courses leading to a credential are not guaranteed admission to the program; admission through the regular graduate admissions process is required.
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NOTE: Applicants in the following categories must verify subject matter competence and basic skills (see below) as a condition of admission.
1. If GPA is less than 3.0.
2. If you have not completed a major, a minor, or a significant number of college-level courses in the single subject discipline for which you are applying
(e.g., mathematics, English, science).
Written Recommendations. Three letters of recommendation, including at least one from an academic source, from individuals who are familiar with
the applicant’s (1) ability to pursue graduate study, (2) capacity to work with children, and/or (3) demonstrated fitness for the professional environment of
teaching.
Prior to the Start of the Program
• Pass the California Basic Educational Skills Test;
• Pass the required California Subject Matter Tests or complete an approved subject-matter preparation program in the content area;
• Hold a current Certificate of Clearance or Substitute Teaching Permit from the State of California;
• Hold a current TB test with negative results.
Program of Study
Multiple Subject Credential
Summer One – First Session
EDUC 374 Learning and Child Development
EDUC 241 Children’s Sense Making in Science
EDUC 230 The History and Culture of Schooling in the United States
Summer One – Second Session
EDUC 243 The Policy Environment of Teaching
EDUC 202 Outcomes of Schooling/Student Assessment
EDUC 364 Instructional Design and Education Technology for the Elementary
Classroom
EDUC 323A Curriculum Methods in Elementary Science
Fall Quarter
EDUC 301 Directed Elementary Field Experiences in Diverse Schools
EDUC 320 Teaching Physical and Health Education in Elementary School
EDUC 322A Curriculum and Methods for Elementary School Mathematics I
EDUC 323B Curriculum Methods in Elementary Science
EDUC 326 Curriculum and Methods for Elementary School Reading
EDUC 362 Curriculum and Methods for Elementary Language Arts and English
Language Development
EDUC 347 Culture, Diversity, and Educational Equity
Winter Quarter
EDUC 304 Student Teaching in the Elementary Schools
EDUC 306 Supervised Teaching in Bilingual Education, Elementary
EDUC 348 Educational Equity and the Exceptional Learner
EDUC 322B Curriculum and Methods for Elementary School Mathematics II
EDUC 325 Teaching the Visual and Performing Arts in Elementary School
EDUC 246 Teaching Investigations: Identifying Dilemmas of Practice
Spring Quarter
EDUC 304 Student Teaching in the Elementary Schools
EDUC 306 Supervised Teaching in Bilingual Education, Elementary
EDUC 359 Curriculum and Methods for Elementary Social Science and Information
Literacy
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EDUC 363 Methods for Integrating Visual & Performing Arts throughout Elementary
School Curriculum
EDUC 247 Teaching Investigations: Exploring Dilemmas of Practice
Summer Two
EDUC 248 Understanding Teacher Agency
Single Subject Credential
Summer One - First Session
EDUC 245 Learning Inside and Outside of School
EDUC 361 The Adolescent Learner
EDUC 230 The History and Culture of Schooling in the United States
Summer One - Second Session
EDUC 243 The Policy Environment of Teaching
EDUC 202 Outcomes of Schooling/Student Assessment
Fall Quarter
EDUC 302 Directed Secondary Field Experiences
EDUC 305 Learning to Learn from Teaching in Secondary Schools
EDUC 336-EDUC 341
EDUC 346 Reading and Writing in Middle School and High School Classrooms
EDUC 347 Culture, Diversity, and Educational Equity
EDUC 348 Educational Equity and the Exceptional Learner
Winter Quarter
EDUC 307 Student Teaching in Intermediate/Secondary School
EDUC 342A Applied Instructional Strategies in Secondary
EDUC 349 Theories and Methods of English Language Development Applied to
Secondary Students
EDUC 246 Teaching Investigations: Identifying Dilemmas of Practice
Spring Quarter
EDUC 307 Student Teaching in Intermediate/Secondary School
EDUC 342B Applied Instructional Strategies in Secondary
EDUC 358 Media and Information Literacy in the Secondary Classroom
EDUC 247 Teaching Investigations: Exploring Dilemmas of Practice
Summer Two
EDUC 248 Understanding Teacher Agency
EDUC 206 Design of Learning Environments for Teachers in Secondary School
Subjects
A comprehensive examination is completed by M.A.T. candidates during the second summer. The examination is an action research project embedded
in EDUC 248 Understanding Teacher Agency.
A grade of B or better is required in all courses and in student teaching for successful completion of the program.
Student teaching for Multiple Subject candidates (grades K–6) is defined as a full day, four days per week during the first quarter of student teaching
and a full day, five days per week during the second quarter of student teaching. Assignments will include two grade levels within the K–6 range in
elementary schools.
Student teaching for Single Subject candidates (grades 7–12) in the post-baccalaureate program is defined as a full day, five days per week for one
public school semester in an appropriate classroom setting in a middle or high school.
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Readiness for student teaching shall be determined by, but not be limited to, academic work, professional conduct, and potential for success in teaching.
Failure to be advanced to student teaching will be considered good cause for removal and/or a leave of absence from the program.
Applying for a California Credential
In addition to fulfilling all of the above requirements:
• Show evidence a college-level course, or pass an approved examination on the U.S. Constitution;
• Obtain a CPR certificate in Adult, Child, and Infant resuscitation training.
• Pass the Teaching Performance Assessment
Adding Teaching Authorizations. After acquiring a basic credential, it is possible to add further teaching authorizations. Consult an academic
counselor in the School of Education for details.
Doctor of Philosophy in Education
The School of Education offers a Ph.D. degree in Education. The program seeks applicants from varied backgrounds and experiences who have the
potential to become outstanding scholars and researchers in the field of education. The program currently offers three specializations: (1) Learning,
Cognition, and Development; (2) Educational Policy and Social Context; and (3) Language, Literacy, and Technology. Students enrolling in the program
choose among the specializations based on their research interests. Course work for the program ordinarily takes two to three years to complete and
involves a number of core courses, methodology courses, elective courses, and a directed research sequence. Students should advance to candidacy
in their third year. The normative time for completion of the Ph.D. is five years, and the maximum time permitted is seven years. Program length may be
shorter for students who enter the program with a prior master’s degree in an area closely related to their doctoral research.
Students are admitted to the program once per year to begin each fall quarter. Applicants must have completed a bachelor’s degree with a grade point
average of at least 3.0 and have prior course work or background related to the specialization for which they express interest. Applicants are required
to submit a UCI application, transcripts, a statement of purpose, a personal statement, CV or resume, a writing sample, three letters of reference, and
general GRE scores completed within the past five years. Students whose primary language is not English and who did not graduate from a U.S. college
or university are also required to submit scores from either the TOEFL examination or the Academic Modules of the International English Language
Testing System (IELTS).
Financial support will be offered on a competitive basis in the form of teaching or research assistantships. Students who are not citizens of countries
where English is the primary or dominant language who wish to apply for a teaching assistantship will be required to fulfill an English proficiency
requirement.
Further information regarding the Ph.D. program, courses, and application requirements is available at the School of Education website (http://
www.education.uci.edu).
Master of Arts in Education
The School of Education offers an M.A. degree in Education as an option exclusively for students who are admitted to the Ph.D. in Education program.
Separate applications for the M.A. in Education will not be accepted. Further information regarding the requirements for the M.A. in Education for
students enrolled in the Ph.D. program is available at the School of Education website (http://www.education.uci.edu).
Courses
EDUC 10. Educational Research Design. 4 Units.
Designed to help students become intelligent consumers of research and independent researchers, this course provides an introduction to the basic
principles of educational research. Topics include research questions, literature reviews, and qualitative and quantitative research designs.
(III)
EDUC 15. Statistics for Education Research . 4 Units.
Provides an introduction to the use of statistics in educational research. Focuses on testing and measurement, and provides basic tools to read,
interpret, and draw conclusions from quantitative educational research.
Prerequisite: EDUC 10.
Overlaps with SOCECOL 13.
(Va)
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EDUC 30. 21st Century Literacies. 4 Units.
Provides an overview of literacies required for academic and career success in the 21st century. Issues addressed include reading, writing, academic
language, research skills, media and technology skills, scientific literacy, critical thinking, communication, collaboration, and creativity. Course may be
offered online.
(III)
EDUC 40. Theories of Development and Learning Applied to Education. 4 Units.
Provides an introductory examination of central theories of human development and learning in their application to contemporary educational settings.
Course may be offered online.
(III)
EDUC 50. Origins, Purposes, and Central Issues in K-12 Education. 4 Units.
An introduction to the role of education in U.S. society and to central issues in K–12 education. Education is studied from four different perspectives:
social, historical, philosophical, and political. Course may be offered online.
EDUC 55. Knowing and Learning in Mathematics and Science. 5 Units.
Multidisciplinary study of knowing and learning in secondary school mathematics and science. Topics include standards for knowing, scientific
epistemologies, mental representations, problem solving, expert-novice studies, assessment, and domain-specific thinking, learning, and teaching.
Applied analysis of learning through clinical interviews.
Prerequisite: PHY SCI 5 or BIO SCI 14.
(III)
EDUC 100. Educational Strategies for Tutoring and Teacher Aiding . 4 Units.
Placement in a public elementary or secondary school to gain experience as a tutor or teacher aide. Emphasis on cognitive learning and the
development of instructional strategies and resources which can be used in effective cross-age and cross-cultural experiences.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 3 times.
Same as ENGR 197A.
EDUC 104D. Preparation for Teaching Fine Arts in K-12 Schools. 4 Units.
Arts education, theory, curriculum and methods for university students specializing in studio art, digital arts, dance, music, and/or drama. Includes lesson
planning and teaching strategies based on California and national frameworks and content standards, and fieldwork in K–12 settings.
EDUC 104E. Multimedia and the Arts in the Multicultural Classroom. 4 Units.
Multiculturalism and under-represented U.S. minorities and the visual and performing arts: perspectives in artistic perception, creative expression,
historical and cultural context, aesthetic valuing, and media literacy in the interpretation and production of multimedia arts products and applications for
K-12 classrooms.
EDUC 106. Introduction to Early Childhood Education. 4 Units.
Designed to provide an introductory survey of the nature, needs, and education of young children. Explores questions such as "What should we teach
young children?" and "How should we teach?".
EDUC 107. Child Development in Education. 4 Units.
Explores the pathways of normally developing children's growth and change over time. In particular, focuses on how cognitive and social development
impact and are driven by educational contexts.
EDUC 108. Adolescent Development and Education. 4 Units.
Explores the physical, cognitive, emotional, and social development of adolescents, with an emphasis on the practical implications of developmental
theory and research findings for teachers and other professionals who work with adolescents in middle or high school contexts.
EDUC 109. Reading and Writing in Secondary Mathematics and Science Classrooms. 4 Units.
Emphasis is placed on understanding the literacy processes (listening, speaking, viewing, thinking, reading, and writing) as they relate to middle and
high school mathematics and science. Students integrate literacy-related strategies with curriculum-based goals supported in the California State
Frameworks.
Corequisite: EDUC 158.
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EDUC 122A. Foundations of Elementary School Mathematics I. 4 Units.
Provides understanding of fundamental mathematics necessary to teach for conceptual understanding and higher-level reasoning and problem solving.
Conceptual understanding of place value, fractions, proportionality, geometry, algebra, functions, probability, statistics, and measurement. Instructional
applications of these concepts in grades K-8 teaching.
EDUC 122B. Foundations of Elementary School Mathematics II. 4 Units.
Provides understanding of fundamental mathematics necessary to teach for conceptual understanding and higher-level reasoning and problem solving.
Conceptual understanding of place value, fractions, proportionality, geometry, algebra, functions, probability, statistics, and measurement. Instructional
applications of these concepts in grades K-8 teaching.
Prerequisite: EDUC 122A.
EDUC 122C. Foundations of Elementary School Mathematics III. 4 Units.
Provides understanding of fundamental mathematics necessary to teach for conceptual understanding and higher-level reasoning and problem solving.
Conceptual understanding of place value, fractions, proportionality, geometry, algebra, functions, probability, statistics, and measurement. Instructional
applications of these concepts in grades K-8 teaching.
Prerequisite: EDUC 122B.
EDUC 124. Multicultural Education in K-12 Schools. 4 Units.
Provides a theoretical and empirical overview of educational issues affecting low-income immigrant and U.S.-born minority student populations in an
increasingly diverse and changing society.
Same as CHC/LAT 183.
(VII)
EDUC 125. Children, Schools, and Cinema. 4 Units.
Through popular films, analyzes aspects of school dynamics and interaction of schools with students, teachers, and public. Melding educational studies
and film studies provides deeper understanding of methods used to transmit information and attitudes about schools to the lay public.
EDUC 126. Ethics and Education. 4 Units.
Ethics in education and how ethicists frame moral problems. Presents major ethical themes that affect education. Analysis of models for dealing with
ethical goals and developing morality for K–12 students. Models for solving ethical dilemmas within an educational context.
Prerequisite: EDUC 50.
EDUC 128. Exceptional Learners. 4 Units.
An introductory survey of the nature, needs, and education of K–12 children with exceptionalities. Covers the categories and characteristics of
exceptionalities, relevant state and federal legislation, and the role of general education teachers in special education.
EDUC 130. Children's Learning and Media. 4 Units.
Examines how popular media may impact how young people learn, develop, and communicate by looking at research related to the impacts of a wide
range of popular media including television, video games, digital environments, mobile devices, and other multimedia.
EDUC 131. Educational Technology. 4 Units.
Presents an overview of the types and uses of educational technology to support and enhance the K–12 learning experience. Familiarizes students with
lesson planning, instructional design, learning theory, and integrating technology into the curriculum. Course may be offered online.
EDUC 132. Reading and Writing Enrichment for After-School Programs. 4 Units.
Examines literacy development and the implementation of research-based practices to enrich learners' reading and writing skills in after-school
programs. A minimum of 20 hours of after-school program fieldwork is required in order to design and implement literacy enrichment activities.
EDUC 134. Teaching English Internationally. 4 Units.
Covers methods of teaching English as a foreign language, basic language knowledge for English teachers, the social context of English language
teaching around the world, and essential information about securing international employment as an English teacher.
EDUC 137. Art in the Elementary School. 4 Units.
Theory and practice in art education for the elementary school classroom. Includes content and pedagogy for future teachers and others interested in
the relationship between child development and the production of visual art. Materials fee.
EDUC 138. Children's Literature in the Elementary Classroom. 4 Units.
Explores the wealth of children's literature that can be integrated into the elementary classroom. Surveys traditional literature, fiction, nonfiction, and
poetry that make curriculum accessible to all students. Focuses on literary elements for both reading and creating text.
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EDUC 141A. Jumpstart I: Early Language, Literacy, and Social Development. 4 Units.
An experiential course integrated with lecture material in the field of child development and education. Students are expected to attend lectures,
complete assignments, and commit eight hours per week as mentors of disadvantaged preschool children.
Same as PSYCH 141J.
Restriction: Psychology majors and School of Education students have first consideration for enrollment.
EDUC 141B. Jumpstart I: Early Language, Literacy, and Social Development. 4 Units.
An experiential course integrated with lecture material in the field of child development and education. Students are expected to attend lectures,
complete assignments, and commit eight hours per week as mentors of disadvantaged preschool children.
Same as PSYCH 141K.
Restriction: Psychology majors and School of Education students have first consideration for enrollment.
EDUC 141C. Jumpstart I: Early Language, Literacy, and Social Development. 4 Units.
An experiential course integrated with lecture material in the field of child development and education. Students are expected to attend lecture, complete
assignments, and commit eight hours per week as mentors of disadvantaged preschool children.
Same as PSYCH 141L.
Restriction: Psychology majors and School of Education students have first consideration for enrollment.
EDUC 141D. Jumpstart II: Early Language, Literacy, and Social Development. 4 Units.
An experiential course integrated with lecture material in the field of child development and education. Students are expected to attend lectures,
complete assignments, and commit eight hours per week as mentors of disadvantaged preschool children.
Prerequisite: (PSYCH 141J and PSYCH 141K and PSYCH 141L) or (EDUC 141A and EDUC 141B and EDUC 141C).
Same as PSYCH 141M.
EDUC 141E. Jumpstart II: Early Language, Literacy, and Social Development. 4 Units.
An experiential course integrated with lecture material in the field of child development and education. Students are expected to attend lectures,
complete assignments, and commit eight hours per week as mentors of disadvantaged preschool children.
Prerequisite: (PSYCH 141J and PSYCH 141K and PSYCH 141L) or (EDUC 141A and EDUC 141B and EDUC 141C).
Same as PSYCH 141N.
EDUC 141F. Jumpstart II: Early Language, Literacy, and Social Development. 4 Units.
An experiential course integrated with lecture material in the field of child development and education. Students are expected to attend lectures,
complete assignments, and commit eight hours per week as mentors of disadvantaged preschool children.
Prerequisite: (PSYCH 141J and PSYCH 141K and PSYCH 141L) or (EDUC 141A and EDUC 141B and EDUC 141C).
Same as PSYCH 141O.
EDUC 141G. Jumpstart III: Early Language, Literacy, and Social Development. 4 Units.
An experiential course integrated with lecture material in the field of child development and education. Students are expected to attend lectures,
complete assignments, and commit eight hours per week as mentors of disadvantaged preschool children.
Prerequisite: (PSYCH 141M and PSYCH 141N and PSYCH 141O) or (EDUC 141D and EDUC 141E and EDUC 141F).
Same as PSYCH 141P.
EDUC 141H. Jumpstart III: Early Language, Literacy, and Social Development. 4 Units.
An experiential course integrated with lecture material in the field of child development and education. Students are expected to attend lectures,
complete assignments, and commit eight hours per week as mentors of disadvantaged preschool children.
Prerequisite: (PSYCH 141M and PSYCH 141N and PSYCH 141O) or (EDUC 141D and EDUC 141E and EDUC 141F).
Same as PSYCH 141Q.
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EDUC 141I. Jumpstart III: Early Language, Literacy, and Social Development. 4 Units.
An experiential course integrated with lecture material in the field of child development and education. Students are expected to attend lectures,
complete assignments, and commit eight hours per week as mentors of disadvantaged preschool children.
Prerequisite: (PSYCH 141M and PSYCH 141N and PSYCH 141O) or (EDUC 141D and EDUC 141E and EDUC 141F).
Same as PSYCH 141R.
EDUC 143AW. Classroom Interactions I. 4 Units.
Focuses on research-based instructional strategies for enhancing the learning of secondary mathematics and science. Students learn about adolescent
and second-language development to assist them in developing analyzing, teaching, and critiquing lessons for secondary classrooms.
Prerequisite: (PHY SCI 105 or BIO SCI 101) and EDUC 55. Satisfactory completion of the Lower-Division Writing requirement.
(Ib)
EDUC 143BW. Classroom Interactions II. 4 Units.
Focuses on equity and multicultural education research, special education, and research-based instructional and assessment strategies to assist
students in designing, teaching, and assessing lessons that meet the needs of all secondary mathematics and science students.
Prerequisite: (PHY SCI 105 or BIO SCI 101) and EDUC 55 and EDUC 143AW and EDUC 148. Satisfactory completion of the Lower-Division Writing
requirement.
(Ib, VII)
EDUC 145. Theories and Pedagogies of Race in Education. 4 Units.
Introduces theoretical frameworks to examine the role of race in American education. Emphasis is placed on introducing students to different race and
ethnicity paradigms.
EDUC 148. Complex Pedagogical Design. 6 Units.
In this Cal Teach capstone course, students design lesson plans and complex instructional units, using approaches such as mathematics and science
integration, problem-based instruction, project-based learning, technology, representations, scientific and mathematical analysis/modeling, authentic
assessment, contextualization, and designing equitable learning environments.
Prerequisite: (PHY SCI 105 or BIO SCI 101) and EDUC 55 and EDUC 143AW.
EDUC 149. Family, School, and Community in Early Childhood. 4 Units.
Focuses on the many socializing aspects of young children's social worlds. Through the use of ecological perspectives, explores the role of families,
schools, and communities on children's social development, especially in early childhood.
EDUC 150. Changing the High School Experience. 4 Units.
Analysis of problems in high school education (e.g., student disengagement and underachievement of disadvantaged) and proposals for changing
curriculum, instruction, and school organization. Students suggest own reforms and analyze effective/ineffective school practices.
Prerequisite: Recommended: 1 unit of EDUC 199.
EDUC 151. Language and Literacy. 4 Units.
Addresses the linguistic principles and processes that underlie oral and written language proficiency. Emphasis is on how to use phonology,
morphology, orthography, semantics, syntax, and pragmatics to support literacy and oral language development for K-12 students.
Same as PSY BEH 192V.
Restriction: Psychology and Social Behavior, Social Ecology, Education, and Psychology majors have first consideration for enrollment.
EDUC 153A. Urban Youth and the Development of Literacy through the Arts I. 4 Units.
Brings together research and practice on innovative instructional strategies for developing urban-student literacy through visual, communicative, and
performing arts. UCI students are involved in an intervention at a local school.
EDUC 153B. Urban Youth and the Development of Literacy through the Arts II. 4 Units.
Building on knowledge gained in Education 153A, focuses on practices for developing urban-student literacy. Students are required to complete 40
hours of fieldwork, participating in an actual intervention at a local school.
Prerequisite: EDUC 153A.
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EDUC 156. Introduction to Field Methods in Education. 4 Units.
Introduces students to methods for studying human behavior in context. It prepares students for conducting applied educational research, including
designing needs assessments; conducting observations, interviews and focus groups; organizing and analyzing data; and synthesizing and presenting
research findings.
Prerequisite: EDUC 10.
EDUC 157. Educational Research and Evaluation. 4 Units.
Covers qualitative and quantitative research methods relevant for the evaluation of educational programs. Students will have the opportunity to plan,
execute, and write-up a small evaluation project.
Prerequisite: EDUC 10 and EDUC 15.
EDUC 158. Student Teaching Mathematics and Science in Middle/High School. 6 Units.
Student teaching includes orientation, seminars, preparation, and assumption of secondary school classroom instructional responsibilities in accordance
with State credentialing requirements and in conjunction with the public school calendar. Five days/week and a minimum four hours/day over two
quarters.
Prerequisite: (PHY SCI 105 or BIO SCI 101) and EDUC 55 and EDUC 143AW and EDUC 143BW and EDUC 148.
EDUC 158F. Advanced Fieldwork in Middle/High School Math and Science. 3 Units.
Advanced fieldwork for math and science teacher credential candidates over two quarters, prior to starting a fall student teaching assignment. Requires
a minimum of 40 hours per quarter of fieldwork in a K-12 classroom and attendance at weekly seminars.
Prerequisite: (PHY SCI 105 or BIO SCI 101) and EDUC 55 and EDUC 143AW and EDUC 143BW and EDUC 148.
Repeatability: May be taken for credit for 6 units.
EDUC 159. Experimental Research Methods. 4 Units.
Designed to help students to develop the ability to think critically about research, and to develop an understanding of how to design and conduct
experiments. The overall goal is to prepare students to independently plan and implement a research study.
Prerequisite: EDUC 10 and EDUC 15.
EDUC 160. Foundations of Out-of-School Learning. 4 Units.
Provides an overview of child and adolescent learning through participation in out-of-school activities and settings. Recognizes the importance of
matching out-of-school experiences with the interests, needs, and development level of students. Observation-based fieldwork included. Course may be
offered online.
Repeatability: May be taken for credit 2 times.
Restriction: May be taken a second time if student is a candidate for Certificate in After-School Education, and the first time was prior to Fall 2008.
EDUC 160L. After-school Programs Fieldwork. 1-2 Units.
Supervised fieldwork at an after-school program. Fieldwork is under the direction of an Education faculty member and an after-school program
supervisor.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit for 4 units.
EDUC 161. Discovering Science in Out-of-School Hours. 4 Units.
Examines the design principles and teaching techniques that science museums and other out-of-school science programs use to motivate children and
youth to learn science through discovery. Includes field experience at a science learning center or after-school program. Materials fee.
EDUC 173. Cognition and Learning in Educational Settings. 4 Units.
Foundational concepts in cognition and development as applied to student learning. Primary topics include historical behaviorism, basic cognitive
structure and processes, complex cognition, cognitive development, and motivation.
Same as PSY BEH 192T.
Restriction: Psychology and Social Behavior, Social Ecology, Education, and Psychology majors have first consideration for enrollment.
EDUC 175. Foundations of Education. 4 Units.
Foundational questions of education are viewed from newly emerging developmental perspectives which treat cognition as embodied action and
learning as cultural recapitulation. Historical, sociological, psychological, and philosophical implications of views toward aspects of teaching, learning,
curriculum, and pedagogy are considered.
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EDUC 176. Psychology of Learning, Abilities, and Intelligence. 4 Units.
Overview of classic positions on the mind, human abilities, and intelligence, especially as related to academic achievement. Contrasting views:
psychometric versus information processing; experimental versus correlational research.
Prerequisite: PSYCH 7A or PSY BEH 9.
Same as PSY BEH 192U.
Restriction: Psychology and Social Behavior, Social Ecology, and Education majors have first consideration for enrollment.
EDUC 179W. Advanced Composition for Teachers. 4 Units.
Principles of formal composition and problems of teaching. Selecting handbooks and ancillary reading, marking papers, making assignments, and
conducting workshops and tutorials.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Same as WRITING 179W.
Restriction: Upper-division students only.
(Ib)
EDUC 180. Interdisciplinary Topics in Education. 4 Units.
Analysis of issues in education from interdisciplinary perspectives. Topics covered vary with interests of instructor.
Repeatability: Unlimited as topics vary.
EDUC 181A. Principles and Practices of Coaching Sports I. 4 Units.
Focuses on foundational theories and instructional practices in coaching sports from fourth grade to the collegiate level. Prepares students for the
coach's mandatory state certification examination for high school sports in California.
EDUC 185. Social Development in Education. 4 Units.
Examination of contextual, psychosocial, and biological factors contributing to the social development of children and adolescents. Theoretical
perspectives, empirical findings, and methodological issues are emphasized. Implications of the scientific evidence for practical and policy decision-
making surrounding development are discussed.
EDUC 190. Principles and Practices of K–6 After School Sports and Fitness. 4 Units.
Focuses on foundational theories and instructional practices in after-school sports and fitness for K–6 students. Includes a 20-hour field experience in an
after-school setting.
EDUC 191. Advanced Fieldwork in After-School Education. 4 Units.
Capstone fieldwork experience for students seeking to earn the Department of Education-sponsored Certificate in After-School Education. Students are
required to complete 50 or more hours of fieldwork and related assignments at an instructor-approved after-school program.
Prerequisite: EDUC 160.
EDUC 193. Directed Studies in Early Childhood Education. 2-4 Units.
Advanced study of early childhood education under the direction of a faculty member, coupled with a community-based practicum.
Repeatability: May be repeated for credit unlimited times.
EDUC 198. Directed Research in Education. 2-8 Units.
Individually or in small groups, students are exposed to or participate in work related to a faculty member's research. Students also attend a weekly
seminar and complete a research paper or comparable project.
Repeatability: May be taken for credit for 12 units.
Restriction: Sophomore only or Juniors only or Seniors only.
EDUC 199. Individual Study. 1-4 Units.
Intensified advanced study in areas in which a student has considerable background, under the direction of a faculty member who will guide and
evaluate the study.
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EDUC 201. Teachers' Lives and Policy Environment of Teaching. 4 Units.
Examines research and public perceptions about school-based educational processes, the influence of institutional structures and educational policy on
the lives of teachers, and the challenges of school reform at the local and classroom level.
Restriction: Master of Arts in Teaching Program majors only.
EDUC 202. Outcomes of Schooling/Student Assessment. 4 Units.
Focuses on establishment of learning goals and assessment tools that are valid for all students, inform educational decisions, and promote educational
success. Provides critical examination of different forms of assessment used in K–12 schools, including developmental assessments and appropriate
interventions.
Restriction: Master of Arts in Teaching Program majors only.
EDUC 203. Advanced Concepts in Learning and Cognition. 4 Units.
Theories of cognition and their application to thinking and learning in school settings. Topics include memory, information processing, knowledge
representation, problem solving, meta-cognition, and intelligence.
Prerequisite: EDUC 173.
Restriction: Master of Arts in Teaching Program majors only.
EDUC 205. Critical Assessment of Teaching Practice and Learning. 4 Units.
Student articulates a problem in instructional practice and uses research on cognition, assessment, and other tools to understand the problem. Capstone
course emphasizes practices of teacher inquiry, reflection, and professional collaboration. Student's written analyses are evaluated as program's
Comprehensive Examination.
Restriction: Master of Arts in Teaching Program students only.
EDUC 206. Design of Learning Environments for Teachers in Secondary School Subjects. 4 Units.
Research on comprehension, conceptual understanding, reasoning, critical thinking, and problem solving with applications to pedagogy in secondary
school subjects. Required for M.A.T. single subject students, unless substitution of Education 207 is authorized.
EDUC 207. Cognition and Pedagogy in Quantitative Literacy. 4 Units.
Reviews research on cognition in elementary mathematics, including numeracy, fractions, probability, proportionality, measurement, geometry, algebra.
Emphasizes instructional approaches consistent with this research knowledge. Required for M.A.T. multiple subjects students, unless substitution of
Education 206 is authorized by the Department.
EDUC 208. Reading Development . 4 Units.
Course will focus on the language and literacy development of typically-developing native English-speaking students in the U.S. Students will learn
about seminal and recent research in the field of reading development.
Restriction: Graduate students only.
EDUC 210. Language, Literacy, and Discourse. 4 Units.
Introduces students to the interdisciplinary study of language, literacy, and discourse across historical and educational contexts. Addresses theories of
how people learn, interact, and make meaning through a variety of semiotic resources, including oral communication, print, and digital media.
Restriction: Graduate students only.
EDUC 211. Writing Theory and Practice. 4 Units.
Offers an overview of histories, theories, and research in the field of composition studies from 1950 to the present. Addresses the influences of theory
and research on teaching practice at K–12 and college levels.
Restriction: Graduate students only.
EDUC 212. Literacy and Technology. 4 Units.
Examines theoretical, historical, and contemporary relationships of technology and literacy. Topics include online communication, multimodality, video
games, the use of technology for literacy instruction in schools, and research approaches for investigating literacy development with technology.
Restriction: Graduate students only.
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EDUC 218. Special Topics in Language, Literacy, and Technology. 4 Units.
Advanced seminar designed to engage students in highly interactive examination of current issues in language, literacy, and technology. Topics and
content will vary by quarter, depending upon research interests of the faculty and students.
Repeatability: May be taken for credit 10 times as topics vary.
Restriction: Graduate students only.
EDUC 220. Developing Adolescent Literacy. 4 Units.
Examines how adolescents leverage vocabulary knowledge, word-reading skills, background understanding, and knowledge of content-specific text
features to master an increasing range of texts both independently and for subject-area learning.
Restriction: Graduate students only.
EDUC 222. Research Epistemologies and Methodologies. 4 Units.
Introduction to epistemological underpinnings of educational research and to a range of research methodologies in education. Includes examination of
quantitative and qualitative studies through reading and analyzing contemporary research. Critique of selected research studies pertinent to educational
practice and policy.
Restriction: Ed.D. Program students only.
EDUC 225. Learning, Development, and Culture. 4 Units.
Explores issues of learning and development through a cultural lens. The interplay between culture and learning and culture and development is
analyzed through the discussion of relevant readings from both psychological and anthropological research traditions.
Restriction: Graduate students only.
EDUC 229. Theories of Human Development. 4 Units.
Examines developmental theory as a guide for research and practice in education. The evolution of classical development theories and the emergence
of new theoretical models are considered. Theoretical perspectives include ecological systems, life course, psychobiology, attachment, and social-
cognitive theories.
Restriction: Graduate students only.
EDUC 230. The History and Culture of Schooling in the United States. 4 Units.
Considers the historical, cultural, and structural processes that contextualize American schooling. In particular, examines the roles of race, class, and
gender in the context of public education in the United States.
Restriction: Master of Arts in Teaching students only.
EDUC 235. Psychology of Reading Acquisition. 4 Units.
Surveys theory and empirical evidence concerning acquisition, cognitive processes, and consequences of skilled reading. Explores psychological
models of skilled reading, how children acquire reading and writing skills in their home and second languages, cognitive consequences of acquiring
literacy skills.
Restriction: Graduate students only.
EDUC 238. Special Topics in Learning, Cognition, and Development. 4 Units.
An advanced seminar designed to engage students in highly interactive examination of current issues in learning, cognition, and development. Topics
and content will vary by quarter, depending upon the research interests of the faculty and students.
Restriction: Graduate students only.
EDUC 240. Instructional Design and Education Technology. 4 Units.
Design of high-quality instructional units consistent with current theory and research in cognitive psychology and constructivist-compatible instructional
practice and infused with appropriate uses of computer and video technologies. Students design a complete instructional unit using these principles.
Restriction: Master of Arts in Teaching Program students only.
EDUC 241. Children’s Sense Making in Science. 2 Units.
Investigates elementary students as individuals who construct understanding of concepts through their interactions with others and the world around
them. Observations of children in informal settings to analyze learning in context.
Restriction: Teacher Credential Program students only.
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EDUC 243. The Policy Environment of Teaching. 2 Units.
Examines research and public perceptions about school-based educational processes, the influence of institutional structures and educational policy on
the lives of teachers, and the challenges of school reform at the local and classroom level.
EDUC 245. Learning Inside and Outside of School. 2 Units.
A field-based course focused on observing adolescents in out-of-school contexts to examine adolescent learning and development in a range of
contexts, how out-of-school contexts motivate learning and development, and consider the implications for teaching.
Restriction: Teacher Credential Program students only.
EDUC 246. Teaching Investigations: Identifying Dilemmas of Practice. 4 Units.
Focuses on identifying problems of teaching practice that arise in student teaching, examining the theoretical foundations that underlie problems of
practice, and developing approaches for inquiring into strategies to systematically address instructional challenges.
Restriction: Teacher Credential Program students only.
EDUC 247. Teaching Investigations: Exploring Dilemmas of Practice. 4 Units.
Focuses on exploring problems of teaching practice that arise in student teaching, drawing on research to examine the theoretical foundations that
underlie problems of practice, and to propose courses of action to address and study educational interventions.
Prerequisite: EDUC 246.
Restriction: Master of Arts in Teaching with Teacher Credential Program students only.
EDUC 248. Understanding Teacher Agency. 4 Units.
Course considers how teachers can become agents of change within their school contexts, through their participation in professional organizations, and
via social media. Candidates will experiment with using different avenues for sharing images of practice and action research.
Prerequisite: EDUC 246.
Restriction: Teacher Credential Program students only.
EDUC 251. Educational Policy and Politics. 4 Units.
An in-depth study of topics relevant to educational reform and policy-making. Topics include: the policy-making process, the role of values and interest
groups, policy analysis, equality of educational opportunity, systemic reform, implementation, and politics at the school site.
Restriction: Graduate students only.
EDUC 254. College Access and Persistence. 4 Units.
Introduction to how social, political, and economic forces impact college access and persistence in the U.S. higher education system. Investigates
historical perspectives and theoretical underpinnings of college access and retention research and the link between K–12 schooling and postsecondary
stratification.
Restriction: Graduate students only.
EDUC 255. Immigration and the New Second Generation. 4 Units.
Focuses on Asian, Latino, and Black children of immigrants. Investigates how today's second generation adapts, incorporates into the U.S. social
structure, transforms the social and economic landscape. Explores assimilation, immigrant families/communities, language, racial/ethnic identities,
gender, education, changing U.S. racial structure.
Restriction: Graduate students only.
EDUC 256. Critical Case Studies in Education. 4 Units.
Examines single and multiple case studies as a method for investigating educational theory, practice, and policy. Explores types of questions that can be
answered with case study research and designs, data analysis techniques, format, and style of writing case studies.
Restriction: Graduate students only.
EDUC 258. Special Topics in Educational Policy and Social Context. 4 Units.
An advanced seminar designed to engage students in highly interactive examination of current issues in educational policy and social context. Topics
and content will vary by quarter, depending upon the research interests of the faculty and students.
Repeatability: May be taken for credit 10 times.
Restriction: Graduate students only.
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EDUC 259. Community Research and Action. 4 Units.
Introduces the theoretical underpinnings and research approaches of the field of Community Psychology. Project-based course focused on research and
action in communities, organizations, and other extra-individual units (e.g., schools).
Restriction: Graduate students only.
EDUC 261. Social and Cultural Foundations of Education. 4 Units.
Provides a critical understanding of the social and cultural foundations of education through reproduction theory. Explores the unique ways in which
culture and power intersect within schools and schooling systems to reproduce and resist educational inequality.
Restriction: Graduate students only.
EDUC 264. Economic Foundations of Education and Social Policy. 4 Units.
Beginning/intermediate microeconomics course provides students with an introduction to how economists think about household decision-making,
markets, benefit-cost analysis, social policy issues in general and education policy in particular.
Restriction: Graduate students only.
EDUC 265. Applied Regression Analysis for Education and Social Research. 4 Units.
Provides students with a working knowledge of multiple regression and the statistical analysis of longitudinal data. Topics include a review of the OLS
regression model, event-history methods, and various other techniques for analyzing longitudinal data.
Prerequisite: EDUC 288B.
Restriction: Graduate students only.
EDUC 267. Classsroom Research Methods. 4 Units.
Uses students' research problems as the basis for exploring methods—teacher and student observation, interview, case studies, think alouds. Intended
for doctoral students with a specific research question and very good grounding in the literature related to their question.
Restriction: Graduate students only.
EDUC 274. Studies of Professional and Staff Development. 2-4 Units.
Research and theory of effective strategies for professional and staff development. Topics include: adult learning as related to professional growth of
teachers, staff development as vehicle for systemic reform, reforms to enhance teacher professionalization and empowerment.
Restriction: Doctoral students only.
EDUC 278. Experimental Designs in Educational Research. 4 Units.
Designed to enable students to think critically about experimental research, and to develop an understanding of how to design and conduct experiments.
The overall goal is to prepare students to independently plan and implement an experimental research study.
Prerequisite: EDUC 222.
Restriction: Graduate students only.
EDUC 280. Research Methods. 2-8 Units.
Provides practitioners at advanced degree level with insight and leadership skills for working with increasingly diverse school populations. Content varies
with interest of students and instructors. May focus on populations or broader content area such as education reform in California.
Repeatability: May be taken for credit 3 times.
Restriction: Doctoral Degree candidates only.
EDUC 282. Graduate Seminar in the History of the Philosophy of Education. 4 Units.
Draws upon results in the historical development of the philosophy of education from Plato, Quintillian, Augustine, Locke, Rousseau, to more
contemporary thinkers such as Dewey, Freire, Egan, and Rorty.
Repeatability: May be repeated for credit unlimited times.
EDUC 283A. Qualitative Research Methods in Education I. 4 Units.
Introduces students to qualitative research methodologies and methods and explores strengths and challenges of this research tradition. Topics include
logistical and ethical issues, reliability, validity and generalizability, and the role of reflexivity. Students will also engage in fieldwork.
Prerequisite: EDUC 222.
Restriction: Graduate students only.
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EDUC 283B. Qualitative Research Methods in Education II. 4 Units.
Provides methods for conducting and analyzing qualitative research in educational settings. Topics include data collection, coding, representing
qualitative data, and using software for qualitative data analysis.
Prerequisite: EDUC 283A.
Restriction: Graduate students only.
EDUC 285. Theories of Learning Cognition. 4 Units.
Overview of theories applicable to learning in schools and extracurricular contexts. Cognitive, psychometric, behavioral, and neuroscience perspectives
are applied to such topics as memory, knowledge structures, problem solving, motivation, self-referent beliefs, expertise, assessment, and cognitive
abilities, including intelligence.
Restriction: Graduate students only.
EDUC 287. Quantitative Data Analysis in Education Research and Evaluation. 4 Units.
Covers statistical aspects of survey-based evaluations and quantitative research in education. Includes sampling, coding open-ended information,
data management, scale construction, statistical analysis, and presentation of findings. Students analyze data sets—a district-based evaluation and a
national survey—using SPSS.
Prerequisite: EDUC 281.
EDUC 288A. Educational,Social, and Behavioral Statistics. 4 Units.
Designed for graduate students with previous course work in statistics, including experience with statistical software such as SPSS. The emphasis is on
regression analysis and the general linear model. Students learn to analyze real data using Stata software.
Prerequisite: Prior coursework in statistics, and experience with statistical software such as SPSS.
Restriction: Graduate students only.
EDUC 288B. Structural Equation Modeling for Educ, Soc & Behavioral Analysis. 4 Units.
Rigorous introduction to structural equation modeling for students with strong prior course work in statistics. Topics include path diagrams, SEM with
observed variables, factor analysis, SEM with latent variables. Maximum likelihood estimating, goodness-of-fit measures, nested models, related topics.
Prerequisite: EDUC 288A.
Restriction: Graduate students only.
EDUC 289. Use of Video in Educational Research. 4 Units.
Provides students with conceptual and methodological tools for using video in educational research. Students work with their own video data or with
publicly accessible databases.
Restriction: Graduate students only.
EDUC 295. Pre-Dissertation Research. 1-12 Units.
Independent study course taken under the direction of a faculty member who guides the student's research. May include guidance on data collection,
methodology, human subjects protocol, conference presentation, scholarly publication, program benchmark activities.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
EDUC 296A. Professional Writing in Educational Research I. 2 Units.
First of a two-course series designed to extend students’ knowledge of conducting and publishing educational research. Topics include the logic of
research and how to effectively communicate research findings, with particular emphasis on proficient scientific writing.
EDUC 296B. Professional Writing in Educational Research II. 2 Units.
Second of a two-course series designed to extend students’ knowledge of conducting and publishing educational research. Topics include the logic of
research and how to effectively communicate research findings, with particular emphasis on proficient scientific writing.
EDUC 298. Independent Study. 1-8 Units.
Independent research on topics related to education.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
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EDUC 299. Dissertation Reserach. 1-12 Units.
Specifically designed for students researching and writing their dissertations.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Doctoral students only.
EDUC 301. Directed Elementary Field Experiences in Diverse Schools. 2 Units.
Fieldwork experiences and seminars to provide introduction to the California Teaching Performance Expectations, including guidelines for professional
expectations, observation and participation in classrooms, instructional planning, classroom management, and formative experiences and preparation
for the state-mandated Teaching Performance Assessment.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Teacher Credential Program students only.
EDUC 302. Directed Secondary Field Experiences. 2 Units.
Field work experiences and seminars to provide introduction to the California Teaching Performance Expectations, including guidelines for professional
expectations, observation and participation in classrooms, instructional planning, classroom management, and formative experiences and preparation
for the State-mandated Teaching Performance Assessment.
Restriction: Teacher Credential Program student only.
EDUC 304. Student Teaching in the Elementary Schools. 4-12 Units.
Student teaching seminars prepare candidates for assumption of classroom instructional responsibilities in accordance with State credentialing
requirements. Four full days a week of student teaching in public school elementary classrooms in winter quarter and five full days in spring quarter.
Repeatability: May be taken for credit 2 times.
Restriction: Teacher Credential Program students only.
EDUC 305. Learning to Learn from Teaching in Secondary Schools. 4 Units.
Analytic tools for (1) observing and reflecting on observed instruction; (2) examining student thinking and the relationship between teaching and learning;
(3) understanding particular components of the teaching/learning process; and (4) planning effective instruction including innovative teaching practices.
Restriction: Teacher Credential Program students only.
EDUC 306. Supervised Teaching in Bilingual Education, Elementary. 4-12 Units.
Student teaching experiences in bilingual public school classrooms to include orientation, regular seminars, and preparation for bilingual classroom
instructional responsibilities in accordance with State credentialing requirements and in conjunction with the public school calendar.
Repeatability: May be repeated for credit unlimited times.
Restriction: Teacher Credential Program students only.
EDUC 307. Student Teaching in Intermediate/Secondary School. 2-16 Units.
Student teaching includes orientation, seminars, and preparation for and assumption of secondary school classroom instructional responsibilities
in accordance with State credentialing requirements and in conjunction with public school calendar. Five full days a week in both winter and spring
quarters.
Repeatability: May be taken for credit for 20 units.
Restriction: Teacher Credential Program students only.
EDUC 308. Performance Assessment for California Teachers, Multiple Subjects. 1 Unit.
Preparation and technical support for multiple subjects teacher candidates to complete State-required Teaching Performance Assessment for the
California preliminary credential. Includes assistance in planning, teaching/videotaping, assessment and reflection, and document production.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be taken for credit 2 times.
Restriction: Teacher Credential Program students only.
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EDUC 310. Performance Assessment for California Teachers. 1 Unit.
Preparation and technical support for teacher candidates to complete the required Teaching Performance Assessment for California credential licensure.
Structured support for planning, videotaping, and document production occurs in meetings scheduled to coincide with the timeline for the project.
Repeatability: May be taken for credit 2 times.
Restriction: Teacher Credential Program students only.
EDUC 320. Teaching Physical and Health Education in Elementary School. 4 Units.
Methods of teaching physical education for the elementary classroom teacher. Through an interactive environment, students experience the California
Physical Education and Health content standards with appropriate pedagogy. Concepts address motor skills, physical fitness, and personal responsibility
for lifelong health.
Grading Option: Satisfactory/unsatisfactory only.
EDUC 322A. Curriculum and Methods for Elementary School Mathematics I. 4 Units.
Scope, sequence, and methods of teaching mathematics at all levels of elementary school. Presented through lectures, discussions, demonstrations,
and exploration of a variety of materials. Covers how to plan lessons, motivate students, diagnose difficulties, and evaluate learning in mathematics.
Restriction: Teacher Credential Program students only.
EDUC 322B. Curriculum and Methods for Elementary School Mathematics II. 4 Units.
Part two of a course addressing pedagogical methods for elementary mathematics. Lectures, discussions, and exploration of instructional strategies
and materials will support preservice teacher development in the critical areas of planning, instruction, and assessment for conceptual understanding in
mathematics.
Restriction: Teacher Credential Program students only.
EDUC 323. Curriculum and Methods for Elementary School Science. 4 Units.
Prospective elementary teachers learn how to teach science in grades K-8. Covers States science requirements, a variety of teaching methods, criteria
for selecting science curriculum materials, and how to plan science lessons, units, experiments, projects, and demonstrations.
Same as ECO EVO 323.
EDUC 323A. Curriculum Methods in Elementary Science. 2 Units.
Prospective elementary teachers learn how to teach science in grades K-8. Covers state science requirements, a variety of teaching methods, and
criteria for selecting science curriculum materials.
EDUC 323B. Curriculum Methods in Elementary Science. 2 Units.
Prospective elementary teachers learn how to teach science in grades K-8. Covers state science requirements, a variety of teaching methods, criteria for
selecting science curriculum materials, and how to plan science lessons, units, experiments, projects, and demonstrations.
Prerequisite: EDUC 323A.
EDUC 324. Curriculum and Methods for Elementary School Language Arts Integrated with Social Studies. 4 Units.
An integrated approach to language arts and social studies instruction at the K–6 level based on California State English/Language Arts and Social
Studies Frameworks and Standards. Focus on teaching content through literature and writing and providing access for all learners.
Restriction: Teacher Credential Program students only.
EDUC 325. Teaching the Visual and Performing Arts in Elementary School. 2 Units.
Introduction to the issues and practices, including student diversity, academic literacy, and interdisciplinary content, involved in integrating the California
visual and performing arts curriculum framework and academic content standards with developmentally appropriate teaching strategies for the
elementary classroom.
Repeatability: May be taken for credit 2 times.
Restriction: Teacher Credential Program students only.
EDUC 326. Curriculum and Methods for Elementary School Reading. 4 Units.
Teaching an integrated reading/language arts program in the elementary classroom. Implementing theories, principles, and methods which are research
and reality-based. Creating a child-centered, language-rich program to meet needs of children in multicultural/multilingual settings.
Restriction: Teacher Credential Program students only.
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EDUC 329. Theories and Methods of English Language Development Applied to Elementary Students. 4 Units.
Theories and methods of English language development and instruction of English language learners, with focus on elementary students. Includes
language acquisition theory, language and content, assessment strategies, and preparation of curricula and instruction for grades K–6 English language
learners.
Restriction: Teacher Credential Program students only.
EDUC 333. Health Principles and Practices for the Elementary Teacher. 1 Unit.
Methods for creating healthy environments for student learning in elementary schools. Introduction of California content standards and frameworks with
appropriate pedagogy. Personal, family, school, community factors, and legal responsibilities of teachers. Academic, physical, emotional, and social
well-being.
Grading Option: Satisfactory/unsatisfactory only.
EDUC 334. Literacy and Technology in the Secondary Classroom. 2 Units.
A view of literacy expanded beyond typological print, students learn: (1) strategies for incorporating, (2) tools for evaluating and selecting, and (3)
learning theories for understanding how information and communication technologies and online resources contribute to general and disciplinary literacy.
Prerequisite: Limited to students accepted into the Teacher Credential Program
Restriction: Teacher Credential Program students only.
EDUC 336. Methods of Teaching Languages other than English in Secondary Schools. 4 Units.
Prepares future teachers of foreign language or primary/home language. Emphasizes hands-on, practical strategies for communication-based instruction
and authentic assessment, in reading, writing, listening, speaking, and culture.
Restriction: Teacher Credential Program students only.
EDUC 337. Methods of Teaching Social Science in the Secondary School. 4 Units.
Theories, strategies, and methodologies related to the teaching of history and social science in the secondary school. Emphasis on the planning,
delivery, and assessment of lessons reflecting an understanding of the History-Social Science Framework for California.
Restriction: Teacher Credential Program students only.
EDUC 338. Methods of Teaching English in the Secondary School. 2-4 Units.
Introduction to teaching reading, writing, and speaking skills in secondary school. Emphasis upon integrative approach to teaching literature,
composition, and grammar consistent with the California State Framework. Practice in the design of lesson plans that are both integrated and
cumulative.
Repeatability: May be taken for credit 2 times.
Restriction: Teacher Credential Program students only.
EDUC 339. Methods of Teaching Visual & Performing Arts in Secondary Schools. 4 Units.
Theory, curriculum, and strategies for teaching visual and performing arts in the secondary school. Emphasis on the planning, delivery, and assessment
of lessons consistent with California State Framework and content standards.
Restriction: Teacher Credential program or M.A.T. program students only.
EDUC 340. Methods of Teaching Mathematics in Secondary School. 2-4 Units.
Theories, strategies, and methodologies related to the teaching of mathematics in the secondary school. Emphasis on the planning, delivery,
and assessment of lessons reflecting an understanding of the Mathematics Framework for California and the recommendations of professional
organizations.
Repeatability: May be taken for credit for 4 units.
Restriction: Teacher Credential Program students only.
EDUC 341. Teaching Science in Secondary School. 4 Units.
Prospective secondary science teachers learn how to teach science in grades 7-12. Covers State science requirements, a variety of teaching methods,
criteria for selecting science curricular materials, and how to plan science lessons, units, experiments, projects, and demonstrations.
Same as ECO EVO 341.
Restriction: Teacher Credential Program students only.
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536 School of Education
EDUC 342. Applied Instructional Strategies in Secondary Schools. 4 Units.
Application of pedagogy and research to practice teaching experiences in the secondary schools. A continuation of the methodology course series with
an emphasis on the needs of students with culturally diverse backgrounds.
Repeatability: May be taken for credit 2 times.
Overlaps with EDUC 342A, EDUC 342B.
Restriction: Teacher Credential Program students only. EDUC 342 and EDUC 342A-B may not both be taken for credit.
EDUC 342A. Applied Instructional Strategies in Secondary. 2 Units.
Application of pedagogy and research to practice teaching experiences in the secondary schools. A continuation of the methodology course series with
an emphasis on the needs of students with culturally diverse backgrounds. Conducted in a five-week format.
Repeatability: May be taken for credit 2 times.
Overlaps with EDUC 342.
Restriction: Teacher Credential Program students only. EDUC 342 and EDUC 342A-B may not both be taken for credit.
EDUC 342B. Applied Instructional Strategies in Secondary. 2 Units.
Application of pedagogy and research to practice teaching experiences in the secondary schools. A continuation of the methodology course series with
an emphasis on the needs of students with culturally diverse backgrounds. Conducted in a five-week format.
Repeatability: May be taken for credit 2 times.
Overlaps with EDUC 342.
Restriction: Teacher Credential Program students only. EDUC 342 and EDUC 342A-B may not both be taken for credit.
EDUC 345. Child Development and Educational Equity. 4 Units.
Explores theories of child development applied to teaching and learning in elementary schools. Attention is given to role of cultural norms in defining
goals for child development and for educational practices and in creating equal learning opportunities for all children.
Restriction: Teacher Credential Program students only.
EDUC 346. Reading and Writing in Middle School and High School Classrooms. 4 Units.
Emphasis is placed upon understanding the literacy processes (listening, speaking, viewing, reading, and writing) as they relate to all Single Subject
areas. Teachers are guided to integrate literacy-related strategies with curriculum-based goals supported in the California State Frameworks.
Restriction: Teacher Credential Program students only.
EDUC 347. Culture, Diversity, and Educational Equity . 4 Units.
Survey of the history of and social theories about the origins and consequences of U.S. racial, gender, and social inequality and the effects of poverty
and racism on the educational opportunities and outcomes of minority groups in the United States.
Prerequisite: Limited to students accepted into the Teacher Credential Program.
EDUC 347A. Culture, Diversity, and Educational Equity. 2 Units.
Survey of the history of and social theories about the origins and consequences of U.S. racial, gender, and social inequality and the effects of poverty
and racism on the educational opportunities and outcomes of minority groups in the United States.
Restriction: Teacher Credential Program students only.
EDUC 347B. Culture, Diversity, and Educational Equity. 2 Units.
Survey of the history of and social theories about the origins and consequences of U.S. racial, gender, and social inequality and the effects of poverty
and racism on the educational opportunities and outcomes of minority groups in the United States.
Restriction: Teacher Credential Program students only.
EDUC 348. Educational Equity and the Exceptional Learner. 2 Units.
Knowledge, skills, and strategies to teach exceptional learners in the general education classroom. Legislation pertaining to the education of exceptional
learners. Role of general education teacher in the special education process. Inclusive curriculum to provide equal access to content.
Restriction: Teacher Credential Program students only.
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EDUC 349. Theories and Methods of English Language Development Applied to Secondary Students. 4 Units.
Theories and methods of English language development and instruction of English language learners, with focus on secondary students. Includes
language acquisition theory, language and content, assessment strategies, and preparation of curricula and instruction for grades 7–12 English
language learners.
Restriction: Teacher Credential Program students and M.A.T. students only.
EDUC 350. Adolescent Development in Education. 4 Units.
Secondary teachers must understand adolescent physical, cognitive, emotional, and social development, particularly how educators can promote
healthy adjustment in their students. Focuses on why and how changes occur in each of these areas as children grow older.
Restriction: Teacher Credential Program students only.
EDUC 352. Creating a Supportive & Healthy Environment for Student Learning in Secondary Classrooms. 2 Units.
Creation of healthy environments for student learning in secondary classrooms. Personal, family, school, community, environmental factors. Academic,
physical, emotional, social well-being of students. Legal responsibilities of teachers related to student health, safety. Communication with family and use
of community resources. Course may be offered online.
Restriction: Teaching Credential Program students only.
EDUC 358. Media and Information Literacy in the Secondary Classroom. 2 Units.
A focus on how teachers can help their students to become critical, ethical, and effective users of technological resources in the secondary classroom.
Students learn tools for evaluating selecting, and incorporating appropriate learning technologies into the secondary classroom.
Restriction: Teacher Credential Program students only.
EDUC 359. Curriculum and Methods for Elementary Social Science and Information Literacy. 4 Units.
Methods of instruction for Social Science at the K–6 level. Includes integration of the use of technology, development of content literacy, and use of
evidence to construct arguments.
EDUC 361. The Adolescent Learner . 4 Units.
Issues of adolescent development and learning in family, school, and community contexts from biological, psychological, cognitive, and social
perspectives. Focus on how adolescents learn and what motivates them to learn, and how schools and teachers contribute to adolescents’ growth.
Restriction: Teacher Credential Program students only.
EDUC 362. Curriculum and Methods for Elementary Language Arts and English Language Development. 4 Units.
Methods, instructional practices, and assessment strategies for teaching English-Language Arts, with a focus on instructional practices for supporting
English Language Learners. Focuses on core language arts topics, including composition of persuasive, expository, and narrative texts; speaking; and
listening.
EDUC 363. Methods for Integrating Visual & Performing Arts throughout Elementary School Curriculum. 2 Units.
Methods for using visual and performing arts content and processes across the curriculum with an emphasis on building literacy skills with English
Language Learners (ELL).
EDUC 364. Instructional Design and Education Technology for the Elementary Classroom. 2 Units.
A focus on how teachers can effectively integrate educational technologies for teaching and learning in the elementary school classroom. Students learn
tools for evaluating, selecting, and incorporating appropriate technologies into their classroom activities.
Restriction: Teacher Credential Program students only.
EDUC 373. Cognition and Learning in Educational Settings . 4 Units.
Foundational concepts in cognition and development as applied to student learning. Primary topics include historical behaviorism, basic cognitive
structure and processes, complex cognition, cognitive development, and motivation.
Restriction: Teacher Credential Program students only.
EDUC 374. Learning and Child Development . 4 Units.
Issues of child development and learning in family, school, and community contexts from biological, psychological, cognitive, and social perspectives.
Focus on how young children learn and develop, how schools and teachers contribute to children’s growth, and implications for instruction.
Restriction: Teacher Credential Program students only.
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538 School of Education
EDUC 398. Special Topics. 3 Units.
Meets induction and program planning requirements for students enrolled in Professional Administrative Services Credential. Also serves as final
course in program, wherein the candidate, the University instructor, and a representative of the involved school district assess and evaluate candidate
competency.
Repeatability: May be taken for credit 2 times.
Restriction: Professional Administrative Services Credential students only.
EDUC 399. University Teaching. 1-4 Units.
Limited to teaching assistants.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
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University of California, Irvine 2016-2017 539
The Henry Samueli School of Engineering
Gregory Washington, Dean
5200 Engineering Hall
Undergraduate Counseling: 949-824-4334
Graduate Counseling: 949-824-8090
http://www.eng.uci.edu/
Overview
The academic mission of The Henry Samueli School of Engineering has been developed to be consistent with the missions and goals set for it by the
State of California, the University of California, and the University of California, Irvine (UCI) campus. Specifically, the academic mission of the School is
to educate students, at all levels, to be the best engineers and leaders in the nation and world by engaging them in a stimulating community dedicated to
the discovery of knowledge, creation of new technologies, and service to society.
The individual engineering and related programs have published program objectives that are consistent with the missions and goals of the University of
California, UCI, and The Henry Samueli School of Engineering.
The School offers undergraduate majors in Aerospace Engineering (AE), Biomedical Engineering (BME), Biomedical Engineering: Premedical (BMEP),
Chemical Engineering (ChE), Civil Engineering (CE), Computer Engineering (CpE), Computer Science and Engineering (CSE, a jointly administered
program with the Donald Bren School of Information and Computer Sciences), Electrical Engineering (EE), Engineering (a general program, GE),
Environmental Engineering (EnE), Materials Science Engineering (MSE), and Mechanical Engineering (ME). The undergraduate majors in Aerospace,
Biomedical, Chemical, Civil, Computer, Computer Science and Engineering, Electrical, Environmental, Materials Science, and Mechanical Engineering
are accredited by the Engineering Accreditation Commission of ABET (http://www.abet.org), http://www.abet.org; Computer Science and Engineering
(CSE) is also accredited by the Computing Accreditation Commission of ABET (http://www.abet.org), http://www.abet.org. The undergraduate major in
Biomedical Engineering: Premedical (BMEP) is not designed to be accredited, therefore is not accredited by ABET.
Aerospace Engineering considers the flight characteristics, performance, and design of aircraft and spacecraft. An upper-division series of courses
in aerodynamics, propulsion, structures, and control follows a common core with Mechanical Engineering. The skills acquired in those courses are
integrated in the capstone aerospace design course. The intent of the program is to produce highly proficient engineers who can tackle the aerospace
engineering challenges of the future.
Biomedical Engineering applies engineering principles to solve complex medical problems and focuses at improving the quality of health care by
advancing technology and reducing costs. Examples include advanced biomedical imaging systems, the design of microscale diagnostic systems, drug
delivery systems, and tissue engineering. Specializations are available that focus student’s technical expertise on biophotonics or biomems.
Biomedical Engineering: Premedical shares introductory engineering courses with Biomedical Engineering, but replaces senior engineering
laboratories and design courses with biology and organic chemistry courses required by medical schools for admission. The intent of the program is to
produce students with a basic engineering background who are qualified to enter medical school.
Chemical Engineering applies the knowledge of chemistry, mathematics, physics, biology, and humanities to solve societal problems in areas such as
energy, health, the environment, food, textiles, shelter, semiconductors, and homeland security. Employment opportunities exist in various industries
such as chemical, petroleum, polymer, pharmaceutical, food, textile, fuel, consumer products, and semiconductor, as well as in local, state, and federal
governments.
Civil Engineering addresses the challenges of large-scale engineering projects of importance to society as a whole, such as water distribution,
transportation, and building design. Specializations are provided in General Civil Engineering, Environmental Hydrology and Water Resources,
Structural Engineering, and Transportation Systems Engineering.
Computer Engineering addresses the design and analysis of digital computers, including both software and hardware. Computer design includes
topics such as computer architecture, VLSI circuits, data base, software engineering, design automation, system software, and data structures and
algorithms. Courses include programming in high-level languages such as Python, Java, C, C++; use of software packages for analysis and design;
design of system software such as operating systems and hardware/software interfaces; application of computers in solving engineering problems, and
laboratories in both hardware and software experiences.
Computer Science and Engineering is designed to provide students with the fundamentals of computer science, both hardware and software, and the
application of engineering concepts, techniques, and methods to both computer systems engineering and software system design. The program gives
students access to multidisciplinary problems in engineering with a focus on total systems engineering. Students learn the computer science principles
that are critical to development of software, hardware, and networking of computer systems. From that background, engineering concepts and methods
are added to give students exposure to circuit design, network design, and digital signal processing. Elements of engineering practice include systems
view, manufacturing and economic issues, and multidisciplinary engineering applications. The program is administered jointly by the Department of
Electrical Engineering and Computer Science in The Henry Samueli School of Engineering and by the Department of Computer Science in the Donald
Bren School of Information and Computer Sciences.
UCI General Catalogue 2016-2017 539
540 The Henry Samueli School of Engineering
Electrical Engineering is one of the major contributors to the modernization of our society. Many of the most basic and pervasive products and services
are either based on or related to the scientific and engineering principles taught at the Department of Electrical Engineering and Computer Science.
Students specialize in Electronic Circuit Design; Semiconductors and Optoelectronics; RF, Antennas and Microwaves; Digital Signal Processing; or
Communications.
The major in Engineering is a special program of study for upper-division students who wish to combine the study of engineering principles with other
areas such as the physical and biological sciences, social and behavioral science, humanities, and arts. Students may construct their own specialization.
Click on the "Undergraduate Study" tab above for information about this major.
Environmental Engineering concerns the development of strategies to control and minimize pollutant emissions, to treat waste, and to remediate
polluted natural systems. Emphasis areas include air quality and combustion, water quality, and water resources engineering.
Materials Science Engineering is concerned with the generation and application of knowledge relating the composition, structure, and synthesis of
materials to their properties and applications. During the past two decades, Materials Science Engineering has become an indispensable component
of modern engineering education, partly because of the crucial role materials play in national defense, the quality of life, and the economic security
and competitiveness of the nation; and partly because the selection of materials has increasingly become an integral part of almost every modern
engineering design. Emphasis in the Materials Science Engineering curriculum is placed on the synthesis, characterization, and properties of advanced
functional materials; analysis, selection, and design related to the use of materials; the application of computers to materials problems; and the presence
of an interdisciplinary theme that allows a qualified student to combine any engineering major with the Materials Science Engineering major.
Mechanical Engineering considers the design, control, and motive power of fluid, thermal, and mechanical systems ranging from microelectronics to
spacecraft to the human body. Specializations allow students to focus their technical electives in the areas of Aerospace Engineering, Energy Systems
and Environmental Engineering, Flow Physics and Propulsion Systems, and Design of Mechanical Systems.
The School offers M.S. and Ph.D. degrees in Biomedical Engineering; Chemical and Biochemical Engineering; Civil Engineering; Electrical and
Computer Engineering, with concentrations in Computer Engineering and Electrical Engineering; Engineering, with concentrations in Environmental
Engineering, and Materials and Manufacturing Technology; Materials Science and Engineering; and Mechanical and Aerospace Engineering.
Specialized research opportunities are available within each of these programs. In Biomedical Engineering, areas of research include micro/nanoscale
biomedical devices for diagnostics and therapeutics, biophotonics, systems/synthetic bioengineering, tissue/organ engineering, cardiovascular
engineering, cancer biotechnology, and neuroengineering. Bioreaction and bioreactor engineering, recombinant cell technology, and bioseparation
processes are research areas in Biochemical Engineering. In Civil Engineering, research opportunities are provided in structural/earthquake
engineering, reliability engineering, transportation systems engineering, environmental engineering, and water resources. Research opportunities in
Electrical and Computer Engineering are available in the areas of parallel and distributed computer systems, VLSI design, computer architecture, image
and signal processing, communications, control systems, and optical and solid-state devices. Research in combustion and propulsion sciences, laser
diagnostics, supersonic flow, direct numerical simulation, computer-aided design, robotics, control theory, parameter identification, material processing,
electron microscopy, and ceramic engineering are all available in Mechanical and Aerospace Engineering. The School also offers the M.S. degree in
Engineering Management, a joint degree program with the Paul Merage School of Business; and the M.S. degree in Biotechnology Management, a joint
degree program with the Francisco J. Ayala School of Biological Sciences and The Paul Merage School of Business.
Additional publications describing undergraduate and graduate academic study and research opportunities are available through The Henry Samueli
School of Engineering, and the Departments of Biomedical Engineering, Chemical Engineering and Materials Science, Civil and Environmental
Engineering, Electrical Engineering and Computer Science, and Mechanical and Aerospace Engineering.
Degrees
Aerospace Engineering B.S.
Biomedical Engineering B.S., M.S., Ph.D.
Biomedical Engineering: Premedical B.S.
1
Biotechnology Management M.S.
Chemical and Biochemical Engineering M.S., Ph.D.
Chemical Engineering B.S.
Civil Engineering B.S., M.S., Ph.D.
2
Computer Science and Engineering B.S.
Computer Engineering B.S.
Electrical and Computer Engineering M.S., Ph.D.
Electrical Engineering B.S.
Engineering B.S., M.S., Ph.D.
3
Engineering Management M.S.
Environmental Engineering B.S.
Materials Science and Engineering M.S., Ph.D.
Materials Science Engineering B.S.
540 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 541
Mechanical and Aerospace Engineering M.S., Ph.D.
Mechanical Engineering B.S.
2
Networked Systems M.S., Ph.D.
1
Offered jointly with Francisco J. Ayala School of Biological Sciences and The Paul Merage School of Business. See Francisco J. Ayala School
of Biological Sciences section of the Catalogue for information.
2
Offered jointly with the Donald Bren School of Information and Computer Sciences. See the Interdisciplinary Studies section of the Catalogue for
information.
3
Offered jointly with The Paul Merage School of Business.
Requirements for the Bachelor’s Degree
All students in The Henry Samueli School of Engineering must fulfill the following requirements.
All students must meet the University Requirements.
All students must meet the School Requirements:
The following are minimum subject-matter requirements for graduation:
Mathematics and Basic Science Courses: Students must complete a minimum of 48 units of college-level mathematics and basic sciences.
Engineering Topics Courses: Students must complete a minimum of 72 units of engineering topics. Engineering topics are defined as courses with
applied content relevant to the field of engineering.
Design Units: All undergraduate Engineering courses indicate both a total and a design unit value. Design unit values are listed at the end of the course
description. Each student is responsible for the inclusion of courses whose design units total that required by the program of study.
The Academic Plan and Advising Requirements to remain affiliated with The Henry Samueli School of Engineering: All students enrolled in The
Henry Samueli School of Engineering are required to meet annually with their designated faculty for advising and mentoring and to have an academic
plan on file with the Student Affairs Office which has been approved by their academic counselor. Students who do not have a plan on file, or deviate
from this plan without approval from an academic counselor will be subject to probation. Students on probation for two consecutive quarters who do not
have a plan on file, or deviate from this plan without approval from an academic counselor will be subject to disqualification. Students who fail to meet
with a faculty advisor each year will be subject to disqualification.
Duplication of Subject Material: Students who take courses which involve considerable duplication of subject material may not receive full graduation
credit for all units thus completed.
Residence Requirement: In addition to the University residence requirement, at least 36 upper-division engineering units specified by each major must
be completed successfully at the University of California.
Variations: Variations from the general School degree requirements may be made subject to the approval of the faculty of the School. Students wishing
to obtain variances should submit petitions to the School’s Student Affairs Office.
Undergraduate Study
John LaRue, Associate Dean for Undergraduate Student Affairs
Student Affairs Office
305 Rockwell Engineering Center
949-824-4334
• Admissions
• General Undergraduate Major in Engineering
Planning a Program of Study
Advising
Academic advising is available from academic counselors and peer advisors in the School’s Student Affairs Office, 305 Rockwell Engineering Center,
and from faculty advisors. Students must realize, however, that ultimately they alone are responsible for the planning of their own program and for
satisfactory completion of the graduation requirements. Students are encouraged to consult with the academic counselors in the Engineering Student
Affairs Office whenever they desire to change their program of study. All Engineering majors are required to meet with their faculty advisor at least once
each year.
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542 The Henry Samueli School of Engineering
Some engineering students will need more than four years to obtain their B.S. degree, particularly if part-time employment or extracurricular activities
make heavy demands on their time. Normally, such students can stay on track, and are encouraged to do so, by enrolling in summer sessions at UCI or
at other institutions when a petition has been approved in advance.
High-achieving students may declare a second major. Early consultation with the School is advisable.
Required courses may be replaced by other courses of equivalent content if the student substantiates the merits of the courses in the program of study
and obtains prior approval from faculty in the School.
Students should be aware that most Engineering courses require the completion of prerequisites. The sample programs shown in each departmental
description constitute preferred sequences which take into account all prerequisites.
School policy does not permit the deletion of Engineering courses after the second week or addition of Engineering courses after the third week of the
quarter without the Associate Dean’s approval.
Undergraduate students who have high academic standing, who have completed the necessary prerequisites, and who have obtained permission from
the School may qualify to take certain graduate-level courses.
Students are required to complete UCI’s lower-division writing requirement (see the Requirements for a Bachelor’s Degree section) during the first two
years. Thereafter, proficiency in writing and computing (using a higher-level language such as Python, C, C++, Java, or MATLAB) is expected in all
Engineering courses.
The Pass/Not Pass option is available to encourage students to enroll in courses outside their major field. Pass/Not Pass option cannot be used to
satisfy specific course requirements of the students school and major. Students must take courses to fulfill the UC Entry Level Writing requirement for a
grade. For more complete information, see the Academic Regulations and Procedures section of this Catalogue.
Admissions
The sequential nature of the Engineering program and the fact that many courses are offered only once a year make it beneficial for students to begin
their studies in the fall quarter. Applicants wishing to be admitted for the fall quarter, 2017, must have submitted their completed application forms during
the priority filing period (August 1 - November 30, 2016).
High school students wishing to enter the UCI Engineering program must have completed four years of mathematics through pre-calculus or math
analysis and are advised to have completed one year each of physics and chemistry. That preparation, along with honors courses and advanced
placement courses, is fundamental to success in the Engineering program and is vital to receiving first consideration for admittance to an Engineering
major during periods of restricted enrollments. Students applying for admission for fall quarter should complete their examination requirements during
May or June of their junior year or during their senior year, but no later than the December test date. (Typically, this means that students will take the
SAT or the ACT Plus Writing Test in October or November. Applicants are strongly encouraged to take a math or science AP or SAT exam. Applicants
should favor the Math Level 2 SAT Subject Test over the Math Level 1 Test. Applicants must apply for admission to a specific Engineering major or
Engineering Undeclared.
If enrollment limitations make it necessary, unaccommodated Engineering applicants may be offered alternative majors at UCI.
Transfer students may be admitted to The Henry Samueli School of Engineering either from another major at UCI or from another college or
university. A student seeking admission to The Henry Samueli School of Engineering from colleges and schools other than UCI must satisfy University
requirements for admission with advanced standing and should complete appropriate prerequisites for their major of choice. Applicants should prioritize
completing subject requirements (math, science, engineering) over completion of IGETC or UCI general education and lower-division requirements prior
to transfer. IGETC is not considered in transfer selection while subject requirements contribute directly to reducing time to graduate. Since requirements
vary from major to major, those contemplating admission with advanced standing to the School should consult each Department’s Catalogue section
and the UCI Office of Admissions and Relations with Schools, 949-824-6703, for the specific requirements of each program. All transfer students should
arrange for early consultation with The Henry Samueli School of Engineering Student Affairs Office at 949-824-4334.
Change of Major: Students who wish to change their major to one offered by the School should contact the Engineering Student Affairs Office for
information about change-of-major requirements, procedures, and policies. Information is also available at the UCI Change of Major Criteria website
(http://www.changeofmajor.uci.edu).
Proficiency Examinations
A student may take a course by examination with the approval of the faculty member in charge of the course and the Dean of the School. Normally,
ability will be demonstrated by a written or oral examination; if a portion of the capability involves laboratory exercises, the student may be required to
perform experiments as well. The proficiency examination is not available for any course a student has completed at UCI.
Concentration: Engineering and Computer Science in the Global Context
The globalization of the marketplace for information technology services and products makes it likely that The Henry Samueli School of Engineering
graduates will work in multicultural settings or be employed by companies with extensive international operations, or customer bases. The goal of the
542 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 543
concentration is to help students develop and integrate knowledge of the history, language, and culture of a country or geographic region outside the
United States, through course work both at UCI and an international host campus, followed by a technology-related internship in the host country.
All of The Henry Samueli School of Engineering majors in good standing may propose an academic plan that demonstrates the ability to complete the
concentration (a minimum of eight courses) and other requirements for graduation in a reasonable time frame. It is expected that a student’s proposal
will reflect a high degree of planning that includes the guidance of academic counselors and those at the UCI Study Abroad Center regarding course
selection, as well as considerations related to internship opportunities, housing, and financial aid. Each student’s proposed program of study must be
approved by the Associate Dean for Student Affairs in The Henry Samueli School of Engineering. The Associate Dean will be available to assist qualified
students with the development of a satisfactory academic plan, as needed.
The concentration consists of the following components:
1. A minimum of eight courses at UCI or at the international campus with an emphasis on the culture, language (if applicable and necessary), history,
literature of the country that corresponds to the international portion of the program, international law, international labor policy, global issues, global
institutions, global conflict and negotiation, and global economics;
2. A one- or two-semester sequence of technical courses related to the major and, possibly, culture, history, and literature courses taken at an
international university;
3. A two-month or longer technical internship experience in the same country as the international educational experience.
More information about the requirements for the concentration is available in The Henry Samueli School of Engineering Student Affairs Office.
The concentration in Engineering and Computer Science in the Global Context is open to students in Aerospace Engineering, Biomedical Engineering,
Biomedical Engineering: Premedical, Chemical Engineering, Civil Engineering, Computer Engineering, Engineering (General), Electrical Engineering,
Environmental Engineering, Materials Science Engineering, and Mechanical Engineering.
Engineering Gateway Freshman-Year Curriculum
Students who know that they want to major in engineering but who are unsure of the specific major should apply for the Engineering Gateway
Curriculum and follow the Sample Engineering Gateway Curriculum. Students following the Engineering Gateway Curriculum are required to meet with
an academic advisor every quarter and are strongly encouraged to declare a major as soon as possible and then follow the appropriate sample program
of study for that major.
1
Sample Engineering Gateway Curriculum - Freshman
Freshman
Fall Winter Spring
MATH 2A MATH 2B MATH 2D
ENGR 7A ENGR 7B PHYSICS 7D
ENGR 1A CHEM 1B PHYSICS 7LD
or PHYSICS 7C Select one of the following:
CHEM 1A PHYSICS 7LC CHEM 1C and CHEM 1LC
Select one of the following: General Education
EECS 10
EECS 12
ENGRMAE 10
ENGRCEE 20
2
CSE 42
1
Students who choose to major in Biomedical Engineering or Biomedical Engineering: Premedical should enroll in BME 1 in the fall quarter of the
sophomore year. Students who choose to major in Computer Engineering should enroll in EECS 20 by the spring or summer quarter preceding
their sophomore year.
2
Students who are considering the Computer Science and Engineering major should enroll in CSE 42.
Students who choose certain majors during the first year may replace Chemistry courses with required major courses.
Students should choose a major by the end of the spring quarter of their freshman year or earlier. Some modification in the program of study might
be appropriate if the student chooses a major before the end of the freshman year. In any case, when the major is chosen, the student must meet
immediately with an academic counselor to plan the program of study.
Undergraduate Programs
Specific information about courses fulfilling School and major requirements can be found in the department sections. Note that some majors require
more units than the School requirements.
Aerospace Engineering
Biomedical Engineering
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544 The Henry Samueli School of Engineering
Biomedical Engineering: Premedical
Chemical Engineering
Civil Engineering
Computer Engineering
Computer Science and Engineering
Electrical Engineering
Engineering
Environmental Engineering
Materials Science Engineering
Mechanical Engineering
Minors of Interest to Engineers
Minor in Earth and Atmospheric Sciences
The minor in Earth and Atmospheric Sciences focuses on the application of physical, chemical, and biological principles to understanding the complex
interactions of the atmosphere, ocean, and land through climate and biogeochemical cycles. See the Department of Earth System Science in the School
of Physical Sciences section of this Catalogue for more information.
Minor in Global Sustainability
The interdisciplinary minor in Global Sustainability trains students to understand the changes that need to be made in order for the human population
to live in a sustainable relationship with the resources available on this planet. See the Interdisciplinary Studies section of this Catalogue for more
information.
Career Advising
The UCI Career Center provides services to students and alumni including career counseling, information about job opportunities, a career library, and
workshops on resume preparation, job search, and interview techniques. See the Career Center section for additional information. In addition, special
career planning events are held throughout the year including an annual Career Fair. Individual career counseling is available, and students have access
to the Career Library which contains information on graduate and professional schools in engineering, as well as general career information.
Honors
Graduation with Honors. Undergraduate honors at graduation in The Henry Samueli School of Engineering are computed by using 50 percent of the
overall UCI GPA and 50 percent of the upper-division Engineering GPA. (Engineering E190 is not used in the calculation of the upper-division GPA.)
A general criterion is that students must have completed at least 72 units in residence at a University of California campus. Approximately 1 percent of
the graduating class shall be awarded summa cum laude, 3 percent magna cum laude, and 8 percent cum laude, with no more than 12 percent being
awarded honors. Other important factors are considered visit at Honors Recognition.
Dean’s Honor List. The quarterly Dean’s Honor List is composed of students who have received a 3.5 GPA while carrying a minimum of 12 graded
units.
Gregory Bogaczyk Memorial Scholarship. This scholarship was established in memory of Gregory Bogaczyk, a former UCI Mechanical Engineering
student, and is contributed by the Bogaczyk family and friends. An award is given each year to a junior or senior Mechanical Engineering student.
Haggai Memorial Endowed Scholarship. This memorial fund was established in honor of Ted Haggai, an electrical engineer. This scholarship is
awarded to an outstanding senior electrical engineering student and member of Tau Beta Pi. Primary consideration will be given to members of Tau
Beta Pi who have contributed outstanding service to both UCI and The Henry Samueli School of Engineering.
Christine Jones Memorial Scholarship. This scholarship was established in memory of Christine Jones, an Electrical Engineering graduate, Class
of 1989. The primary focus of this scholarship is to provide financial support to a female undergraduate student in The Henry Samueli School of
Engineering.
Deborah and Peter Pardoen Memorial Scholarship. This scholarship is awarded each year to a graduating senior in Mechanical Engineering or in
Aerospace Engineering. The scholarship is based on outstanding service to The Henry Samueli School of Engineering and the community.
Henry Samueli Endowed Scholarship. This premier scholarship, established by Henry Samueli, is awarded to outstanding freshmen and transfer
students in The Henry Samueli School of Engineering. Recipients are chosen by the School based on their academic excellence. The award is
renewable up to four years for freshmen and up to two years for transfer students.
Additional awards in other categories are made throughout the academic year.
Center for Opportunities and Diversity in Engineering
305 Rockwell Engineering Center; 949-824-4334
Robin Jeffers, Director
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The Center for Opportunities and Diversity in Engineering (CODE) houses a comprehensive recruitment, retention, and placement program in The Henry
Samueli School of Engineering which attempts to provide academic support and professional development to students from backgrounds which have
traditionally had limited access to the engineering profession. Services provided include advisement, tutoring, study rooms, notification of research
opportunities, fellowships, guest speakers, and employment opportunities. At the core of its activity is the focus on community building, and students are
encouraged to bond around their common interests and goals.
Special Programs and Courses
Campuswide Honors Program
The Campuswide Honors Program is available to selected high-achieving students from all academic majors from their freshman through senior years.
For more information contact the Campuswide Honors Program, 1200 Student Services II; 949-824-5461; [email protected]; or visit the Campuswide
Honors Program website (http://www.honors.uci.edu).
Engineering 199
Every undergraduate student in The Henry Samueli School of Engineering has the opportunity to pursue independent research under the direct
supervision of a professor in the School. Interested students should consult with a faculty member to discuss the proposed research project. If the
project is agreed upon, the student must fill out a 199 Proposal Form and submit it to the Engineering Student Affairs Office.
Undergraduate Research Opportunities Program
The Undergraduate Research Opportunities Program (UROP) 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. For more information,
contact the UROP Office, 1100 Student Services II; 949-824-4189; [email protected]; or visit the Undergraduate Research Opportunities Program website
(http://www.urop.uci.edu).
Accelerated M.S. or Ph.D. Status Program in The Henry Samueli School of Engineering
Exceptionally promising UCI undergraduate Engineering students may, during their junior or senior year, petition for streamlined admissions into a
graduate program within The Henry Samueli School of Engineering. Accelerated M.S. Status would allow a student to petition for exemption from UCI’s
Graduate Record Examination (GRE) requirement for graduate school admission. (The exemption applies only to current UCI students applying for
admission to one of the M.S. programs in The Henry Samueli School of Engineering; other graduate schools may still require the GRE.) A current UCI
undergraduate student whose ultimate goal is a Ph.D. may apply for Accelerated Status, however, a GRE score must be submitted.
Accelerated Status applicants would in all other ways be evaluated in the same manner as other applicants to the School’s graduate programs.
Occasionally, a candidate for Accelerated Status may be required by the faculty to submit GRE scores in support of the graduate application.
Students who successfully petition for Accelerated Status, upon matriculation to the graduate degree program, may petition to credit toward the M.S.
degree up to 18 units (with a grade of B or better) of graduate-level course work completed in excess of requirements for the UCI bachelor’s degree.
Visit the UCI Undergraduate Accelerated Status website (https://www.eng.uci.edu/admissions/graduate/accelerated-status-program) for more detailed
information about this program and its eligibility requirements.
UC Education Abroad Program
Upper-division and graduate Engineering students may participate in a number of programs which offer unique opportunities for education and training
abroad. The University’s Education Abroad Program (UCEAP) offers engineering course work for UCI academic credit at a number of universities. Some
of the UCEAP-affiliated engineering schools require proficiency in the host country’s language, while others are English speaking. Study abroad may
postpone the student’s graduation for one or two quarters, depending primarily on the student’s language preparation (which can begin in the freshman
year), but the added experience can add to the student’s maturity and professional competence. UCEAP students pay regular UCI fees and tuition and
keep any scholarships they may have. Visit the Study Abroad Center website (http://www.studyabroad.uci.edu) for additional information.
Student Participation and Organizations
Faculty and committee meetings (except those involving personnel considerations) are open meetings; in addition to designated student representatives,
all students are encouraged and expected to participate in the development of School policy. Student evaluation of the quality of instruction for each
course is requested each quarter.
Engineering students may join any of a number of student organizations. Most of these organizations are professionally oriented and in many instances
are local chapters of national engineering societies. A primary function of these groups is to provide regular technical and social meetings for students
with common interests. Most of the groups also participate in the annual Engineering Week activities and in other School functions.
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546 The Henry Samueli School of Engineering
Associated General Contractors (AGC). A student chapter of the national organization, ACG at UCI is an academic engineering club for students
interested in the construction field.
American Indian Science & Engineering Society (AISES). The mission of AISES is to increase the representation of American Indians in engineering,
science, and technology. Chapters emphasize education as a tool that will facilitate personal and professional growth opportunities through mentor
programs, leadership training, scholarships, conferences, and summer job opportunities.
American Institute of Aeronautics and Astronautics (AIAA).The AIAA is a technical society of 40,000 professional and student members devoted to
science and engineering in the field of aerospace. The local chapter’s primary activities include seminars, tours of industries, and mentoring for students
by professional members.
American Institute of Chemical Engineers (AIChE). AIChE, a student chapter of the national organization, provides Chemical Engineering majors with
the opportunity to interact with faculty and professionals in the field.
American Society for Civil Engineers (ASCE). One of the larger engineering clubs, ASCE at UCI is a student chapter of the national organization. The
ASCE focuses its efforts on interactions with professional engineers, sponsorship of Engineering Week activities, and participation in the annual ASCE
Southwest Conference.
American Society for Materials (ASM). The student chapter of ASM at UCI provides the opportunity for Materials Science Engineering (MSE) students
to meet engineers and scientists from local industry, attend seminars organized by the Orange Coast Chapter of ASM International, and organize
discussion sessions that focus on progress and advances in the MSE field and that promote interactions between MSE students and materials faculty.
American Society of Mechanical Engineers (ASME). The student chapter of ASME at UCI provides the opportunity for Mechanical Engineering
majors to meet with professors, organize social events, and participate in events and competitions supported by the ASME national organization.
Biomedical Engineering Society (BMES). The student chapter of BMES at UCI is an academic club for students in the field of Biomedical Engineering.
Chi Epsilon. This organization is a national engineering honor society which is dedicated to the purpose of promoting and maintaining the status of civil
engineering as an ideal profession. Chi Epsilon was organized to recognize the characteristics of the individual that are fundamental to the successful
pursuit of an engineering career.
Electric Vehicle Association/UCI (EVA/UCI). EVA/UCI gives students an opportunity for hands-on work on electric car conversions coupled with
design experience.
Engineering Student Council (ESC). The ESC is the umbrella organization that provides a voice for all Engineering student chapters. A significant
activity of the Council is organizing UCI’s annual Engineering Week celebration.
Engineers Without Borders (EWB). This humanitarian organization combines travel with the idea that engineers can play an instrumental role in
addressing the world’s assorted challenges. Through the implementation of equitable, economical, and sustainable engineering projects, EWB-UCI
works to improve quality of life within developing communities abroad.
Eta Kappa Nu. A student chapter of the National Electrical Engineering Honor Society, Eta Kappa Nu’s purpose is to promote creative interaction
between electrical engineers and give them the opportunity to express themselves uniquely and innovatively to project the profession in the best
possible manner.
Filipinos Unifying Student-Engineers in an Organized Network (FUSION). Fusion is the merging of diverse, distinct, or separate elements into
a unified whole. The mission of FUSION is to promote the academic and professional development of student engineers by providing an organized
network of support.
Institute of Electrical and Electronic Engineers (IEEE). A student chapter of a multinational organization, IEEE at UCI encompasses academic,
professional, and social activities.
Institute of Transportation Engineers (ITE). ITE is a student chapter of a national group of transportation engineering professionals. Offering
opportunities to meet both professionals and other students, ITE focuses its activities on an annual project with practical applications.
Mexican-American Engineers and Scientists (MAES). Open to all students, MAES is a student and professional organization with the purpose of
aiding students in their academic, professional, and social endeavors.
National Society of Black Engineers (NSBE). The NSBE, with almost 6,000 members, is one of the largest student-managed organizations in the
country. The Society is dedicated to the realization of a better tomorrow through the development of intensive programs to increase the recruitment,
retention, and successful graduation of underrepresented students in engineering and other technical majors.
Omega Chi Epsilon. The student chapter of the National Chemical Engineering Honor Society aims to recognize and promote high scholarship, original
investigation, and professional service in chemical engineering.
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Phi Sigma Rho. This national sorority is open to women who are in engineering and engineering technology majors. Its purpose is to provide social
opportunities, promote academic excellence, and provide encouragement and friendship.
Pi Tau Sigma. The mechanical engineering honor society, Pi Tau Sigma, is committed to recognizing those of high achievement. The goal of the
organization is to promote excellence in academic, professional, and social activities.
Sigma Gamma Tau. The aerospace engineering honor society, Sigma Gamma Tau, is committed to recognizing those of high achievement. The goal of
the organization is to promote excellence in academic, professional, and social activities.
Society of Hispanic Professional Engineers (SHPE). SHPE is both a student and professional organization. The UCI SHPE chapter works to recruit,
retain, and graduate Latino engineers by providing a comprehensive program which includes high school visitations, coordinated study sessions, and
industry speakers and tours. At the professional level there are opportunities for career positions and scholarships for members who are enrolled in
undergraduate and graduate engineering and computer science programs.
Society of Automotive Engineers (SAE). Members of the SAE chapter at UCI participate in technical expositions, mini-Baja buggy races, student
competitions, and social activities.
Society of Women Engineers (SWE). SWE is a national service organization dedicated to the advancement of women in engineering. UCI’s student
chapter encourages academic and social support, and membership is open to both men and women in technical majors interested in promoting
camaraderie and in helping to make engineering study a positive experience.
Structural Engineers Association of Southern California (SEAOSC). The UCI student chapter of SEAOSC introduces students to the field of
structural engineering through tours, speakers, and SEAOSC dinners with professional members of the organization.
Sustainable Energy Technology Club (SETC). With the common theme of energy, club members explore how science and technology can be used as
a driving force behind making changes in society with respect to a cleaner environment and less wasteful lifestyles.
Tau Beta Pi. The national Engineering honor society, Tau Beta Pi acknowledges academic excellence in the wide variety of engineering disciplines. Tau
Beta Pi at UCI sponsors community service activities, social events, and technical and nontechnical seminars.
Triangle. The national social fraternity is open to engineers, architects, and scientists
Schoolwide Program
Faculty in the Departments of Biomedical Engineering, Chemical Engineering and Materials Science, Civil and Environmental Engineering, Electrical
Engineering and Computer Science, and Mechanical and Aerospace Engineering also teach courses in the major in Engineering program.
Descriptions and requirements for the undergraduate majors in Aerospace Engineering (AE), Biomedical Engineering (BME), Biomedical Engineering:
Premedical (BMEP), Chemical Engineering (ChE), Civil Engineering (CE), Computer Engineering (CpE), Computer Science and Engineering (CSE),
Electrical Engineering (EE), Engineering (a general program, GE), Environmental Engineering (EnE), Materials Science Engineering (MSE), and
Mechanical Engineering (ME) may be found in subsequent sections.
General Undergraduate Major in Engineering
305 Rockwell Engineering Center; 949-824-4334
The Henry Samueli School of Engineering offers a general undergraduate major in Engineering to upper-division students who wish to pursue broad
multidisciplinary programs of study or who wish to focus on a special area not offered in the four departments. Examples of other areas that may be of
interest are biochemical engineering, electromechanical engineering, project management, or hydrology. The program of study in any area, aside from
the established specializations, is determined in consultation with a faculty advisor.
Admissions
The general major in Engineering is only open to junior-standing students who have completed the required lower-division courses with a high level of
achievement. Freshmen are not eligible to apply for this major. The sequential nature of the Engineering program and the fact that many courses are
offered only once a year make it beneficial for students to begin their studies in the fall quarter.
Transfer Students: The general Engineering major is a specialized program for students who are seeking careers in areas other than traditional
engineering disciplines and is open to upper-division students only. Preference will be given to junior-level applicants with the highest grades overall,
and who have satisfactorily completed the following required courses: one year of approved calculus, one year of calculus-based physics with
laboratories (mechanics, electricity and magnetism), one course in computational methods (e.g., C, C++), and one year of general chemistry (with
laboratory).
Students are encouraged to complete as many of the lower-division degree requirements as possible prior to transfer. Students who enroll at UCI in
need of completing lower-division coursework may find that it will take longer than two years to complete their degrees. For further information, contact
The Henry Samueli School of Engineering at 949-824-4334.
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548 The Henry Samueli School of Engineering
Requirements for the B.S. Degree in Engineering
Credit for at least 180 units, and no more than 196 units. All courses must be approved by a faculty advisor and the Associate Dean of Student Affairs
prior to enrollment in the program.
All students must meet the University Requirements.
All students must meet the School Requirements.
Major Requirements
Mathematics and Basic Science Courses: MATH 2A-MATH 2B-MATH 2D, MATH 3A, and MATH 3D. PHYSICS 7C, PHYSICS 7LC. With the approval of
a faculty advisor and the Associate Dean, students select all additional Mathematics and Basic Science courses.
Engineering Topics Courses: EECS 10. With the approval of a faculty advisor and the Associate Dean, students select all additional Engineering Topics
courses.
Design unit values are indicated at the end of each course description. The faculty advisors and the Student Affairs Office can provide necessary
guidance for satisfying the design requirements.
Program of Study
Students should keep in mind that the program for the major in Engineering is based upon a rigid set of prerequisites, beginning with adequate
preparation in high school mathematics, physics, and chemistry. Therefore, the course sequence should not be changed except for the most compelling
reasons. Students must have their programs approved by an academic counselor in Engineering. A sample program of study is available in the Student
Affairs Office.
Graduate Study
A. Lee Swindlehurst, Associate Dean for Research and Graduate Studies
Graduate Student Affairs Office
5400 Engineering Hall
949-824-8090
Admissions
For information on requirements for admission to graduate study at UCI, contact the appropriate Engineering department, concentration director, or the
Graduate Student Affairs Office in The Henry Samueli School of Engineering. Additional information is available in the Catalogue’s Graduate Division
section. Admission to graduate standing in The Henry Samueli School of Engineering is generally accorded to those possessing a B.S. degree in
engineering or an allied field obtained with an acceptable level of scholarship from an institution of recognized standing. Those seeking admission
without the prerequisite scholarship record may, in some cases, undertake remedial work; if completed at the stipulated academic level, they will be
considered for admission. Those admitted from an allied field may be required to take supplementary upper-division courses in basic engineering
subjects. The Graduate Record Examination (GRE) General Test is required of all applicants.
Financial Support
Teaching assistantships and fellowships are available to qualified applicants. (Applicants should contact the Department or concentration director to
which they are applying for information.) Research assistantships are available through individual faculty members. Although not required, it is beneficial
for applicants to contact the faculty member directly to establish the potential for research support. Early applications have a stronger chance for
financial support.
Part-Time Study
Those students who are employed may pursue the M.S. degree on a part-time basis, carrying fewer units per quarter. Since University residency
requirements necessitate the successful completion of a minimum number of units in graduate or upper-division work in each of at least three regular
University quarters, part-time students should seek the advice of a counselor in The Henry Samueli School of Engineering Graduate Student Affairs
Office and the approval of the Graduate Advisor in their program. M.S. programs must be completed in four calendar years from the date of admission.
Students taking courses in University Extension prior to enrollment in a graduate program should consult the following section on Transfer of Courses.
Transfer and Substitution of Courses
Upon petition, a limited number of upper-division undergraduate or graduate-level courses taken through University Extension, at another UC campus,
or in another accredited university may be credited toward the M.S. degree after admission. The applicability of transfer or substitution courses must be
approved by the student’s department, the School’s Associate Dean, and the Graduate Dean of the University, in accordance with Academic Senate
regulations. Also in accordance with UC Academic Senate policy, transfer credit for the M.S. degree cannot be used to reduce the minimum requirement
in strictly graduate (200 series) courses.
Graduate Specialization in Teaching
The graduate specialization in Teaching will allow Engineering Ph.D. students to receive practical training in pedagogy designed to enhance their
knowledge and skill set for future teaching careers. Students will gain knowledge and background in college-level teaching and learning from a variety
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of sources, and experience in instructional practices. Students completing the specialization in Teaching must fulfill all of their Ph.D. requirements
in addition to the specialization requirements. Upon fulfillment of the requirements, students will be provided with a certificate of completion. Upon
receipt of the certificate of completion, the students can then append "Specialization in Teaching" to their curricula vitae. For details visit the Graduate
Specialization in Teaching website (http://www.eng.uci.edu/current/graduate/specialization-in-teaching).
The graduate specialization in Teaching is available only for certain degree programs and concentrations:
• Ph.D. degree in Biomedical Engineering
• Ph.D. degree in Electrical and Computer Engineering
• Ph.D. degree in Engineering with a concentration in Materials and Manufacturing Technology
Graduate Programs
For specific information about program requirements, click on the links below.
Biomedical Engineering
Biotechnology Management
Chemical and Biochemical Engineering
Civil Engineering
Electrical and Computer Engineering (Concentration in Computer Engineering)
Electrical and Computer Engineering (Concentration in Electrical Engineering)
Engineering (Concentration in Environmental Engineering)
Engineering (Concentration in Materials and Manufacturing Technology)
Engineering Management
Materials Science and Engineering
Mechanical and Aerospace Engineering
The M.S. and Ph.D. degree program in Networked Systems is supervised by an interdepartmental faculty group. Information is available in the
Interdisciplinary Studies section of the Catalogue.
M.S. and Ph.D. in Engineering with a Concentration in Materials and Manufacturing
Technology
5400 Engineering Hall; 949-824-8090
http://www.eng.uci.edu/admissions/graduate/programs-and-concentrations/engineering/materials-and-manufacturing-technology
Chin C. Lee, Director and Graduate Advisor
Materials and Manufacturing Technology (MMT) is concerned with the generation and application of knowledge relating the composition, structure,
and processing of materials to their properties and applications, as well as the manufacturing technologies needed for production. During the past
two decades, MMT has become an important component of modern engineering education, partly because of the increased level of sophistication
required of engineering materials in a rapidly changing technological society, and partly because the selection of materials has increasingly become an
integral part of almost every modern engineering design. In fact, further improvements in design are now viewed more and more as primarily materials
and manufacturing issues. Both the development of new materials and the understanding of present-day materials demand a thorough knowledge of
basic engineering and scientific principles including, for example, crystal structure, mechanics, mechanical behavior, electronic, optical and magnetic
properties, thermodynamics, phase equilibria, heat transfer, diffusion, and the physics and chemistry of solids and chemical reactions.
The field of MMT ranks high on the list of top careers for scientists and engineers. The services of these engineers and scientists are required in a
variety of engineering operations dealing, for example, with design of semiconductors and optoelectronic devices, development of new technologies
based on composites and high-temperature materials, biomedical products, performance (quality, reliability, safety, energy efficiency) in automobile
and aircraft components, improvement in nondestructive testing techniques, corrosion behavior in refineries, radiation damage in nuclear power plants,
fabrication of steels, and construction of highways and bridges.
Subjects of interest in Materials and Manufacturing Technology cover a wide spectrum, ranging from metals, optical and electronic materials to
superconductive materials, ceramics, advanced composites, and biomaterials. In addition, the emerging new research and technological areas in
materials are in many cases interdisciplinary. Accordingly, the principal objective of the graduate curriculum is to integrate a student’s area of emphasis
—whether it be chemical processing and production, electronic and photonic materials and devices, electronic manufacturing and packaging, or
materials engineering—into the whole of materials and manufacturing technology. Such integration will increase familiarity with other disciplines and
provide students with the breadth they need to face the challenges of current and future technology.
Students with a bachelor’s degree may pursue either the M.S. or Ph.D. degree in Engineering with a concentration in Materials and Manufacturing
Technology (MMT). If students choose to enter the Ph.D. program directly, it is a requirement that they earn an M.S. degree along the way toward the
completion of their Ph.D. degree.
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Recommended Background
Given the nature of Materials and Manufacturing Technology as an interdisciplinary program, students having a background and suitable training in
either Materials, Engineering (Biomedical, Civil, Chemical, Electrical, and Mechanical), or the Physical Sciences (Physics, Chemistry, Geology) are
encouraged to participate. Recommended background courses include an introduction to materials, thermodynamics, mechanical properties, and
electrical/optical/magnetic properties. A student with an insufficient background may be required to take remedial undergraduate courses following
matriculation as a graduate student.
Core Requirement
Because of the interdepartmental nature of the concentration, it is important to establish a common foundation in Materials and Manufacturing
Technology (MMT) for students from various backgrounds. This foundation is sufficiently covered in MMT courses that are listed below and that deal
with the following topics: ENGRMSE 200 Crystalline Solids: Structure, Imperfections, and Properties; ENGRMAE 252 Fundamentals of Microfabrication
or ENGR 265 Advanced Manufacturing; ENGRMAE 259 Mechanical Behavior of Solids - Atomistic Theories; BME 261 Biomedical Microdevices. Core
courses must be completed with a grade of B (3.0) or better.
Electives
Electives are grouped into four areas of emphasis.
Chemical Processing and Production:
CHEM 213 Chemical Kinetics
CBEMS 210 Reaction Engineering
CBEMS 220 Transport Phenomena
CBEMS 230 Applied Engineering Mathematics I
CBEMS 240 Advanced Engineering Thermodynamics
Electronic and Photonic Materials and Devices:
BME 210 Molecular and Cellular Engineering
EECS 174 Semiconductor Devices
EECS 188 Optical Electronics
EECS 277A Advanced Semiconductor Devices I
EECS 277B Advanced Semiconductor Devices II
EECS 277C Nanotechnology
EECS 285A Optical Communications
EECS 285B Lasers and Photonics
EECS 280A Advanced Engineering Electromagnetics I
EECS 280B Advanced Engineering Electromagnetics II
Biomedical and Electronic Manufacturing:
BME 260 Microfluids and Lab-On-A-Chip
BME 262 Microimplants
EECS 273 Electronics Packaging
EECS 279/ENGRMAE 249 Micro-Sensors and Actuators
EECS 285A Optical Communications
EECS 285B Lasers and Photonics
ENGRMAE 212 Engineering Electrochemistry: Fundamentals and Applications
ENGRMAE 247/EECS 278 Micro-System Design
ENGRMAE 250 Biorobotics
ENGRMAE 253 Advanced BIOMEMS Manufacturing Techniques
Materials Engineering:
CHEM 225 Polymer Chemistry: Synthesis and Characterization of Polymers
ENGRCEE 243 Mechanics of Composite Materials
ENGRMSE 205 Materials Physics
ENGRMSE 251 Dislocation Theory
ENGRMSE 252 Theory of Diffusion
ENGRMSE 254 Polymer Science and Engineering
ENGRMSE 255A Design with Ceramic Materials
ENGRMSE 256A Mechanical Behavior of Engineering Materials
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University of California, Irvine 2016-2017 551
ENGRMSE 256B Fracture of Engineering Materials
ENGRMSE 265 Phase Transformations
ENGRMSE 268 Principles of Coatings, Thin Films, and Multi-layers
PHYSICS 238A- 238B- 238C Condensed Matter Physics
and Condensed Matter Physics
and Condensed Matter Physics
It should be noted that specific course requirements within the area of emphasis are decided based on consultation with the Director of the MMT
concentration.
Master of Science Degree
Two options are available for M.S. degree students: a thesis option and a comprehensive examination option. Both options require the completion of at
least 12 courses of study.
Plan I. Thesis Option
For the thesis option, students are required to complete an original research project and write an M.S. thesis. A committee of three full-time faculty
members is appointed to guide the development of the thesis. Students must also obtain approval for a complete program of study from the program
director. At least seven courses (3-unit or 4-unit) must be taken from courses numbered 200–289, among which at least four courses (3-unit or 4-unit)
are from MMT core courses and at least three courses (3-unit or 4-unit) are in the area of emphasis approved by the faculty advisor and the graduate
advisor. Four units of BME 296, CBEMS 296, EECS 296, ENGR 296, ENGRCEE 296, or ENGRMAE 296 count as the equivalence of one course. Up to
three courses equivalent of BME 296, CBEMS 296, EECS 296, ENGR 296, ENGRCEE 296, or ENGRMAE 296 and up to two courses (3-unit or 4-unit)
of upper-division undergraduate elective courses taken as a graduate student at UCI can be applied toward the 12-course requirement.
Plan II. Comprehensive Examination Option
For the comprehensive examination option, students are required to complete minimally 12 courses (3-unit or 4-unit) of study. At least eight courses
(3-unit or 4-unit) must be taken from courses numbered 200–289, among which at least four courses (3-unit or 4-unit) are from MMT core courses and
at least four courses (3-unit or 4-unit) are in the area of emphasis approved by the faculty advisor and the graduate advisor. Four units of BME 299,
CBEMS 299, EECS 299, ENGRCEE 299, or ENGRMAE 299 count as the equivalence of one course. One course equivalent of BME 299, CBEMS 299,
EECS 299, ENGRCEE 299, or ENGRMAE 299 and up to two courses (3-unit or 4-unit) of upper-division undergraduate elective courses taken as a
graduate student at UCI can be applied toward the 12-course requirement.
In the last quarter, an oral comprehensive examination on the contents of study will be given by a committee of three faculty members including the
advisor and two members appointed by the program director. Part-time study for the M.S. degree is available and encouraged for engineers working
in local industries. Registration for part-time study must be approved in advance by the MMT program director, the School’s Associate Dean, and the
Graduate Dean.
NOTE: Students who entered prior to fall of 2012 should follow the course requirements outlined within the Catalogue of the year they entered. The
change in number of units per course is not intended to change the course requirements for the degree nor to have any impact in the number of courses
students are taking. As such, students will need to continue to meet the same high standards and plan of study requirements as previously required.
Students will work with their advisor to create a plan of study encompassing the equivalent topical requirements, as well as the equivalent number of
courses to the previous 36-unit requirement.
In addition to fulfilling the course requirements outlined above, it is a University requirement for the Master of Science degree that students fulfill a
minimum of 36 units of study.
Concurrent Study in the Program in Law and Graduate Studies (PLGS)
Students have the option to pursue a coordinated curriculum leading to a J.D. degree from the School of Law in conjunction with a Master's or Ph.D.
degree in Engineering with a concentration in Materials and Manufacturing Technology. For students pursuing the M.S. thesis option, 8 units of research
can be substituted for law electives, and comprehensive exam students can petition two course (non-course or area of emphasis courses) to be
substituted by law electives.
Doctor of Philosophy Degree
The Ph.D. degree in Engineering with a concentration in Materials and Manufacturing Technology requires a commitment on the part of the student
to dedicated study and collaboration with the faculty. Ph.D. students are selected on the basis of outstanding demonstrated potential and scholarship.
Applicants must hold the appropriate prerequisite degrees from recognized institutions of high standing. Students entering with a master’s degree may
be required to take additional course work, to be decided in consultation with the graduate advisor and the program director. Students without a master’s
degree may be admitted into the Ph.D. program. However, these students will be required to complete the degree requirements above for the master’s
degree prior to working on doctoral studies. After substantial academic preparation, Ph.D. candidates work under the supervision of faculty advisors. The
process involves immersion in a research atmosphere and culminates in the production of original research results presented in a dissertation.
Milestones to be passed in the Ph.D. program include the following: acceptance into a research group by the faculty advisor during the student’s first
year of study, successful completion of the Ph.D. preliminary examination during years one or two, development of a research proposal, passing the
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552 The Henry Samueli School of Engineering
qualifying examination during year three (second year for those who entered with a master’s degree), and the successful completion and defense of the
dissertation during the fourth or fifth year. There is no foreign language requirement.
The degree is granted upon the recommendation of the doctoral committee and the Dean of Graduate Division. The normative time for completion of the
Ph.D. is five years (four years for students who entered with a master’s degree). The maximum time permitted is seven years.
M.S. in Engineering Management
5400 Engineering Hall; 949-824-8090
http://www.eng.uci.edu/admissions/graduate/programs-and-concentrations/engineering-management
John C. LaRue, Associate Dean for Student Affairs, The Henry Samueli School of Engineering
Gerardo Okhuysen, Equity Advisor & Associate Dean of MBA Programs, The Paul Merage School of Business
Engineering Management Steering Committee
Imran S. Currim: Marketing research, customer choice, design and marketing of products and services, customer behavior online, and assessing the
impact of competitive product and service features and marketing efforts on consumer choice and market share
Peter Burke: Nano-electronics, bio-nanotechnology
John C. LaRue: Fluid mechanics, micro-electrical-mechanical systems (MEMS), turbulence, heat transfer, instrumentation
Marc J. Madou: Fundamental aspects of micro/nano-electromechanical systems (MEMS/NEMS), biosensors, nanofluidics, biomimetics
Gerardo Okhuysen: Management of task and environmental uncertainly
Jean-Daniel M. Saphores: Transportation economics, planning and policy, environmental and natural resource economics and policy, quantitative
methods
A. Lee Swindlehurst: Signal processing, estimation and detection theory, applications in wireless communications, geo-positioning, radar, sonar,
biomedicine
The Master of Science in Engineering Management is a graduate degree jointly offered by The Paul Merage School of Business and The Henry Samueli
School of Engineering that will prepare engineers for leadership roles in technology, science, government, and engineering-based companies and
organizations. The curriculum includes courses in engineering from The Henry Samueli School of Engineering and courses in business administration
from The Paul Merage School of Business. Students will emerge as innovators by taking on the role of business and engineering project managers
tasked with solving complex engineering product development challenges through consulting projects, business plans, and exposure to current issues
within the engineering sector. Through this process, quantitative and qualitative skills along with business communication skills will be developed.
This competitive major teaches business from the engineering perspective and engineering from the business perspective, and students will learn to
think about their work through the lens of innovation and to develop a crucial view to enhance their careers.
Admissions
Applicants apply directly to The Samueli School for the M.S. in Engineering Management. Applicants must meet any applicable prerequisite
requirements for the specific engineering specialization they wish to pursue. Admission to graduate standing in The Samueli School of Engineering is
generally accorded to those possessing at least a B.S. degree in engineering or an allied field obtained with an acceptable level of scholarship from
an institution of recognized standing. Those seeking admission without the prerequisite scholarship record may, in some cases, undertake remedial
work; if completed at the stipulated academic level, they will be considered for admission. Those admitted from an allied field may be required to take
supplementary upper-division courses in basic engineering subjects.
The Samueli and Merage Schools will evaluate applicants on their prior academic record and their potential for management and leadership as
demonstrated in submitted application materials including work experience and in an interview. These materials will include university transcripts, GRE
test scores, letters of recommendation, and a Statement of Purpose. Competitive applicants will be interviewed by the Merage School.
Master of Science Degree: Plan II: Comprehensive Exam Option
The M.S. degree requires the completion of designated course work which corresponds to a minimum of 17 courses beyond the bachelor’s degree. As
part of the program, students must complete a two-week orientation and an intensive course in early to mid-September preceding the fall quarter which
presents fundamental concepts of management to initiate students into the concrete challenges that managers in high-performing organizations typically
confront.
Core Requirements
Due to the interdisciplinary nature of this degree, it is important to establish a common foundation in Engineering Management for students from various
backgrounds. This foundation is sufficiently covered in Engineering Management courses that are listed below and that deal with the following topics:
ENGR 280 Entrepreneurship for Scientists and Engineers
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MGMTMBA 200 Responding to Dynamic Times: Thinking Strategically in Business
MGMTMBA 211 MBA Proseminar
MGMTMBA 298 Experiential Learning (or equivalent)
Plus, a departmental seminar based on specialization area, for example:
BME 298 Seminars in Biomedical Engineering
CBEMS 298 Seminars in Engineering
EECS 294 Electrical Engineering and Computer Science Colloquium
ENGRCEE 295 Seminars in Engineering
ENGRMAE 298 Seminars in Mechanical and Aerospace Engineering
Electives
Business. In addition to the core courses listed above, at least five additional courses from The Merage School of Business are required. (Students will
be recommended certain classes based on career tracks they plan to pursue.)
• Three Merage School M.B.A. core courses;
• Two additional courses from a selected group of either core or elective courses.
M.B.A. Courses
Core:
MGMTMBA 201A Statistics for Management
MGMTMBA 201B Management Science
MGMTMBA 202 Organizational Behavior for Management
MGMTMBA 203A Financial Reporting for Management
MGMTMBA 203B Driving Profitability Through Management Accounting
MGMTMBA 204A Microeconomics for Management
MGMTMBA 204B Macroeconomics for Management
MGMTMBA 205 Marketing Management
MGMTMBA 206 Business and Government
MGMTMBA 207 Information Technology for Management
MGMTMBA 208 Operations Management
MGMTMBA 209A Managerial Finance
MGMTMBA 210 Strategic Management
Electives:
Refer to the Business School section of the Catalogue for a list of current M.B.A. electives.
Engineering. In addition to the core courses listed above, at least five courses from The Samueli School are required. (Students will be recommended
certain classes based on career tracks they plan to pursue.)
• Three courses from a chosen primary specialization in Engineering: Biomedical Engineering, Chemical and Biochemical Engineering, Civil
Engineering, Electrical and Computer Engineering, Materials Science and Engineering, or Mechanical and Aerospace Engineering;
• Two additional elective courses chosen from the primary specialization, from another specialization, or from other courses within or outside The
Samueli School as approved by the Director or Director-Elect.
Approved Specialization Courses
Biomedical Engineering:
BME 210 Molecular and Cellular Engineering
BME 213 Systems Cell and Developmental Biology
BME 220 Sensory Motor Systems
BME 221 Organ Transport Systems
BME 230A Applied Engineering Mathematics I
BME 230B Applied Engineering Mathematics II
BME 233 Dynamic Systems in Biology and Medicine
BME 251 Engineering Medical Optics
BME 260 Microfluids and Lab-On-A-Chip
BME 261 Biomedical Microdevices
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BME 262 Microimplants
Chemical and Biochemical Engineering:
CBEMS 195 Special Topics in Chemical Engineering and Materials Science
CBEMS 218 Bioengineering with Recombinant Microorganisms
CBEMS 221 Drug Delivery
CBEMS 232 Bioseparation Processes
CBEMS 249 Special Topics in Chemical Engineering and Materials Science
Civil Engineering:
ENGRCEE 220A Travel Demand Analysis I
ENGRCEE 221A Transportation Systems Analysis I
ENGRCEE 225B Transportation Planning Models II
ENGRCEE 249 Earthquake Engineering
ENGRCEE 250 Finite Element Method in Structural Engineering
ENGRCEE 262 Environmental Chemistry II
ENGRCEE 263 Advanced Biological Treatment Processes
ENGRCEE 265 Physical-Chemical Treatment Processes
ENGRCEE 272 Groundwater Hydrology
ENGRCEE 273 Watershed Modeling
ENGRCEE 276 Hydrology
ENGRCEE 281 Structural Reliability
Electrical and Computer Engineering:
EECS 202A Principles of Imaging
EECS 210 Modeling and Rendering for Image Synthesis
EECS 211 Advanced System Software
EECS 213 Computer Architecture
EECS 215 Design and Analysis of Algorithms
EECS 217 VLSI System Design
EECS 222 Embedded System Modeling
EECS 225 Embedded Systems Design
EECS 241A Digital Communications I
EECS 248A Computer and Communication Networks
EECS 261A Linear Optimization Methods
EECS 267A Industrial and Power Electronics
EECS 273 Electronics Packaging
EECS 274 Biomedical Microdevices (MEMOS)
EECS 277C Nanotechnology
EECS 278 Micro-System Design
EECS 279 Micro-Sensors and Actuators
Materials Science and Engineering:
CBEMS 221 Drug Delivery
CBEMS 249 Special Topics in Chemical Engineering and Materials Science
EECS 273 Electronics Packaging
EECS 277C Nanotechnology
ENGRMAE 252 Fundamentals of Microfabrication
ENGRMSE 254 Polymer Science and Engineering
ENGRMSE 255A Design with Ceramic Materials
ENGRMSE 261 High Temperature Deformation of Engineering Materials
ENGRMSE 268 Principles of Coatings, Thin Films, and Multi-layers
Mechanical and Aerospace Engineering:
ENGRMAE 207 Methods of Computer Modeling in Engineering and the Sciences
ENGRMAE 218 Sustainable Energy Systems
ENGRMAE 247 Micro-System Design
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ENGRMAE 249 Micro-Sensors and Actuators
ENGRMAE 250 Biorobotics
ENGRMAE 252 Fundamentals of Microfabrication
ENGRMAE 253 Advanced BIOMEMS Manufacturing Techniques
ENGRMAE 274 Optimal Control
M.S. in Biotechnology Management
The M.S. in Biotechnology Management is a joint graduate degree that will prepare scientists for leadership roles in biotechnology, science, and
engineering-based companies through a curriculum comprised of courses from the Department of Molecular Biology and Biochemistry (MB&B) in the
Francisco J. Ayala School of Biological Sciences, the Department of Biomedical Engineering in The Henry Samueli School of Engineering, and The
Paul Merage School of Business. Students will receive advanced training in biotechnology through course work, a teaching laboratory, and two quarters
of independent research in a faculty laboratory of their choosing. They will also learn to think as a business manager by solving product development
challenges through consulting projects, creating business plans, and by exposure to current issues within the biotechnology sector. Students will develop
quantitative and qualitative skills along with business communication skills. Students will learn about business from the biotechnology perspective and
biotechnology from the business perspective, and will be taught to think about their work through the lens of innovation, a crucial view for their careers.
Complete program information is available in the Francisco J. Ayala School of Biological Sciences section of the Catalogue.
Biomedical Engineering Courses
BME 1. Introduction to Biomedical Engineering. 3 Units.
Introduction to the central topics of biomedical engineering. Offers a perspective on bioengineering as a discipline in a seminar format. Principles of
problem definition, team design, engineering inventiveness, information access, communication, ethics, and social responsibility are emphasized.
(Design units: 1)
Restriction: Biomedical Engineering and Biomedical Engineering: Premedical majors have first consideration for enrollment.
BME 50A. Cell and Molecular Engineering. 4 Units.
Physiological function from a cellular, molecular, and biophysical perspective. Applications to bioengineering design.
(Design units: 2)
Corequisite: BME 1.
Restriction: Biomedical Engineering, Chemical Engineering, and Materials Science Engineering majors have first consideration for enrollment.
BME 50B. Cell and Molecular Engineering. 4 Units.
Physiological function from a cellular, molecular, and biophysical perspective. Applications to bioengineering design.
(Design units: 2)
Prerequisite: BME 50A and PHYSICS 7D.
Restriction: Biomedical Engineering, Biomedical Engineering: Premedical, and Chemical Engineering majors have first consideration for enrollment.
BME 60A. Engineering Analysis/Design: Data Acquisition. 4 Units.
Fundamentals of LabVIEW programming, basics of computer-based experimentation, establishing interface between computer and data acquisition
instrumentation, signal conditioning basics. Materials fee.
(Design units: 2)
Corequisite: BME 1.
Prerequisite: Physics 7D.
Restriction: Biomedical Engineering and Biomedical Engineering: Premedical majors have first consideration for enrollment.
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BME 60B. Engineering Analysis/Design: Data Analysis. 4 Units.
Overview of MATLAB; numeric, cell, and structure arrays; file management; plotting and model building; solving linear algebraic equations; differential
equations; symbolic process. Materials fee.
(Design units: 1)
Corequisite: MATH 3D.
Prerequisite: BME 60A and MATH 3A.
Overlaps with ENGRCEE 20.
Restriction: Biomedical Engineering and Biomedical Engineering: Premedical majors have first consideration for enrollment.
BME 60C. Engineering Analysis/Design: Computer-Aided Design. 4 Units.
Introduction to SolidWorks and Computer-Aided Design software; design; analysis; rapid prototyping; visualization and presentation; planning and
manufacturing. Materials fee.
(Design units: 2)
Prerequisite: BME 60B.
Restriction: Biomedical Engineering and Biomedical Engineering: Premedical majors have first consideration for enrollment.
BME 110A. Biomechanics I. 4 Units.
Introduction to statics. Rigid bodies, analysis of structures, forces in beams, moments of inertia.
(Design units: 1)
Prerequisite: PHYSICS 7D and PHYSICS 7LD and PHYSICS 7E and BME 60C and MATH 3A and MATH 3D.
Restriction: BME 110A-BME 110B-BME 110C must be taken in the same academic year. Biomedical Engineering, Biomedical Engineering: Premedical,
and Materials Science Engineering majors have first consideration for enrollment.
BME 110B. Biomechanics II. 4 Units.
Introdution to dynamics. Kinematics of Particles, Newton's Second Law, System's of Particles, Kinematics of Rigid Bodies, Motion in three dimensions.
(Design units: 1)
Prerequisite: BME 110A. BME 110A-BME 110B-BME 110C must be taken in the same academic year.
Restriction: Biomedical Engineering, Biomedical Engineering: Premedical, and Materials Science Engineering majors have first consideration for
enrollment.
BME 110C. Biomechanics III. 4 Units.
Applications of statics and dynamics to biomedical systems. Cellular biomechanics, hemodynamics, circulatory system, respiratory system, muscles and
movement, skeletal biomechanics. Applications to bioengineering design.
(Design units: 1)
Prerequisite: BME 110B. BME 110A-BME 110B-BME 110C must be taken in the same academic year.
Restriction: Biomedical Engineering majors have first consideration for enrollment.
BME 111. Design of Biomaterials. 4 Units.
Natural and synthetic polymeric materials. Metal and ceramics implant materials. Materials and surface characterization and design. Wound repair,
blood clotting, foreign body response, transplanation biology, biocompatibility of material. Artificial organs and medical devices. Government regulations.
(Design units: 3)
Corequisite: BME 50B or BIO SCI 99.
Prerequisite: BME 60C.
Restriction: Biomedical Engineering, Biomedical Engineering: Premedical, and Materials Science Engineering majors have first consideration for
enrollment.
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BME 114. Genetic Engineering and Synthetic Biology. 4 Units.
Exploring how biological function can be engineered and "synthesized" from the DNA level up.
(Design units: 0)
Prerequisite: MATH 3D and BME 50A and BME 50B.
Restriction: Biomedical Engineering majors have first consideration for enrollment.
BME 120. Sensory Motor Systems. 4 Units.
A quantitative and systems approach to understanding physiological systems. Systems covered include the nervous and musculoskeletal systems.
(Design units: 2)
Prerequisite: (BME 60B or EECS 10 or EECS 12 or ENGRCEE 20 or ENGRMAE 10) and MATH 3A and MATH 3D.
Restriction: Biomedical Engineering, Biomedical Engineering: Premedical, and Materials Science Engineering majors have first consideration for
enrollment.
Concurrent with BME 220.
BME 121. Quantitative Physiology: Organ Transport Systems. 4 Units.
A quantitative and systems approach to understanding physiological systems. Systems covered include the cardiopulmonary, circulatory, and renal
systems.
(Design units: 1)
Prerequisite: (BME 60B or EECS 10 or EECS 12 or ENGRCEE 20 or ENGRMAE 10) and MATH 3A and MATH 3D.
Restriction: Biomedical Engineering, Biomedical Engineering: Premedical, and Chemical Engineering majors have first consideration for enrollment.
BME 130. Biomedical Signals and Systems. 4 Units.
Analysis of analog and digital biomedical signals; Fourier Series expansions; difference and differential equations; convolutions. System models:
discrete-time and continuous-time linear time-invariant systems; Laplace and Fourier transforms. Analysis of signals and systems using computer
programs.
(Design units: 1)
Prerequisite: BME 60C and MATH 3A and MATH 3D. Recommended: STATS 8.
Restriction: Biomedical Engineering and Biomedical Engineering: Premedical majors have first consideration for enrollment.
BME 135. Photomedicine. 4 Units.
Studies the use of optical and engineering-based systems (laser-based) for diagnosis, treating diseases, manipulation of cells and cell function.
Physical, optical, and electro-optical principles are explored regarding molecular, cellular, organ, and organism applications.
(Design units: 0)
Prerequisite: PHYSICS 3C or PHYSICS 7D.
Same as BIO SCI D130.
Restriction: Biomedical Engineering majors have first consideration for enrollment.
BME 136. Engineering Medical Optics. 4 Units.
Principles of optics and photonics, integration of optical components into systems and devices, and analysis of physiological signals obtained from
Biophotonics measurements.
(Design units: 3)
Prerequisite: BME 130 and BME 135.
Restriction: Biomedical Engineering majors have first consideration for enrollment.
Concurrent with BME 251.
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BME 137. Introduction to Biomedical Imaging. 4 Units.
Introduction to imaging modalities widely used in medicine and biology, including X-ray, computed tomography (CT), nuclear medicine (PET and SPET),
ultrasonic imaging, magnetic resonance imaging (MRI), optical tomography, imaging contrast, imaging processing, and complementary nature of the
imaging modalities.
(Design units: 1)
Prerequisite: BME 130 or EECS 50 or EECS 150.
Restriction: Biomedical Engineering majors have first consideration for enrollment.
BME 138. Spectroscopy and Imaging of Biological Systems. 4 Units.
Principles of spectroscopy; absorption; molecular orbitals; multiphoton transitions; Jablonski diagram; fluorescence anisotropy; fluorescence decay;
quenching; FRET; excited state reactions; solvent relaxations; instruments; microscopy: wide field, LSM, TPE; fluorescent probes, fluctuations
spectroscopy; optical resolution and super-resolution; CARS and SHG microscopy.
(Design units: 1)
Prerequisite: MATH 3A and MATH 3D. Recommended: STATS 8.
Restriction: Biomedical Engineering and Biomedical Engineering: Premedical majors only.
Concurrent with BME 238.
BME 140. Design of Biomedical Electronics. 4 Units.
Analog and digital circuits in bioinstrumentation. AC and DC circuit analysis, design and construction of filter and amplifiers using operational amplifier,
digitization of signal and data acquisition, bioelectrical signal, design and construction of ECG instrument, bioelectrical signal measurement and analysis.
Materials fee.
(Design units: 3)
Prerequisite: BME 60C and BME 130.
Restriction: Biomedical Engineering majors have first consideration for enrollment.
BME 147. Microfluidics and Lab-on-a-Chip. 4 Units.
Introduction to principles of microfluidics and state-of-the-art micro Total Analysis Systems (uTAS). Lab-on-a-Chip for bimolecular assays with device
design principles for microscale sample preparation, flow transport, bimolecular manipulation, separation & detection, and the technologies for
integrating these devices into microsystems.
(Design units: 1)
Prerequisite: BME 111.
Restriction: Biomedical Engineering majors have first consideration for enrollment.
Concurrent with BME 260.
BME 148. Microimplants. 4 Units.
Essential concepts of biomedical implants at the micro scale. Design, fabrication, and applications of several microimplantable devices including
cochlear, retinal, neural, and muscular implants.
(Design units: 1)
Prerequisite: BME 111 and EECS 179.
Restriction: Biomedical Engineering majors have first consideration for enrollment.
Concurrent with BME 262.
BME 149. Biomedical Microdevices . 4 Units.
In-depth review of microfabricated devices designed for biological and medical applications. Studies of the design, implementation, manufacturing, and
marketing of commercial and research bio-medical devices.
(Design units: 0)
Concurrent with BME 261.
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BME 150. Biotransport Phenomena. 4 Units.
Fundamentals of heat and mass transfer, similarities in the respective rate equations. Emphasis on practical application of fundamental principles.
(Design units: 1)
Prerequisite: BME 60C and MATH 3A and MATH 3D.
Overlaps with CBEMS 125C.
Restriction: Biomedical Engineering and Biomedical Engineering: Premedical majors have first consideration for enrollment.
BME 160. Tissue Engineering. 4 Units.
Quantitative analysis of cell and tissue functions. Emerging developments in stem cell technology, biodegradable scaffolds, growth factors, and others
important in developing clinical products. Applications of bioengineering.
(Design units: 2)
Prerequisite: (BME 50B or BIO SCI 99) and BME 111 and BME 121 and BME 150.
Restriction: Biomedical Engineering and Biomedical Engineering: Premedical majors have first consideration for enrollment.
BME 170. Biomedical Engineering Laboratory. 4 Units.
Measurement and analysis of biological systems using engineering tools and techniques. Laboratory experiments involve living systems with the
emphasis on measuring physiological parameters. Labs: Introduction to Electroenecephalography, Fiberoptic thermometry, Neurorehabilitation
Engineering, Spectroscopy principles of the common pulse oximeter. Materials fee.
(Design units: 1)
Prerequisite: BME 111 and BME 120 and BME 121 and BME 130 and BME 140.
Restriction: Biomedical Engineering majors have first consideration for enrollment.
BME 171. Cell and Tissue Engineering Laboratory. 4 Units.
Techniques in molecular, cellular, and tissue engineering. Topics include bacterial and mammalian cell culture, DNA cloning and gene transfer,
fabrication of biomaterial scaffolds, and immunassays and microscopy techniques for cell-based assays.
Prerequisite: BME 160.
Restriction: Biomedical Engineering and Biomedical: Premedical Engineering majors have first consideration for enrollment.
BME 180A. Biomedical Engineering Design. 3 Units.
Design strategies, techniques, tools, and protocols commonly encountered in biomedical engineering; clinical experience at the UCI Medical Center and
Beckman Laser Institute; industrial design experience in group projects with local biomedical companies; ethics, economic analysis, and FDA product
approval. Materials fee.
(Design units: 3)
Prerequisite: BME 110C and BME 111 and BME 120 and BME 121 and BME 140. BME 180A, BME 180B, and BME 180C must be taken in the same
academic year.
Grading Option: In progress only.
Restriction: Seniors only. Biomedical Engineering majors only.
BME 180B. Biomedical Engineering Design. 3 Units.
Design strategies, techniques, tools, and protocols commonly encountered in biomedical engineering; clinical experience at the UCI Medical Center and
Beckman Laser Institute; industrial design experience in group projects with local biomedical companies; ethics, economic analysis, and FDA product
approval. Materials fee.
(Design units: 3)
Prerequisite: BME 180A. BME 180A, BME 180B, and BME 180C must be taken in the same academic year.
Grading Option: In progress only.
Restriction: Seniors only. Biomedical Engineering majors only.
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BME 180C. Biomedical Engineering Design. 3 Units.
Design strategies, techniques, tools, and protocols commonly encountered in biomedical engineering; clinical experience at the UCI Medical Center and
Beckman Laser Institute; industrial design experience in group projects with local biomedical companies; ethics, economic analysis, marketing, and FDA
product approval. Materials fee.
(Design units: 3)
Prerequisite: BME 180B. BME 180A, BME 180B, and BME 180C must be taken in the same academic year.
Restriction: Seniors only. Biomedical Engineering majors only.
BME 195. Special Topics in Biomedical Engineering. 1-4 Units.
Studies in selected areas of Biomedical Engineering. Topics addressed vary each quarter.
(Design units: 1-4)
Prerequisite: Prerequisites vary.
Repeatability: Unlimited as topics vary.
BME 197. Seminars in Biomedical Engineering. 2 Units.
Presentation of advanced topics and reports of current research efforts in Biomedical Engineering.
(Design units: 1-2)
Restriction: Seniors only. Biomedical Engineering majors have first consideration for enrollment.
Concurrent with BME 298.
BME 199. Individual Study. 1-4 Units.
Independent research conducted in the lab of a biomedical engineering core faculty member. A formal written report of the research conducted is
required at the conclusion of the quarter.
(Design units: 1-4)
Prerequisite: BIO SCI 194S.
Repeatability: May be taken for credit for 8 units.
BME 199P. Individual Study. 1-4 Units.
Supervised independent reading, research, or design for undergraduate Engineering majors. Students taking individual study for design credit are to
submit a written paper to the instructor and to the Undergraduate Student Affairs Office in the School of Engineering.
(Design units: 1-4)
Grading Option: Pass/no pass only.
Repeatability: May be repeated for credit unlimited times.
BME 210. Molecular and Cellular Engineering. 4 Units.
Engineering of physiological function at the genetic, cellular, and tissue scales. Topics include cloning and genetic engineering, extracellular matrix
biomaterials, principles of regenerative medicine and tissue engineering, and experimental design.
Restriction: Graduate students only.
BME 211. Microscale Tissue Engineering. 4 Units.
Engineering of physiological function at the scale of individual cells. Topics include cell micropatterning, microfluidic tissue culture, engineering the
cellular microenvironment, and microphysiological systems.
Restriction: Graduate students only.
BME 212. Cardiovascular Tissue Engineering. 4 Units.
Advanced topics in biomaterials and tissue engineering with a special focus on applications in the cardiovascular system. Devices including vascular
grafts and stents, heart valves, and cardiac tissue patches will be examined.
Restriction: Graduate students only.
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BME 213. Systems Cell and Developmental Biology. 4 Units.
Introduces concepts needed to understand cell and developmental biology at the systems level, i.e., how the parts (molecules) work together to create a
complex output. Emphasis on using mathematical/computational modeling to expand/modify insights provided by intuition.
Same as DEV BIO 232.
Restriction: Graduate students only.
BME 215. Linking Modeling and Experiments in Bioengineering. 4 Units.
Overview of modeling based on experimental techniques in bioengineering. Construct and evaluate models of varying complexity and to relate them to
experimental data.
Prerequisite: BME 220 and BME 221.
Restriction: Graduate students only.
BME 216. Stem Cell Therapy . 4 Units.
Introduces new paradigms in regenerative medicine particularly those that involve stem cells, and emerging molecular, nano- and micro-engineered
tools for in vivo imaging that is critical for studying and monitoring regeneration.
(Design units: 0)
Same as PHRMSCI 278.
Restriction: Graduate student only.
BME 218. Directed Evolution. 4 Units.
Directed evolution harnesses the processes of Darwinian evolution for biomolecular engineering goals. This class will begin with fundamental principles
in evolutionary biology and move on to the experimental evolution techniques and their applications.
Restriction: Graduate students only.
BME 220. Sensory Motor Systems. 4 Units.
A quantitative and systems approach to understanding physiological systems. Systems covered include the nervous and musculoskeletal systems.
Restriction: Graduate students only.
Concurrent with BME 120.
BME 221. Organ Transport Systems. 4 Units.
A quantitative and systems approach to understanding physiological systems. Systems covered include the cardiopulmonary, circulatory, and renal
systems.
Restriction: Graduate students only.
BME 222. Biofluid Mechanics . 4 Units.
Introduces principles of biofluid mechanics in a research oriented scheme and approaches a wide spectrum of biofluid related problems in human body
and solutions that involves engineering concepts.
Restriction: Graduate students only.
BME 223. Critical Thinking in Cardiovascular Research. 2 Units.
Interpretation and critical assessment of current cardiovascular research in basic science, application of engineering tools, and clinical cardiology and
cardiovascular surgery. Open only to graduate students engaged in research.
Restriction: Graduate students only.
BME 224. Molecular and Cellular Biophotonics. 4 Units.
Principles underlying the application of photonic technologies to biomolecular and cellular systems. Sample technologies Optical Tweezers, Linear
and Nonlinear Optical Microscopy and Fluorescence Lifetime and Correlation Methods, and their use to investigate emergent problems in Molecular,
Cellular, and Developmental Biology.
(Design units: 0)
Same as CHEM 224.
Restriction: Graduate students only.
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BME 225. Tissue and Organ Biophotonics. 4 Units.
Principles underlying the application of photonic technologies to tissues, organs, organisms. Sample technologies include Optical Coherence
Tomography, Optical Speckle Imaging, Optoacoustic Imaging, Wide-Field Spectroscopic Imaging, Diffuse Optical Spectroscopy. Addressing the use of
these technologies to detect/monitor disease and physiological processes.
BME 230A. Applied Engineering Mathematics I. 4 Units.
Analytical techniques applied to engineering problems in transport phenomena, process dynamics and control, and thermodynamics.
BME 230B. Applied Engineering Mathematics II. 4 Units.
Focuses on biomedical system identification. Includes fundamental techniques of model building and testing such as formulation, solution of governing
equations, sensitivity theory, identifiability theory, and uncertainty analysis.
Restriction: Graduate students only.
BME 232. Introduction to Computational Biology. 4 Units.
The use of theories and methods based on computer science, mathematics, and physics in molecular biology and biochemistry. Basics in biomolecular
modeling. Analysis of sequence and structural data of biomolecules. Analysis of biomolecular functions.
Same as MOL BIO 223.
Restriction: Graduate students only.
Concurrent with BIO SCI M123 and COMPSCI 183 and BME 132.
BME 233. Dynamic Systems in Biology and Medicine. 4 Units.
Introduces principles of system theory to analyze biological, biochemical, physiological, and bioengineering systems. Analytical and computational tools
are used to model and analyze dynamic systems such as population, neuronal and heart dynamics, biochemical and physiological systems, oxygen
diffusion and similar.
Restriction: Graduate students only.
BME 234. Neuroimaging Data Analysis. 4 Units.
Knowledge and understanding of recent techniques for the analysis of healthy and pathological structure and function in neuroimaging data.
Restriction: Graduate students only.
BME 238. Spectroscopy and Imaging of Biological Systems. 4 Units.
Principles of spectroscopy; absorption; molecular orbitals; multiphoton transitions; Jablonski diagram; fluorescence anisotropy; fluorescence decay;
quenching; FRET; excited state reactions; solvent relaxations; instruments; microscopy: wide field, LSM, TPE; fluorescent probes, fluctuations
spectroscopy; optical resolution and super-resolution; CARS and SHG microscopy.
Restriction: Graduate students only.
Concurrent with BME 138.
BME 240. Introduction to Clinical Medicine for Biomedical Engineering. 4 Units.
An introduction to clinical medicine for graduate students in biomedical engineering. Lectures and rotations through Nephology, Gastroenterology,
Pulmonary & Critical Care Cardiology.
Restriction: Biomedical Engineering graduate students only.
BME 250. Biospectroscopy . 4 Units.
Principles of optical spectroscopy for biomedical engineering. Will focus on optical spectroscopy of biological relevant molecules, spectroscopy in cells
and tissue. Spectroscopy techniques based on fluorescence.
Restriction: Graduate students only.
BME 251. Engineering Medical Optics. 4 Units.
Principles of optics and photonics, integration of optical components into systems and devices, and analysis of physiologic signals obtained from
Biophotonics measurements.
Restriction: Graduate students only.
Concurrent with BME 136.
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BME 252. Critical Thinking in Biophotonics. 2 Units.
Critical thematic review of current research papers in the field of Biophotonics.
Repeatability: May be taken for credit 2 times.
Restriction: Graduate students only.
BME 260. Microfluids and Lab-On-A-Chip. 4 Units.
Introduction to microfluidics and state-of-the-art micro Total Analysis Systems (uTAS). Lab-on-a-Chip for biomolecular assays with device design
principles for microscale sample preparation, flow transport, biolmolecular manipulation, separation and detection, and the technologies for integrating
these devices into microsystems.
Restriction: Graduate students only.
Concurrent with BME 147.
BME 261. Biomedical Microdevices. 4 Units.
In-depth review of microfabricated devices designed for biological and medical applications. Studies of the design, implementation, manufacturing, and
marketing of commercial and research bio-medical devices.
Restriction: Graduate students only.
Concurrent with BME 149.
BME 262. Microimplants. 4 Units.
Essential concepts of biomedical implants at the micro scale. Design, fabrication, and applications of several microimplantable devices including
cochlear, retinal, neural, and muscular implants.
Restriction: Graduate students only.
Concurrent with BME 148.
BME 263. Nanomedicine . 4 Units.
Covers the use of inorganic nanocrystals and nanocarriers for molecular detection of human disease and targeted drug delivery. Techniques for
synthesis and bioconjugation, molecular targeting, adhesion dynamics, and unique physical properties of nanomaterials.
Restriction: Graduate students only.
BME 264. Auditory Science and Technology. 2 Units.
Advanced topics in auditory science and technology from cochlear mechanics to cochlear implants.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
BME 290. Critical Thinking and Writing. 4 Units.
Critical thinking and writing are essential ingredients for success in scientific research. Examines examples from the scientific literature to extract
principles of good scientific reasoning, experimental design, and writing.
Restriction: Graduate students only.
BME 295. Special Topics in Biomedical Engineering. 1-4 Units.
Studies in selected areas of Biomedical Engineering. Topics addressed vary each quarter.
Prerequisite: Prerequisites vary.
Repeatability: Unlimited as topics vary.
BME 296. Master of Science Thesis Research. 1-16 Units.
Individual research or investigation conducted in the pursuit of preparing and completing the thesis required for the M.S. in Engineering.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
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BME 297. Doctor of Philosophy Dissertation Research. 1-16 Units.
Individual research or investigation conducted in the pursuit of preparing and completing the dissertation required for the Ph.D. in Engineering.
Repeatability: May be repeated for credit unlimited times.
BME 298. Seminars in Biomedical Engineering. 2 Units.
Presentation of advanced topics and reports of current research efforts in biomedical engineering. Designed for graduate students in the Biomedical
Engineering program.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Concurrent with BME 197.
BME 299. Individual Research. 1-16 Units.
Individual research or investigation under the direction of an individual faculty.
Repeatability: May be repeated for credit unlimited times.
Chemical Engineering and Materials Science Courses
CBEMS 45A. Chemical Processing and Materials Balances. 4 Units.
Introduction to chemical engineering and the industries where chemical engineers play vital roles. Problem-solving skills and techniques. Quantitative
calculations and applications using mass and energy balances. Stoichiometric equations, multiple bypasses, and others in process industries.
(Design units: 0)
Prerequisite: MATH 2B and CHEM 1B and PHYSICS 7C.
Restriction: Chemical Engineering, Environmental Engineering, and Materials Science Engineering majors have first consideration for enrollment.
CBEMS 45B. Chemical Processing and Energy Balances. 3 Units.
Principles of thermodynamics: definitions, basic concepts, and laws; property relationships; construction of thermodynamic charts and tables; energy
balances; phase and chemical equilibria; combined mass and energy balances.
(Design units: 0)
Prerequisite: (CBEMS 45A or PHYSICS 7E) and MATH 3A. CBEMS 45A with a C- or better.
Overlaps with ENGRMAE 91, CBEMS 65A.
Restriction: Chemical Engineering and Materials Science Engineering majors have first consideration for enrollment.
CBEMS 45C. Chemical Engineering Thermodynamics. 4 Units.
Elements of chemical engineering thermodynamics, including equilibrium and stability; equations of state; generalized correlations of properties of
materials; properties of ideal and non-ideal mixtures; thermodynamics of real solutions; ideal and non-ideal phase equilibria; chemical equilibria for ideal
and non-ideal solutions.
(Design units: 1)
Prerequisite: (EECS 10 or ENGRMAE 10) and MATH 2D and CBEMS 45B. CBEMS 45B with a grade of C- or better.
Overlaps with ENGRMAE 115, CBEMS 65B.
Restriction: Chemical Engineering and Materials Science Engineering majors have first consideration for enrollment.
CBEMS 50L. Principles of Materials Science and Engineering. 2 Units.
Introduction to the experimental techniques to characterize the properties of engineering materials. Emphasis on understanding the influence of
microstructure on elastic, plastic, and fracture behavior. Topics include microstructure characterization, heat treatment, grain size effect, precipitation
hardening, and impact loading. Materials fee.
(Design units: 0)
Corequisite: ENGR 54.
Restriction: Materials Science Engineering majors have first consideration for enrollment.
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CBEMS 65A. Thermodynamics of Materials. 4 Units.
Treatment of the laws of thermodynamics and their application in understanding properties and equilibrium states of engineering materials. Develops
relationships pertaining to multiphase equilibrium and presents graphical constructions for interpretation of phase diagrams. Statistical thermodynamics
in relation to materials phenomena.
(Design units: 0)
Prerequisite: (ENGR 1A or CHEM 1A) and PHYSICS 7C.
Overlaps with CBEMS 45B, ENGRMAE 91.
Restriction: Materials Science Engineering majors have first consideration for enrollment.
CBEMS 65B. Diffusion in Materials. 4 Units.
Mass transfer in solids. Models of diffusion and the treatment of steady-state and non-steady state diffusion phenomena and ion-migration. Mechanisms
controlling kinetics of diffusion and the role of material structure and point defects. Diffusion in binary systems and Kirkendall effect.
(Design units: 0)
Prerequisite: CBEMS 65A. CBEMS 65A with a C- or better.
Overlaps with CBEMS 45C, ENGRMAE 115.
Restriction: Materials Science Engineering majors have first consideration for enrollment.
CBEMS 110. Reaction Kinetics and Reactor Design. 4 Units.
Introduction to quantitative analysis of chemical reactions and chemical reactor design. Reactor operations including batch, continuous stirred tank, and
tubular reactor. Homogeneous and heterogeneous reactions.
(Design units: 2)
Prerequisite: CHEM 1C and MATH 3D and CBEMS 45B and CBEMS 45C. CBEMS 45B with a grade of C- or better. CBEMS 45C with a grade of C- or
better.
Restriction: Chemical Engineering, Mechanical Engineering, and Materials Science Engineering majors have first consideration for enrollment.
CBEMS 112. Introduction to Biochemical Engineering. 3 Units.
Application of engineering principles to biochemical processes. Topics include microbial pathways, energetics and control systems, enzyme and
microbial kinetics and the design and analysis of biological reactors.
(Design units: 1)
Prerequisite: CBEMS 110 and CHEM 1C and MATH 3D.
Restriction: Chemical Engineering majors have first consideration for enrollment.
CBEMS 115. Kinetics of Biochemical Networks. 4 Units.
Principles from statistical mechanics, thermodynamics, and chemical kinetics applied to biochemical systems, from fundamental processes such as
receptor-ligand binding and enzyme catalysis, to complex cellular functions including signal transduction and gene regulation.
(Design units: 0)
Restriction: Upper-division students only.
Concurrent with CBEMS 215.
CBEMS 119. Biomaterials: Structural Biology and Assembly. 4 Units.
Application of fundamental concepts in structural biology (proteins, DNA/RNA, carbohydrates, lipids), biomolecular thermodynamics, and molecular
interactions to the design of novel biomaterials via self-assembly.
(Design units: 0)
Prerequisite: CBEMS 45C and CBEMS 110.
Restriction: Chemical Engineering and Materials Science Engineering majors have first consideration for enrollment.
Concurrent with CBEMS 219.
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CBEMS 125A. Momentum Transfer. 4 Units.
Fluid statics, surface tension, Newton's law of viscosity, non-Newtonian and complex flows, momentum equations, laminar and turbulent flow, velocity
profiles, flow in pipes and around objects, piping systems design, pumps and mixing, and other applications to chemical and related industries.
(Design units: 0)
Prerequisite: CBEMS 45C and MATH 3D. CBEMS 45C with a C- or better.
Overlaps with ENGRMAE 130A, ENGRCEE 170.
Restriction: Chemical Engineering and Materials Science Engineering majors have first consideration for enrollment.
CBEMS 125B. Heat Transfer. 3 Units.
Principles of conduction, radiation, and convection of heat; phenomenological rate laws, differential and macroscopic energy balances; heat transfer
rates, steady state and unsteady state conduction, convection; applications to chemical and related industries.
(Design units: 1)
Prerequisite: CBEMS 125A with a grade of C- or better.
Overlaps with CBEMS 120B, ENGRMAE 120.
Restriction: Chemical Engineering and Materials Science Engineering majors have first consideration for enrollment.
CBEMS 125C. Mass Transfer. 3 Units.
Molecular and continuum approaches to diffusion and convection in multi-component mixtures; steady state, quasi-steady state and transient mass
transfer; effect of reactions on mass transfer; convective mass transfer; simultaneous mass, heat and momentum transfer; applications to chemical and
related industries.
(Design units: 1)
Prerequisite: CBEMS 125B.
Overlaps with BME 150.
Restriction: Chemical Engineering majors have first consideration for enrollment.
CBEMS 128. Introduction to Numerical Methods in Engineering. 3 Units.
An introduction to the fundamentals of numerical analysis and the computer algorithms in MATLAB for the solution of engineering problems, with
emphasis on problems arising in chemical engineering thermodynamics, transport phenomena, and reaction engineering.
(Design units: 0)
Prerequisite: CBEMS 45C.
CBEMS 130. Separation Processes. 4 Units.
Application of equilibria and mass and energy balances for design of separation processes. Use of equilibrium laws for design of distillation, absorption,
stripping, and extraction equipment. Design of multicomponent separators.
(Design units: 3)
Prerequisite: CBEMS 45B and CBEMS 45C. CBEMS 45B with a C- or better. CBEMS 45C with a C- or better.
Restriction: Chemical Engineering and Materials Science Engineering majors have first consideration for enrollment.
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CBEMS 133. Nuclear and Radiochemistry. 4 Units.
Advanced treatment of nuclear structure, nuclear reactions, and radioactive-decay processes. Introduction to nuclear activation analysis, isotope effects,
radiation chemistry, hot-atom chemistry, nuclear age-dating methods, nuclear reactors, and nuclear power.
(Design units: 0)
Prerequisite: (CHEM M3C or CHEM 1C or CHEM H2C) and MATH 2D.
Same as CHEM 133.
Overlaps with CHEM 170.
Restriction: Chemical Engineering, Materials Science Engineering, and Chemistry majors have first consideration for enrollment. CHEM 133 and
CHEM 170 cannot both be taken for credit.
Concurrent with CBEMS 233 and CHEM 233.
CBEMS 135. Chemical Process Control. 4 Units.
Dynamic responses and control of chemical process equipment, dynamic modeling of chemical processes, linear system analysis, analyses and design
of feedback loops and advanced control systems.
(Design units: 1)
Prerequisite: CBEMS 110 and CBEMS 125B and CBEMS 125C.
Restriction: Chemical Engineering majors have first consideration for enrollment.
CBEMS 140A. Chemical Engineering Laboratory I. 4 Units.
Experimental study of thermodynamics, fluid mechanics, and heat and mass transfer. Operation and evaluation of process equipment, data analysis.
Materials fee.
(Design units: 1)
Prerequisite: CBEMS 110 and CBEMS 125C.
Restriction: Chemical Engineering majors have first consideration for enrollment.
CBEMS 140B. Chemical Engineering Laboratory II. 4 Units.
Continuation of the CBEMS 140A covering mass transfer operations such as distillation, absorption, extraction, etc. Rate and equilibria studies in simple
chemical systems with and without reaction. Study of chemical process. Materials fee.
(Design units: 3)
Prerequisite: CBEMS 130 and CBEMS 135 and CBEMS 140A.
Restriction: Chemical Engineering majors have first consideration for enrollment.
CBEMS 141. Nano-Scale Materials and Applications. 4 Units.
Overview of the chemistry, physics, and applications of nanometer-scale materials. Explore the effects of composition, bonding, and confinement on
physical properties of nanomaterials, their chemical syntheses, and their device physics in electronic, optoelectronic, and energy technologies.
(Design units: 1)
Prerequisite: (ENGR 1A or CHEM 1A) and MATH 2B and PHYSICS 7D.
Concurrent with CBEMS 241.
CBEMS 143. Chemistry and Technology for the Nuclear Fuel Cycle. 4 Units.
Introduces basic concepts of nuclear chemistry and focuses on chemical engineering aspects of the nuclear power industry. A broad survey of the
nuclear fuel cycle (uranium processing, reactor concepts, spent fuel treatment and repositories) will be given.
(Design units: 0)
Concurrent with CBEMS 243.
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CBEMS 149A. Chemical Engineering Design I. 3 Units.
Introduction to process design; flow sheets for chemical processes; synthesis of multicomponent separation sequences and reaction paths; synthesis of
heat exchange networks; computer-aided design and simulation of processes and components pacts.
(Design units: 2)
Prerequisite: CBEMS 110 and CBEMS 125C and CBEMS 130.
Restriction: Chemical Engineering majors only.
CBEMS 149B. Chemical Engineering Design II. 3 Units.
Application of chemical engineering basics to practical design problems; process economics; process safety; environmental impacts; a major team
design project with progress reports, oral presentation, and technical report with engineering drawings and economics.
(Design units: 3)
Prerequisite: CBEMS 149A.
Restriction: Chemical Engineering majors only.
CBEMS 154. Polymer Science and Engineering. 4 Units.
An introduction to physical aspects of polymers, including configuration and conformation of polymer chains and characterization techniques; crystallinity
visoelasticity, rheology and processing.
(Design units: 1)
Prerequisite: (ENGR 1A or CHEM 1A) and (CHEM 1B and CHEM 1C and ENGR 54).
Restriction: Chemical Engineering and Materials Science Engineering majors have first consideration for enrollment.
Concurrent with ENGRMSE 254.
CBEMS 155. Mechanical Behavior and Design Principles. 4 Units.
Principles governing structure and mechanical behavior of materials, relationship relating microstructure and mechanical response with application
to elasticity, plasticity, yielding, necking, creep, and fracture of materials. Introduction to experimental techniques to characterize the properties of
materials. Design parameters.
(Design units: 2)
Prerequisite: ENGR 54.
Same as ENGRMAE 156.
Restriction: Chemical Engineering, Materials Science Engineering, and Mechanical Engineering majors have first consideration for enrollment.
CBEMS 155L. Mechanical Behavior Laboratory. 1 Unit.
Introduction to experimental techniques to characterize mechanical properties of materials. Emphasis on correlations between property and
microstructure. Experiments include: plastic stability in tension, effect of grain size on flow stress at low and high temperatures, superplasticity,
nanostructured materials. Materials fee.
(Design units: 0)
Corequisite: CBEMS 155.
Prerequisite: ENGR 54.
Restriction: Materials Science Engineering majors have first consideration for enrollment.
CBEMS 158. Ceramic Materials. 3 Units.
A technical elective for students interested in the materials area. Topics covered include structure and properties of ceramics, and design with ceramics.
(Design units: 1)
Prerequisite: ENGR 54.
Restriction: Chemical Engineering and Materials Science Engineering majors have first consideration for enrollment.
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CBEMS 160. Advanced Lab in Synthesis of Materials. 4 Units.
Synthesis and characterization of organic and inorganic materials including polymers and oxides. Techniques include electron and scanning probe
microscopy, gel permeation chromatography, X-ray diffraction, porosimetry, and thermal analysis. Materials fee.
(Design units: 0)
Prerequisite: ENGR 54 or (CHEM 131A and CHEM 131B).
Restriction: Materials Science Engineering majors have first consideration for enrollment.
CBEMS 163. Computer Techniques in Experimental Materials Research. 4 Units.
Principles and practical guidelines of automated materials testing. Computer fundamentals, programming languages, data acquisition and control
hardware, interfacint techniques, programming strategies, data analysis, data storage, safeguard procedures.
(Design units: 1)
Restriction: Chemical Engineering and Materials Science Engineering majors have first consideration for enrollment.
Concurrent with ENGRMSE 263.
CBEMS 164. X-ray Diffraction, Electron Microscopy, and Microanalysis. 3 Units.
Material characterization using X-ray diffraction and scanning electron microscopy (SEM). Topics include X-ray diffraction and analysis; SEM imaging
and microanalysis. Materials fee.
(Design units: 1)
Prerequisite: ENGR 54.
Restriction: Materials Science Engineering and Mechanical Engineering majors have first consideration for enrollment.
CBEMS 164L. X-ray Diffraction, Electron Microscopy, and Microanalysis Lab. 2 Units.
Material characterization using X-ray diffraction and scanning electron microscopy (SEM). Topics include X-ray diffraction and analysis; SEM imaging
and microanalysis.
(Design units: 1)
Corequisite: CBEMS 164.
Prerequisite: ENGR 54.
Restriction: Materials Science Engineering majors have first consideration for enrollment.
CBEMS 165. Materials Kinetics and Phase Transformations. 3 Units.
Treatment of the kinetics of solid-state reactions and reactions at interfaces. Thermodynamics and kinetics of phase transformations, including
solidification processes, diffusional and diffusionless phase transformations.
(Design units: 0)
Prerequisite: ENGR 54 and (ENGRMAE 91 or CBEMS 45C or CBEMS 65B). ENGRMAE 91 with a grade of C- or better. CBEMS 45C with a grade of C-
or better. CBEMS 65B with a grade of C- or better.
Restriction: Materials Science Engineering majors have first consideration for enrollment.
CBEMS 169. Electronic and Optical Properties in Materials. 4 Units.
Covers the electronic, optical, and dielectric properties of crystalline and amorphous materials to provide a foundation of the underlying physical
principles governing the properties of existing and emerging electronic and photonic materials.
(Design units: 1)
Prerequisite: PHYSICS 7D and PHYSICS 7E and MATH 3A and MATH 3D.
Restriction: Materials Science Engineering majors have first consideration for enrollment.
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CBEMS 174. Semiconductor Device Packaging. 3 Units.
Introduction to the semiconductor device packaging and assembly process. Electrical, thermal, optical, and mechanical aspects of package design and
reliability. Special topics on optoelectronics packaging will be covered.
(Design units: 1)
Prerequisite: CBEMS 45B.
Restriction: Chemical Engineering and Materials Science Engineering majors have first consideration for enrollment.
CBEMS 175. Design Failure Investigation. 4 Units.
Survey of mechanisms by which devices fail, including overload, fatigue, corrosion, and wear. Use of fractography and other evidence to interpret failure
modes and specify design/manufacturing changes. Students redesign failed parts or structures based on actual parts and/or case histories.
(Design units: 2)
Prerequisite: ENGR 54.
Restriction: Chemical Engineering and Materials Science Engineering majors have first consideration for enrollment.
CBEMS 189A. Senior Design Project I. 3 Units.
Group supervised senior design projects that deal with materials selection in engineering design and that involve case studies in ethics, safety, design,
failure modes, new products, and patents. Activities conclude with a presentation of the projects. Materials fee.
(Design units: 2)
Grading Option: In progress only.
Restriction: Seniors only. Materials Science Engineering majors only. CBEMS 189A-CBEMS 189B-CBEMS 189C must be taken in the same academic
year.
CBEMS 189B. Senior Design Project II. 3 Units.
Group supervised senior design projects that deal with materials selection in engineering design and that involve case studies in ethics, safety, design,
failure modes, new products, and patents. Activities conclude with a presentation of the projects. Materials fee.
(Design units: 3)
Prerequisite: CBEMS 189A.
Grading Option: In progress only.
Restriction: Seniors only. Materials Science Engineering majors only. CBEMS 189A-CBEMS 189B-CBEMS 189C must be taken in the same academic
year.
CBEMS 189C. Senior Design Project III. 3 Units.
Group supervised senior design projects that deal with materials selection in engineering design and that involve case studies in ethics, safety, design,
failure modes, new products, and patents. Activities conclude with a presentation of the projects. Materials fee.
(Design units: 3)
Prerequisite: CBEMS 189B.
Restriction: Seniors only. Materials Science Engineering majors only. CBEMS 189A-CBEMS 189B-CBEMS 189C must be taken in the same academic
year.
CBEMS 190. Materials Selection and Design. 4 Units.
Meaning and phases of design. Design considerations. Safety issues and engineering ethics. Codes and standards. Materials selection in design.
Materials selection to meet specific requirements. Statistical considerations. Engineering economics. Seminars on materials selection and design by
industry leaders and faculty.
(Design units: 3)
Restriction: Seniors only. Materials Science Engineering majors have first consideration for enrollment.
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CBEMS 191. Materials Outreach. 3 Units.
Demonstrates major concepts in Materials Science and Engineering. Concepts of materials engineering covered include deformation in crystalline
solids, effects of heat treatment on mechanical properties, thermal barrier materials, composites design, mechanical behavior of polymers,
superconductivity in ceramics.
(Design units: 1)
Prerequisite: ENGR 54.
Repeatability: May be taken for credit 4 times.
Restriction: Chemical Engineering and Materials Science Engineering majors have first consideration for enrollment.
CBEMS 195. Special Topics in Chemical Engineering and Materials Science. 1-4 Units.
Studies in selected areas of Chemical Engineering and Materials Science. Topics addressed vary each quarter.
(Design units: 0)
Prerequisite: Prerequisites vary.
Repeatability: Unlimited as topics vary.
CBEMS 198. Group Study. 1-4 Units.
Group study of selected topics in engineering.
(Design units: 1-4)
Repeatability: May be repeated for credit unlimited times.
Restriction: Upper-division students only.
CBEMS 199. Individual Study. 1-4 Units.
For undergraduate engineering majors in supervised but independent readings, research, or design. Students taking individual study for design credit
are to submit a written paper to the instructor and to the Undergraduate Student Affairs Office in the School of Engineering.
(Design units: 1-4)
Repeatability: May be taken for credit for 8 units.
Restriction: Chemical Engineering and Materials Science Engineering majors have first consideration for enrollment.
CBEMS 199P. Individual Study. 1-4 Units.
For undergraduate Engineering majors in supervised but independent reading, research, or design. Students taking individual study for design credit are
to submit a written paper to the instructor and to the Undergraduate Student Affairs Office in The School of Engineering.
(Design units: 1-4)
Grading Option: Pass/no pass only.
Repeatability: May be repeated for credit unlimited times.
CBEMS 210. Reaction Engineering. 4 Units.
Advanced topics in reaction engineering, reactor stability analysis, diffusional effect in heterogeneous catalysis, energy balance, optimization of reactor
operation, dispersed in phase reactors.
Restriction: Graduate students only.
CBEMS 215. Kinetics of Biochemical Networks . 4 Units.
Principles from statistical mechanics, thermodynamics, and chemical kinetics applied to biochemical systems, from fundamental processes such as
receptor-ligand binding and enzyme catalysis, to complex cellular functions including signal transduction and gene regulation.
(Design units: 0)
Restriction: Graduate students only.
Concurrent with CBEMS 115
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CBEMS 218. Bioengineering with Recombinant Microorganisms. 4 Units.
Engineering and biological principles important in recombinant cell technology. Host/vector selection; plasmid propagation; optimization of cloned gene
expression; metabolic engineering; protein secretion; experimental techniques; modeling of recombinant cell systems.
Restriction: Graduate students only.
CBEMS 219. Biomaterials: Structural Biology and Assembly. 4 Units.
Application of fundamental concepts in structural biology (proteins, DNA/RNA, carbohydrates, lipids), biomolecular thermodynamics, and molecular
interactions to the design of novel biomaterials via self-assembly.
Concurrent with CBEMS 119.
CBEMS 220. Transport Phenomena. 4 Units.
Heat, mass, and momentum transfer theory from the viewpoint of the basic transport equations. Steady and unsteady state; laminar and turbulent flow;
boundary layer theory, mechanics of turbulent transport with specific application to complex chemical engineering situations.
Restriction: Graduate students only.
CBEMS 221. Drug Delivery. 4 Units.
Introduction to design of drug delivery systems. Includes physicochemical and pharmacokinetic considerations in drug formulations, types of
therapeutics, routes of administration, biomaterials, and novel drug delivery systems.
CBEMS 228. Colloid Science and Engineering. 4 Units.
An introduction to the basic foundations of colloid science, interfacial phenomena, suspensions and complex fluids, and engineering and assembly of
colloidal materials.
Restriction: Graduate students only.
CBEMS 230. Applied Engineering Mathematics I. 4 Units.
Analytical techniques applied to engineering problems in transport phenomena, process dynamics and control, and thermodynamics.
Restriction: Graduate students only.
CBEMS 232. Bioseparation Processes. 4 Units.
Recovery and purification of biologically produced proteins and chemicals. Basic principles and engineering design of various separation processes
including chromatography, electrophoresis, extraction, crystallization, and membrane separation.
Restriction: Graduate students only.
CBEMS 233. Nuclear and Radiochemistry. 4 Units.
Advanced treatment of nuclear structure, nuclear reactions, and radioactive-decay processes. Introduction to nuclear activation analysis, isotope effects,
radiation chemistry, hot-atom chemistry, nuclear age-dating methods, nuclear reactors, and nuclear power.
Same as CHEM 233.
Restriction: Graduate students only.
Concurrent with CBEMS 133 and CHEM 133.
CBEMS 240. Advanced Engineering Thermodynamics. 4 Units.
Introduction to modern thermodynamics and applications, with a focus on aspects relevant to chemical and materials engineering. Mathematical tools;
equilibrium and stability; microscope rigorous equations of state; molecular-level thermodynamics of real mixtures; and phase and chemical equilibrium.
Restriction: Graduate students only.
CBEMS 241. Nano-Scale Materials and Applications. 4 Units.
Overview of the chemistry, physics, and applications of nanometer-scale materials. Explore the effects of composition, bonding, and confinement on
physical properties of nanomaterials, their chemical syntheses, and their device physics in electronic, optoelectronic, and energy technologies.
Restriction: Graduate students only.
Concurrent with CBEMS 141.
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CBEMS 242A. Physical and Geometrical Optics. 4 Units.
Focuses on the practical aspects of optics and optical engineering, starting at the fundamentals. Topics include geometrical optics, ray tracing,
polarization optics, interferometers, and diffractive optics.
Same as CHEM 242A.
Restriction: Graduate students only.
Concurrent with PHYSICS 134A.
CBEMS 242B. Applied Optics. 4 Units.
Focuses on the treatment of a wide variety of tools and techniques used in optics, particularly in research. Subjects include an introduction to lasers,
optical detection, coherent optics, spectroscopic techniques, and selected topics corresponding to the interest of the students.
Prerequisite: CHEM 242A.
Same as CHEM 242B.
CBEMS 243. Chemistry and Technology for the Nuclear Fuel Cycle. 4 Units.
Introduces basic concepts of nuclear chemistry and focuses on chemical engineering aspects of the nuclear power industry. A broad survey of the
nuclear fuel cycle (uranium processing, reactor concepts, spent fuel treatment and repositories) will be given.
Restriction: Graduate students only.
Concurrent with CBEMS 143.
CBEMS 244. Detection and Measurement of Radiation. 4 Units.
Basic principles of detection and measurement of ionizing radiation; both theory and practical aspects of measurement techniques for alpha, beta,
gamma, and neutron radiation, properties of different detector materials, electronics and data treatments, and analysis.
Prerequisite: CHEM 233 or CBEMS 233.
Same as CHEM 244.
Restriction: Graduate students only.
CBEMS 249. Special Topics in Chemical Engineering and Materials Science. 1-4 Units.
Studies in selected areas of Chemical Engineering and Materials Science. Topics addressed vary each quarter.
Prerequisite: Prerequisites vary.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
CBEMS 280. Optoelectronics Packaging. 4 Units.
Basic and current issues in the packaging of integrated circuits (IC) and fiber-optic devices are discussed.
Restriction: Graduate students only.
CBEMS 295. Seminars in Engineering. 1-4 Units.
Seminars scheduled each year by individual faculty in major field of interest.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
CBEMS 296. Master of Science Thesis Research. 1-16 Units.
Individual research or investigation conducted in preparation for the thesis required for the M.S. degree.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
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CBEMS 297. Doctor of Philosophy Dissertation Research. 1-16 Units.
Individual research or investigation conducted in preparation for the dissertation required for the Ph.D. degree.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
CBEMS 298. Seminars in Engineering. 2 Units.
Presentation of advanced topics and reports of current research efforts in chemical engineering and materials science.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
CBEMS 299. Individual Research. 1-16 Units.
Individual research or investigation under the direction of an individual faculty member.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
Civil and Environmental Engineering Courses
ENGRCEE 11. Methods II: Probability and Statistics. 4 Units.
Modeling and analysis of engineering problems under uncertainty. Engineering applications of probability and statistical concepts and methods.
(Design units: 0)
Prerequisite: (ENGRCEE 20 or EECS 10 or EECS 12 or ENGRMAE 10 or CSE 41 or I&C SCI 31) and MATH 3A.
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
ENGRCEE 20. Introduction to Computational Problem Solving. 4 Units.
Introduction to computer programming within a numerical computing environment (MATLAB or similar) including types of data representation, graphical
display of data, and development of modular programs with application to engineering analysis and problem solving.
(Design units: 1)
Corequisite: MATH 3A.
Overlaps with BME 60B.
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
ENGRCEE 21. Computational Problem Solving. 4 Units.
Engineering analysis and problem solving using MATLAB (or similar), including matrix algebra, solving systems of linear and nonlinear equations,
numerical integration of ordinary differential equations (ODEs) and coupled ODEs, and analysis of numerical errors.
(Design units: 1)
Corequisite: MATH 3D.
Prerequisite: ENGRCEE 20 and MATH 3A.
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
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ENGRCEE 30. Statics. 4 Units.
Addition and resolution of forces, distributed forces, equivalent system of forces centroids, first moments, moments and products on inertia, equilibrium
of rigid bodies, trusses, beams, cables. Course may be offered online.
(Design units: 0)
Corequisite: MATH 2D.
Prerequisite: MATH 2D and PHYSICS 7C.
Same as ENGR 30, ENGRMAE 30.
Restriction: School of Engineering majors have first consideration for enrollment.
ENGRCEE 55. Land Measurements and Analysis. 4 Units.
Introduction to surveying and land measurements. Use of the level and transit equipment, legal descriptions, subdivisions, topographic surveys, mapping
vertical and horizontal curves. Analysis of surveying field data using manual methods, computer programs, and the COGO software system. Laboratory
sessions.
(Design units: 0)
Restriction: Civil Engineering majors have first consideration for enrollment.
ENGRCEE 60. Contemporary and Emerging Environmental Challenges. 4 Units.
Introduces contemporary and emerging environmental challenges, illustrates links between human behavior, environmental policy and engineering
practices, examines policy options in the context of current institutions, and introduces tools and frameworks to reach sound economic, social, and
environmental solutions.
(Design units: 0)
(III)
ENGRCEE 80. Dynamics. 4 Units.
Introduction to the kinetics and dynamics of particles and rigid bodies. The Newton-Euler, Work/Energy, and Impulse/Momentum methods are explored
for ascertaining the dynamics of particles and rigid bodies. An engineering design problem using these fundamental principles is also undertaken.
Course may be offered online.
(Design units: 0.5)
Prerequisite: MATH 2D and PHYSICS 7C.
Same as ENGR 80, ENGRMAE 80.
Restriction: School of Engineering majors have first consideration for enrollment.
ENGRCEE 81A. Civil Engineering Practicum I. 3 Units.
Introduction to civil engineering through presentations on structural, environmental, water, and transportation systems. Introduction to graphics.
Graphical visualization and communication using hand and computer sketching. Fundamentals of Computer Aided Design (CAD) using AutoCad.
Laboratory sessions. Materials fee.
(Design units: 2)
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
ENGRCEE 81B. Civil Engineering Practicum II. 3 Units.
Principles of surveying; fundamentals of Geographic Information Systems (GIS); introduction to the state-of-the-art and future areas of the profession,
including applications of advanced technology and computers; Introduction to visualization and communication of design concepts; laboratory sessions.
Materials fee.
(Design units: 1)
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
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ENGRCEE 110. Methods III: Modeling, Economics, and Management. 4 Units.
Analysis, modeling, and management of civil engineering systems. Statistics and system performance studies, probabilistic models and simulation, basic
economics and capital investments, project elements and organization, managerial concepts and network technique, project scheduling. Emphasis on
real-world examples. Laboratory sessions.
(Design units: 1)
Prerequisite: ENGRCEE 11.
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
ENGRCEE 111. Methods IV: Systems Analysis and Decision-Making. 4 Units.
Analysis and optimization for decision-making in civil and infrastructural systems. Topics include linear programming formulations and solution
algorithms, network models, and logistical models. Emphasis is on project-level and managerial decision-making and selection from alternative designs.
(Design units: 1)
Prerequisite: MATH 3A and MATH 3D.
Restriction: Civil Engineering majors have first consideration for enrollment.
ENGRCEE 121. Transportation Systems I: Analysis and Design. 4 Units.
Introduction to analysis and design of fundamental transportation system components, basic elements of geometric and pavement design, vehicle flow
and elementary traffic, basic foundations of transportation planning and forecasting. Laboratory sessions.
(Design units: 2)
Prerequisite: ENGRCEE 11 and ENGRCEE 81A.
Restriction: Civil Engineering majors have first consideration for enrollment.
ENGRCEE 122. Transportation Systems II: Operations & Control. 4 Units.
Introduction to fundamentals of urban traffic engineering, including data collection, analysis, and design. Traffic engineering studies, traffic flow theory,
traffic control devices, traffic signals, capacity and level of service analysis of freeways and urban streets. Laboratory sessions.
(Design units: 2)
Prerequisite: ENGRCEE 11 and ENGRCEE 121.
Restriction: Civil Engineering majors have first consideration for enrollment.
ENGRCEE 123. Transportation Systems III: Planning and Forecasting. 4 Units.
Theoretical foundations of transportation planning, design, and analysis methods. Theory and application of aggregate and disaggregate models for
land use development, trip generation, destination, mode, and route choice. Transportation network analysis. Planning, design, and evaluation of system
alternatives.
(Design units: 2)
Corequisite: ENGRCEE 110.
Prerequisite: ENGRCEE 121.
Restriction: Civil Engineering majors have first consideration for enrollment.
Concurrent with ENGRCEE 223.
ENGRCEE 124. Transportation Systems IV: Freeway Operations and Control. 4 Units.
Fundamentals of traffic on urban freeways, including data collection analysis, and design. Traffic engineering studies, traffic flow theory, freeway traffic
control devices, capacity, and level of service analysis of freeways and highways. Laboratory sessions.
(Design units: 2)
Prerequisite: ENGRCEE 121.
Restriction: Civil Engineering majors have first consideration for enrollment.
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ENGRCEE 125. Transportation and the Environment. 4 Units.
Analysis of the impacts of motor vehicle transportation on the environment. Introduction to life cycle analysis applied to transportation. Basic economic
tools for transportation externalities. Transportation planning, urban form, health, and the environment. Transportation sustainability.
(Design units: 0)
Restriction: Civil Engineering majors have first consideration for enrollment.
ENGRCEE 130. Soil Mechanics. 4 Units.
Mechanics of soils, composition and classification of soils, compaction, compressibility and consolidation, shear strength, seepage, bearing capacity,
lateral earth pressure, retaining walls, piles.
(Design units: 0)
Prerequisite: ENGRCEE 150 and ENGRCEE 170.
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
ENGRCEE 130L. Soil Mechanics Laboratory. 1 Unit.
Laboratory procedures of soil testing for engineering problems. Materials fee.
(Design units: 0)
Corequisite: ENGRCEE 130.
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
ENGRCEE 149. Introduction to Earthquake Engineering. 4 Units.
Plate tectonics. Structural dynamics. Earthquake magnitude, intensity, and frequency. Seismic damage to structures. Earthquake load prediction
including response spectra, normal mode, and direct integration techniques. The basis of building code earthquake load requirements for buildings.
(Design units: 2)
Prerequisite: ENGRCEE 11 and ENGRCEE 20 and ENGRCEE 151A.
Restriction: Civil Engineering majors have first consideration for enrollment.
ENGRCEE 150. Mechanics of Materials. 4 Units.
Stresses and strains, strain-stress diagrams, axial deformations, torsion, bending and shear stresses in beams, shear force and bending moment
diagrams, combined stresses, principal stresses, Mohr's circle, deflection of beams, columns.
(Design units: 1)
Prerequisite: ENGRCEE 30.
Overlaps with ENGR 150, ENGRMAE 150.
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
ENGRCEE 150L. Mechanics of Materials Laboratory. 1 Unit.
Experimental methods and fundamentals for mechanics of materials analysis. Materials fee.
(Design units: 0)
Corequisite: ENGRCEE 150.
Prerequisite: ENGRCEE 30.
Overlaps with ENGRMAE 150L.
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
ENGRCEE 151A. Structural Analysis. 4 Units.
Fundamentals of structural analysis and loading. Deformation of statically determinate and indeterminate structures. Influence lines. Structural systems.
(Design units: 0)
Prerequisite: ENGRCEE 150.
Restriction: Civil Engineering majors have first consideration for enrollment.
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ENGRCEE 151B. Structural Timber Design. 4 Units.
Design of timber structures. Beams, columns, beam-columns, roof, and connections.
(Design units: 3)
Prerequisite: ENGRCEE 151A.
Restriction: Civil Engineering majors have first consideration for enrollment.
ENGRCEE 151C. Reinforced Concrete Design. 4 Units.
Ultimate strength design. Design of reinforced concrete beam sections. Design for shear and deflection. Design of columns. Design of isolated and
combined footings. Laboratory sessions. Materials fee.
(Design units: 3)
Prerequisite: ENGRCEE 151A.
Restriction: Civil Engineering majors have first consideration for enrollment.
ENGRCEE 152. Computer Methods in Structural Analysis and Design. 4 Units.
Matrix techniques for indeterminate framed structures. Computer implementation using the stiffness method. Software packages for design of reinforced
concrete, steel, and/or timber structures.
(Design units: 2)
Prerequisite: ENGRCEE 151C.
Restriction: Civil Engineering majors have first consideration for enrollment.
ENGRCEE 155. Structural Steel Design. 4 Units.
Design in steel of tension members, beams, columns, welded and bolted connections; eccentrically loaded and moment resistant joints; plate girders.
Plastic design; load and resistance factor design. Composite construction; introduction to computer-aided design.
(Design units: 4)
Prerequisite: ENGRCEE 151A.
Restriction: Civil Engineering majors have first consideration for enrollment.
ENGRCEE 156. Foundation Design. 4 Units.
Applications of soil mechanics principles to the analysis and design of shallow foundations, retaining walls, pile foundations, and braced cuts. Design
criteria: bearing capacity, working loads and tolerable settlements, structural integrity of the foundation element. Damage from construction operations.
(Design units: 3)
Prerequisite: ENGRCEE 130 and ENGRCEE 151C.
Restriction: Civil Engineering majors have first consideration for enrollment.
ENGRCEE 160. Environmental Processes. 4 Units.
Introduction to environmental processes in air and water, mass balances, and transport phenomena. Fundamentals of water-quality engineering
including water and wastewater treatment.
(Design units: 1)
Prerequisite: CHEM 1B and ENGRCEE 170.
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
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ENGRCEE 162. Introduction to Environmental Chemistry. 4 Units.
Basic concepts from general, physical, and analytical chemistry as they relate to environmental engineering. Particular emphasis on the fundamentals of
equilibrium and kinetics as they apply to acid-base chemistry, gas solubility, and redox reactions. Laboratory sessions. Materials fee.
(Design units: 0)
Prerequisite: (ENGR 1A or CHEM 1A) and CHEM 1B and (CHEM 1LC or CHEM 1LE) and CHEM 51A.
Restriction: Chemical Engineering, Civil Engineering, Environmental Engineering, and Mechanical Engineering majors have first consideration for
enrollment.
ENGRCEE 163. Wastewater Treatment Process Design. 4 Units.
Design of biological treatment processes. Topics include attached and suspended growth, aeration, anaerobic systems, process control, and economics.
Design projects included. Materials fee.
(Design units: 4)
Prerequisite: ENGRCEE 160.
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
ENGRCEE 164. Carbon and Energy Footprint Analysis. 4 Units.
Process design for wastewater treatment. Mass- and energy-balance analysis applied to water and wastewater treatment systems. Case studies include
analysis of water supply, treatment, reclamation, and reuse.
(Design units: 2)
Prerequisite: ENGRCEE 160.
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
Concurrent with ENGRCEE 264.
ENGRCEE 165. Physical-Chemical Treatment Processes. 4 Units.
Theory and dynamics of physical and chemical separation processes in water and wastewater treatment. Topics include coagulation, sedimentation,
filtration, gas-transfer, membrane separations, and adsorption.
(Design units: 2)
Prerequisite: ENGRCEE 160 and (ENGRMAE 91 or CBEMS 45C).
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
Concurrent with ENGRCEE 265.
ENGRCEE 169. Environmental Microbiology for Engineers. 4 Units.
Fundamental and applied principles of microbiology. Structures and functions of microorganisms, the microbiology of water, wastewater and soil used in
environmental engineering, and the impact of microorganisms on human and environmental health.
(Design units: 0)
Prerequisite: ENGRCEE 160.
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
ENGRCEE 170. Introduction to Fluid Mechanics. 4 Units.
Thermodynamic and mechanical fluid properties; fluid statics; control volume and differential approaches for mass, momentum, and energy; dimensional
analysis and similarity.
(Design units: 1)
Corequisite: MATH 2E.
Prerequisite: PHYSICS 7C and ENGRCEE 20.
Overlaps with ENGRMAE 130A, CBEMS 125A.
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
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ENGRCEE 171. Water Resources Engineering. 4 Units.
Principles governing the analysis and design of water resource systems including pressurized pipelines, pipe networks, channels, and ground water.
Coverage of fluid mass, momentum and energy conservation, flow resistance, and related laboratory measurements in different systems. Materials fee.
(Design units: 2)
Prerequisite: ENGRCEE 170.
Restriction: Chemical Engineering, Civil Engineering, and Environmental Engineering majors have first consideration for enrollment.
ENGRCEE 172. Groundwater Hydrology. 4 Units.
Topics include conservation of fluid mass, storage properties of porous media, matrix compressibility, boundary conditions, flow nets, well hydraulics,
groundwater chemistry, and solute transport. Design projects and computer applications included.
(Design units: 2)
Prerequisite: ENGRCEE 170.
Restriction: Chemical Engineering, Civil Engineering, and Environmental Engineering majors have first consideration for enrollment.
Concurrent with ENGRCEE 272.
ENGRCEE 173. Watershed Modeling. 4 Units.
Basic principles of hydrologic modeling are practiced. Concepts of watershed delineation, land use change impact, design studies, and GIS tools are
discussed. Focus on the USACE (HEC) software tools (HEC-HMS, and HEC-RAS) along with their associated GIS interfaces.
(Design units: 1)
Prerequisite: ENGRCEE 170 and ENGRCEE 176.
Restriction: Civil Engineering, Environmental Engineering, and Mechanical Engineering majors have first consideration for enrollment.
Concurrent with ENGRCEE 273.
ENGRCEE 176. Hydrology. 4 Units.
Elements of the hydrologic cycle including precipitation, infiltration, evapotranspiration, ground water, and runoff. Unit Hydrograph theory and routing
methods. Introduction to precipitation/runoff relationship and watershed modeling. Statistical methods and flood frequency analysis.
(Design units: 2)
Prerequisite: ENGRCEE 170 or ENGRMAE 130A.
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
Concurrent with ENGRCEE 276.
ENGRCEE 178. Fluid Mechanics of Open Channels. 4 Units.
Fundamentals of fluid motion in open channels. Navier-Stokes equations and one-dimensional momentum and energy principles. Topics include rapidly
varied flow, flow resistance and turbulence, gradually varied flow, unsteady flow, and computational methods for channel flow modeling.
(Design units: 1)
Prerequisite: (ENGRCEE 20 or ENGRMAE 10) and (ENGRCEE 170 or ENGRMAE 130A).
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
Concurrent with ENGRCEE 278.
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ENGRCEE 181A. Senior Design Practicum I. 2 Units.
Team designs land development project including infrastructural, environmental, circulation aspects. Focus on traffic impact studies, design of roads,
geometry, signals, geotechnical and hydrological analysis, design of structural elements, economic analysis. Oral/Written interim and final design
reports. Laboratory sessions.
(Design units: 1)
Corequisite: ENGRCEE 121 or ENGRCEE 151C or ENGRCEE 162 or ENGRCEE 171.
Prerequisite: ENGRCEE 81A and ENGRCEE 81B and ENGRCEE 110. ENGRCEE 181A and ENGRCEE 181B and ENGRCEE 181C must be taken in
the same academic year.
Restriction: Civil Engineering and Environmental Engineering majors only.
ENGRCEE 181B. Senior Design Practicum II. 2 Units.
Team designs land development project including infrastructural, environmental, circulation aspects. Focus on traffic impact studies, design of roads,
geometry, signals, geotechnical and hydrological analysis, design of structural elements, economic analysis. Oral/Written interim and final design
reports. Laboratory sessions.
(Design units: 2)
Corequisite: ENGRCEE 130.
Prerequisite: ENGRCEE 181A. ENGRCEE 181A and ENGRCEE 181B and ENGRCEE 181C must be taken in the same academic year.
Grading Option: In progress only.
Restriction: Civil Engineering and Environmental Engineering majors only.
ENGRCEE 181C. Senior Design Practicum III. 2 Units.
Team designs land development project including infrastructural, environmental, circulation aspects. Focus on traffic impact studies, design of roads,
geometry, signals, geotechnical and hydrological analysis, design of structural elements, economic analysis. Oral/Written interim and final design
reports. Laboratory sessions.
(Design units: 2)
Prerequisite: ENGRCEE 181B. ENGRCEE 181A and ENGRCEE 181B and ENGRCEE 181C must be taken in the same academic year.
Restriction: Civil Engineering and Environmental Engineering majors only.
ENGRCEE 195. Special Topics in Civil and Environmental Engineering. 1-4 Units.
Studies in selected areas of Civil and Environmental Engineering. Topics addressed vary each quarter.
(Design units: 1-4)
Prerequisite: Prerequisites vary.
Repeatability: Unlimited as topics vary.
ENGRCEE 198. Group Study. 1-4 Units.
Group study of selected topics in Civil and Environmental Engineering.
(Design units: 1-4)
Repeatability: May be repeated for credit unlimited times.
Restriction: Upper-division students only.
ENGRCEE 199. Individual Study. 1-4 Units.
For undergraduate Engineering majors in supervised but independent reading, research, or design. Students taking individual study for design credit are
to submit a written paper to the instructor and to the Undergraduate Student Affairs Office in the School of Engineering.
(Design units: 1-4)
Repeatability: May be taken for credit for 8 units.
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ENGRCEE 199P. Individual Study. 1-4 Units.
Supervised independent reading, research, or design for undergraduate Engineering majors. Students taking individual study for design credit are to
submit a written paper to the instructor and to the Undergraduate Student Affairs Office in the School of Engineering.
(Design units: 1-4)
Grading Option: Pass/no pass only.
Repeatability: May be repeated for credit unlimited times.
ENGRCEE 220A. Travel Demand Analysis I. 4 Units.
Fundamentals of transportation systems analysis. Theoretical aspects of travel demand. Travel behavior. Modeling of performance characteristics and
costs of transportation modes. In-depth presentation of travel demand modeling techniques. Development of travel choice models including mode, route,
and destination choice. Equilibrium.
Restriction: Graduate students only.
ENGRCEE 220B. Travel Demand Analysis II. 4 Units.
Methods of discrete choice analysis and their applications in the modeling of transportation systems. Emphasis on the development of a sound
understanding of theoretical aspects of discrete choice modeling that are useful in many applications in travel demand analysis.
Prerequisite: ENGRCEE 220A.
Restriction: Graduate students only.
ENGRCEE 220C. Travel Demand Analysis III: Activity-based Approaches. 4 Units.
The methodological underpinnings of activity-based travel demand modeling. Presents methodologies within the context of a generalization of discrete
choice modeling approaches, emphasizing the distinctions that separtate these two approaches and presenting appropriate mathematical and statistical
tools to address these distinctions.
Prerequisite: ENGRCEE 220A.
Restriction: Graduate students only.
ENGRCEE 221A. Transportation Systems Analysis I. 4 Units.
Introduction to mathematical methods and models to address logistics and urban transportation problems. Techniques include stochastic models,
queueing theory, linear programming, and introductory non-linear optimization.
Restriction: Graduate students only.
ENGRCEE 221B. Transportation Systems Analysis II. 4 Units.
Advanced mathematical methods and models to address logistics and urban transportation problems. Topics include network flows, advanced
optimization techniques, network models, and heuristic algorithms.
Prerequisite: ENGRCEE 221A.
Restriction: Graduate students only.
ENGRCEE 222. Transit Systems Planning. 4 Units.
Planning methods for public transportation in urban areas. Technological and operating characteristics of vehicles, facilities, and systems. Short-range
planning techniques: data collection and analysis, demand analysis, mode choice, operational strategies, financial analysis. Design of systems to
improve performance.
Restriction: Graduate students only.
ENGRCEE 223. Transportation Systems III: Planning and Forecasting. 4 Units.
Theoretical foundations of transportation planning, design, and analysis methods. Theory and application of aggregate and disaggregate models for
land use development, trip generation, destination, mode, and route choice. Transportation network analysis. Planning, design, and evaluation of system
alternatives.
Restriction: Graduate students only.
Concurrent with ENGRCEE 123.
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ENGRCEE 224A. Transportation Data Analysis I. 4 Units.
Statistical analysis of transportation data sources. Analysis of categorical and ordinal data. Regression and advanced multivariate analysis methods
such as discriminant analysis, canonical correlation, and factor analysis. Sampling techniques, sample error and bias, survey instrument design.
Restriction: Graduate students only.
ENGRCEE 225A. Transportation Planning Models I. 4 Units.
Analytical techniques for the study of interactions between transportation systems design and the spatial distribution of urban activities. Development of
models of demographic and economic activity, land use, and facility location. Forecasting exogenous inputs to existing transportation models.
ENGRCEE 225B. Transportation Planning Models II. 4 Units.
Design and application of comprehensive transportation models. Network development, demand modeling, and equilibrium assignment. Model
calibration, validation, prediction, and evaluation. Regional modeling, site impact analysis, and circulation studies. Design of transportation alternatives.
Restriction: Graduate students only.
ENGRCEE 226A. Traffic Flow Theory I. 4 Units.
Traffic measurement and fundamental speed-density-flow relationships. Kinematic models. Shock waves. Statistical-kinetic theory of traffic. Introductory
car-following principles and stability. Gap acceptance. Platoon dispersion. Two-fluid model. Queueing process. Multi-regime and catastrophe models.
Higher-order continuum models. Microscopic and macroscopic simulation.
Restriction: Graduate students only.
ENGRCEE 226B. Traffic Flow Theory II. 4 Units.
Advanced mathematical analysis of vehicular flow. Detailed treatise on car-following models. Fourier and Laplace analysis of stability problems.
Perturbation analysis. Derivation of macroscopic traffic flow relationships from microscopic considerations. Advanced hydrodynamic theory.
Prerequisite: ENGRCEE 226A.
Restriction: Graduate students only.
ENGRCEE 228A. Urban Transportation Networks I. 4 Units.
Analytical approaches and algorithms to the formulation and solution of the equilibrium assignment problem for transportation networks. Emphasis
on user equilibrium (UE) comparison with system optimal, mathematical programming formulation, supply functions, estimation. Estimating origin-
destination matrices, network design problems.
Prerequisite: ENGRCEE 220A.
Restriction: Graduate students only.
ENGRCEE 228B. Urban Transportation Networks II. 4 Units.
Advanced analysis, optimization, and modeling of transportation networks. Topics include advanced static and dynamic traffic assignment algorithms,
linear and nonlinear multi-commodity network flow optimization, network simplex, and network control problems.
Prerequisite: ENGRCEE 221A and ENGRCEE 228A
Restriction: Graduate students only.
ENGRCEE 229A. Traffic Systems Operations and Control I. 4 Units.
Introduction to operation, control and analysis of arterial and freeway traffic systems. Control concepts, traffic stream principles, detectors, local
controllers, system masters, traffic signal and ramp metering timing principles, traffic measurement technologies, traffic delay principles.
Restriction: Graduate students only.
ENGRCEE 229B. Traffic Systems Operations and Control II. 4 Units.
Advanced topics related to operation, control, and analysis of arterial and freeway traffic systems. Control concepts, traffic stream principles, detectors,
local controllers, system masters, traffic signal and ramp metering timing principles.
Prerequisite: ENGRCEE 229A.
Restriction: Graduate students only.
ENGRCEE 231. Foundation Engineering. 4 Units.
Essentials for design and analysis of structural members that transmit superstructure loads to the ground. Topics include subsurface investigations,
excavation, dewatering, bracing, footing, mat foundations, piles and pile foundations, caissons and cofferdams, other special foundations.
Restriction: Graduate students only.
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ENGRCEE 232. Geotech Earthquake Engineering. 4 Units.
In-situ and laboratory determination of dynamic soil properties, liquefaction of soil, cyclic softening of clays, seismic compression and settlement
analyses, ground improvement methods, seismic slope stability, introduction to soil structure interaction.
(Design units: 0)
Restriction: Graduate students only.
ENGRCEE 242. Advanced Strength of Materials. 4 Units.
Beams on elastic foundations. Combined axial and lateral loads. Curved beams. Unsymmetric bending. Shear center. Stresses and strains. Basic
equations for theory of elasticity. Energy principles. Theory of torsion. Combined bending and torsion.
Restriction: Graduate students only.
ENGRCEE 243. Mechanics of Composite Materials. 4 Units.
Stress-strain relationship for orthotropic materials; invariant properties of an orthotropic lamina; biaxial strength theory for an orthotropic lamina;
mechanics of materials approach to stiffness; elasticity approach to stiffness; classical lamination theory; strength of laminates; statistical theory of
fatigue damage.
Restriction: Graduate students only.
ENGRCEE 245. Experimental Modal Analysis. 4 Units.
A thorough coverage of modal analysis techniques including digital signal processing concepts, structural dynamics theory, modal parameter estimation
techniques, and application of modal measurement methods suitable for practical vibration analysis problems.
Prerequisite: ENGRCEE 247.
Restriction: Graduate students only.
ENGRCEE 247. Structural Dynamics. 4 Units.
Vibration of discrete and continuous mass elastic systems. Isolation and transmissability. Dynamic recording instruments. Introduction to nonlinear
theory of vibration. Response of structures to earthquake, traffic, and wind loads. Response spectra concepts. Normal mode analysis. Numerical
integration techniques.
Restriction: Graduate students only.
ENGRCEE 249. Earthquake Engineering. 4 Units.
Earthquake magnitude, intensity, and frequency. Seismic damage to structures. Earthquake load prediction including response spectra, normal mode,
and direct integration techniques. The basis of building code earthquake load requirements for buildings. Seismic response of special structures. Lifeline
engineering.
Restriction: Graduate students only.
ENGRCEE 250. Finite Element Method in Structural Engineering. 4 Units.
Finite element concepts in structural engineering including variational formulations, shape functions, elements assembly, convergence and computer
programming. Stiffness of truss, beam, and frame members, two- and three-dimensional solids, plate and shell elements. Static, vibration, stability, and
inelastic analysis.
Restriction: Graduate students only.
ENGRCEE 254. Advanced Reinforced Concrete Behavior and Design. 4 Units.
Flexural strength of reinforced concrete elements. Flexural ductility of unconfined and confined members with axial loads. Shear and torsional behaviors.
Strength of reinforced concrete ductile frames and shear walls. Reinforced concrete detailing.
Restriction: Graduate students only.
ENGRCEE 255. Advanced Behavior and Design of Steel Structures. 4 Units.
Advanced principles of structural steel design. Analysis and design of beam-column members, braced and unbraced frames for buildings, and plate
girders. Review of seismic design provisions. Design of connections.
Restriction: Graduate students only.
ENGRCEE 258. Earthquake Resistant Structural Design. 4 Units.
Objectives of seismic design. Cyclic load-distortion characteristics of typical structural elements. Desirable structural form. Ductility and methods of
achieving it. Use of energy dissipators. Project involving design of multistory, multibay rigid-jointed plane frame.
Restriction: Graduate students only.
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ENGRCEE 259. Structural Stability. 4 Units.
Structural stability emphasizing the behavior of simple structural components that illustrate various modes of instability: Euler columns, beam columns,
and instability of simple frames. Energy methods. Beam torsion and lateral instability. Elementary matrix methods compatible with finite element models.
Restriction: Graduate students only.
ENGRCEE 260. Desalination. 4 Units.
Introduction of state of technology, costs and benefits, environmental issues, and implementation issues related to desalination. Emphasis on membrane
processes and biofouling prevention.
Restriction: Graduate students only.
ENGRCEE 261. Applied Environmental Microbiology. 4 Units.
Microbes in the environment and their impact on human interactions. Microbiological application in solving environmental engineering problems.
Restriction: Graduate students only.
ENGRCEE 262. Environmental Chemistry II. 4 Units.
Advanced concepts from physical and organic chemistry as they relate to environmental engineering. Emphasis on equilibrium and kinetics as they
apply to redox reactions, coordination, absorption, gas phase reactions, and ion exchange.
Restriction: Graduate students only.
ENGRCEE 263. Advanced Biological Treatment Processes. 4 Units.
Analysis of biological processes in natural and engineered systems. Biological treatment processes, both aerobic and anaerobic, with emphasis on
suspended growth systems including design consideration. Containment degradation or control covered. Includes laboratory on molecular tools used in
wastewater treatment.
Restriction: Graduate students only.
ENGRCEE 264. Carbon and Energy Footprint Analysis. 4 Units.
Process design for wastewater treatment. Mass- and energy- balance analysis applied to water and wastewater treatment systems. Case studies
include analysis of water supply, treatment, reclamation, and reuse.
Restriction: Graduate students only.
Concurrent with ENGRCEE 164.
ENGRCEE 265. Physical-Chemical Treatment Processes. 4 Units.
Theory and dynamics of physical and chemical separation processes in water and wastewater treatment. Topics include coagulation, sedimentation,
filtration, gas transfer, membrane separations, and absorption.
Restriction: Graduate students only.
Concurrent with ENGRCEE 165.
ENGRCEE 266. Drinking Water and Wastewater Biotechnology. 4 Units.
Water and wastewater microbiology. Engineering principles, molecular aspects, and overview of microorganisms of importance to public health. Topics
include aerobic and anaerobic wastewater treatment and disinfection of pathogens in water, wastewaters, and biosolids.
Restriction: Graduate students only.
ENGRCEE 271. Flow in Unsaturated Porous Media. 4 Units.
Fluid flow in the unsaturated zone (zone of aeration) of the subsurface. Soil-water physics, flow in regional groundwater systems, miscible displacement,
mathematical modeling techniques.
Restriction: Graduate students only.
ENGRCEE 272. Groundwater Hydrology. 4 Units.
Topics include conservation of fluid mass, storage properties or porous media, matrix compressibility, boundary conditions, flow nets, well hydraulics,
groundwater chemistry, and solute transport. Includes introduction to advanced topics in porous media. Design projects and computer applications
included.
Restriction: Graduate students only.
Concurrent with ENGRCEE 172.
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ENGRCEE 273. Watershed Modeling. 4 Units.
Basic principles of hydrologic modeling are practiced. Concepts of watershed delineation, land use change impact, design studies, and GIS tools are
discussed. Focus on the USACE (HEC) software tools (HEC-HMS and HEC-RAS) along with their associated GIS interfaces.
Restriction: Graduate students only.
Concurrent with ENGRCEE 173.
ENGRCEE 274. Climate Data Analysis. 4 Units.
Trend analysis; statistical indices for diagnosing and detecting changes in extremes; nonstationary processes; extreme value analysis; multivariate
extreme value methods; tail dependence estimation; uncertainties in observed and projected changes in climate extremes.
ENGRCEE 275. Topics in Coastal Engineering. 4 Units.
Linear wave theory. Wave properties: particle kinematics, energy propagation, shoaling, refraction, reflection, diffraction, and breaking. Wave statistics
and spectra. Selected topics from: design of coastal structures; harbor engineering; littoral transport and shoreline morphology; and hydrodynamics of
estuaries.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
ENGRCEE 276. Hydrology. 4 Units.
Elements of the hydrologic cycle including precipitation, infiltration, evapotranspiration, ground water, and runoff. Unit Hydrograph theory and routing
methods. Introduction to precipitation/runoff relationship and watershed modeling. Statistical methods and flood frequency analysis. Discussion section
covers advanced topics.
Restriction: Graduate students only.
Concurrent with ENGRCEE 176.
ENGRCEE 277. Hydrologic Transport Fundamentals. 4 Units.
Process description, mathematical and numerical modeling of transport processes in surface and ground water. Topics include advection, molecular
diffusion, Taylor dispersion, mechanical dispersion in porous media, shear flow dispersion in channels, and turbulent jets and plumes.
Prerequisite: ENGRMAE 278.
Restriction: Graduate students only.
ENGRCEE 278. Fluid Mechanics of Open Channels. 4 Units.
Fundamentals of fluid motion in open channels. Navier-Stokes equations and one-dimensional momentum and energy principles. Topics include rapidly
varied flow, flow resistance and turbulence, gradually varied flow, unsteady flow, and computational methods for channel flow modeling.
Restriction: Graduate students only.
Concurrent with ENGRCEE 178.
ENGRCEE 279. Hydrologic Computational Modeling. 4 Units.
Computational modeling of multi-dimensional flow and scalar transport problems in surface and ground water. Topics include mathematical model
formulation, numerical method selection, serial and parallel implementation, model verification and validation.
Prerequisite: ENGRCEE 272 and ENGRCEE 277 and ENGRCEE 278.
Restriction: Graduate students only.
ENGRCEE 281. Structural Reliability. 4 Units.
Applications of probability theory to reliability analysis of engineering structures. Theory of structural reliability. Estimation of static random loads.
Reliability analysis of structural components and system. Monte Carlo simulation.
Restriction: Graduate students only.
ENGRCEE 283. Mathematical Methods in Engineering Analysis. 4 Units.
Matrices; vector calculus; eigenvalue problems; Fourier analysis; partial differential equations; special functions; numerical analysis; finite difference
method.
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ENGRCEE 284. Engineering Decision and Risk Analysis. 4 Units.
Develops applications of statistical decision theory in engineering. Presents the fundamental tools used in engineering decision making and analysis of
risk under conditions of uncertainty. All concepts are presented and illustrated thoroughly with engineering problems.
Restriction: Graduate students only.
ENGRCEE 285. Reliability of Engineering Systems I. 4 Units.
Develops the basic concepts for the definition and assessment of safety and reliability of engineering systems. Includes probabilistic modeling of
engineering problems, assessment of component reliability, systems reliability, and introduction to probability-based design.
Restriction: Graduate students only.
ENGRCEE 287. Random Vibrations. 4 Units.
Stationary stochastic processes. Spectral analysis. Stochastic response of linear, single, and multi-degrees of freedom systems. Probabilistic approach
to dynamic response of structures to random loadings.
Prerequisite: ENGRCEE 281 or ENGRCEE 284.
Restriction: Graduate students only.
ENGRCEE 289. Analysis of Hydrologic Systems. 4 Units.
Application of systems theory in hydrologic, land surface, biogeochemical modeling. Design, identification, and calibration of conceptual models.
Principles of dynamic systems, modeling approaches, theory of linear systems, mathematical concepts of differential calculus, theoretical concepts of
parameter estimation and optimization theory.
ENGRCEE 290. Merging Models and Data. 4 Units.
Introduction to optimization and data assimilation methods for model calibration and uncertainty quantification. Local, global and multi-method search.
Bayesian analysis using Monte Carlo simulation with Random Walk Metropolis, and adaptive samplers. Filtering methods for recursive inference.
Illustration using environmental models.
Restriction: Graduate students only.
ENGRCEE 291. Hydrologic Remote Sensing. 4 Units.
Introduction to principles of remote sensing and application in hydrology. Review of sensor systems, thermal and multispectral image processing, and
image classification. Examples from remote sensing of hydrologic processes such as precipitation, soil moisture, and vegetation are covered.
Prerequisite: ENGRCEE 276.
Restriction: Graduate students only.
ENGRCEE 295. Seminars in Engineering. 1-4 Units.
Seminars scheduled each year by individual faculty in major field of interest.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
ENGRCEE 296. Master of Science Thesis Research. 1-16 Units.
Individual research or investigation conducted in preparation of the thesis required for the M.S. degree in Engineering.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
ENGRCEE 297. Doctor of Philosophy Dissertation Research. 1-16 Units.
Individual research or investigation conducted in preparation for the dissertation required for the Ph.D. degree in Engineering.
Repeatability: May be repeated for credit unlimited times.
ENGRCEE 298. Special Topics in Civil Engineering. 1-4 Units.
Presentation of advanced topics and special research areas in civil engineering.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
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ENGRCEE 299. Individual Research. 1-16 Units.
Individual research or investigation under the direction of an individual faculty member.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
Computer Science and Engineering Courses
CSE 21. Introduction to Computer Science I . 6 Units.
Introduces fundamental concepts related to computer software design and construction. Develops initial design and programming skills using a high-
level language. Fundamental concepts of control structures, data structures, and object-oriented programming.
Same as I&C SCI 21.
Overlaps with I&C SCI H21, I&C SCI 31, EECS 10, EECS 12, ENGRMAE 10.
Restriction: CSE 21 or I&C SCI 21 may not be taken for credit if taken after IN4MATX 42.
(II, Vb)
CSE 22. Introduction to Computer Science II. 6 Units.
Abstract behavior of classic data structures (stacks, queues, sorted and unsorted maps), alternative implementations, analysis of time, and space
efficiency.
Prerequisite: CSE 21 or I&C SCI 21 or I&C SCI H21. CSE 21 with a grade of C or better. I&C SCI 21 with a grade of C or better. I&C SCI H21 with a
grade of C or better.
Same as I&C SCI 22.
Overlaps with I&C SCI H22, CSE 42, I&C SCI 32, CSE 43, I&C SCI 33.
(II, Vb)
CSE 31. Introduction to Digital Systems. 4 Units.
Digital representation of information. Specification, analysis, design and optimization or combinational and sequential logic, register-transfer components
and register-transfer systems with datapaths and controllers. Introduction to high-level and algorithmic state-machines and custom processors. Course
may be offered online.
(Design units: 2)
Prerequisite: CSE 41 or I&C SCI 31 or EECS 10 or EECS 12 or ENGRMAE 10 or CSE 21 or I&C SCI 21 or I&C SCI H21.
Same as EECS 31.
Restriction: Computer Engineering, Computer Science and Engineering, Electrical Engineering majors have first consideration for enrollment.
CSE 31L. Introduction to Digital Logic Laboratory. 3 Units.
Introduction to common digital integrated circuits: gates, memory circuits, MSI components. Operating characteristics, specifications, applications.
Design of simple combinational and sequential digital systems (arithmetic processors game-playing machines). Construction and debugging techniques
using hardware description languages and CAD tools. Materials fee. Course may be offered online.
(Design units: 3)
Prerequisite: (EECS 31 or CSE 31) and (EECS 10 or EECS 12 or (CSE 22 or I&C SCI 22) or (CSE 42 or I&C SCI 32)).
Same as EECS 31L.
Restriction: Computer Engineering, Computer Science and Engineering, and Electrical Engineering majors have first consideration for enrollment.
CSE 41. Introduction to Programming. 4 Units.
Introduction to fundamental concepts and techniques for writing software in a high-level programming language. Covers the syntax and semantics of
data types, expressions, exceptions, control structures, input/output, methods, classes, and pragmatics of programming.
Same as I&C SCI 31.
Overlaps with I&C SCI 21, CSE 21, I&C SCI H21, EECS 10, EECS 12.
(II, Vb)
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CSE 42. Programming with Software Libraries. 4 Units.
Construction of programs for problems and computing environments more varied than in CSE41. Using library modules for applications such as
graphics, sound, GUI, database, Web, and network programming. Language features beyond those in CSE41 are introduced as needed.
Prerequisite: I&C SCI 31 or CSE 41. I&C SCI 31 with a grade of C or better. CSE 41 with a grade of C or better.
Same as I&C SCI 32.
Overlaps with I&C SCI 22, CSE 22, I&C SCI H22, IN4MATX 42.
(II and (VA or VB) ).
CSE 43. Intermediate Programming. 4 Units.
Intermediate-level language features and programming concepts for larger, more complex, higher-quality software. Functional programming, name
spaces, modules, class protocols, inheritance, iterators, generators, operator overloading, reflection. Analysis of time and space efficiency.
Prerequisite: I&C SCI 32 or CSE 42. I&C SCI 32 with a grade of C or better. CSE 42 with a grade of C or better.
Same as I&C SCI 33.
Overlaps with I&C SCI 33, I&C SCI 22, CSE 22, I&C SCI H22, IN4MATX 42.
(II, Vb)
CSE 45C. Programming in C/C++ as a Second Language. 4 Units.
An introduction to the lexical, syntactic, semantic, and pragmatic characteristics of the C/C++ languages for experienced programmers. Emphasis on
object-oriented programming, using standard libraries, and programming with manual garbage collection. Formerly ICS 65.
Prerequisite: I&C SCI 22 or CSE 22 or IN4MATX 42 or I&C SCI 33 or CSE 43. I&C SCI 22 with a grade of C or better. CSE 22 with a grade of C or
better. IN4MATX 42 with a grade of C or better. I&C SCI 33 with a grade of C or better. CSE 43 with a grade of C or better.
Same as I&C SCI 45C.
CSE 46. Data Structure Implementation and Analysis. 4 Units.
Focuses on implementation and mathematical analysis of fundamental data structures and algorithms. Covers storage allocation and memory
management techniques.
Prerequisite: CSE 45C or I&C SCI 45C. CSE 45C with a grade of C or better. I&C SCI 45C with a grade of C or better.
Same as I&C SCI 46.
Overlaps with I&C SCI H23.
(Vb)
CSE 50. Discrete-Time Signals and Systems. 4 Units.
Analysis of discrete-time linear-time-invariant (DTLTI) systems in the time domain and using z-transforms. Introduction to techniques based on Discrete-
Time, Discrete, and Fast Fourier Transforms. Examples of their application to digital signal processing and digital communications.
(Design units: 0)
Prerequisite: EECS 70A or CSE 70A.
Same as EECS 50.
Restriction: Computer Engineering, Computer Science and Engineering, and Electrical Engineering majors have first consideration for enrollment.
CSE 70A. Network Analysis I. 4 Units.
Modeling and analysis of electrical networks. Basic network theorems. Sinusoidal steady state and transient analysis of RLC networks and the
impedance concept. Course may be offered online.
(Design units: 1)
Corequisite: MATH 3D.
Prerequisite: PHYSICS 7D and (EECS 10 or EECS 12 or ENGRMAE 10 or CSE 41 or I&C SCI 31).
Same as EECS 70A.
Overlaps with ENGRMAE 60.
Restriction: Aerospace Engineering, Biomedical Engineering, Civil Engineering, Computer Engineering, Electrical Engineering, Environmental
Engineering, Materials Science Engineering, and Mechanical Engineering majors have first consideration for enrollment.
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CSE 90. Systems Engineering and Technical Communications . 2 Units.
Introduces systems engineering concepts, including specifications and requirements, hardware and software design, integration, testing, and
documentation. Emphasizes organization and writing of reports and effective presentations.
Restriction: Computer Science and Engineering majors have first consideration for enrollment.
CSE 112. Electronic Devices and Circuits. 4 Units.
A first course in the design of Very Large Scale Integrated (VLSI) systems. Introduction to CMOS technology; MOS transistors and CMOS circuits.
Analysis and synthesis of CMOS gates. Layout design techniques for building blocks and systems. Introduction to CAD tools.
(Design units: 4)
Prerequisite: PHYSICS 7D and (CSE 70A or EECS 70A).
Overlaps with EECS 119, EECS 170D.
Restriction: Computer Science and Engineering majors have first consideration for enrollment.
CSE 132. Organization of Digital Computers. 4 Units.
Building blocks and organization of digital computers, the arithmetic, control, and memory units, and input/out devices and interfaces. Microprogramming
and microprocessors.
(Design units: 4)
Prerequisite: EECS 31L or CSE 31L.
Same as EECS 112.
Overlaps with COMPSCI 152.
Restriction: Computer Engineering, Computer Science and Engineering, and Electrical Engineering majors have first consideration for enrollment.
CSE 132L. Organization of Digital Computers Laboratory. 3 Units.
Specification and implementation of a processor-based system using a hardware description language such as VHDL. Hands-on experience with design
tools including simulation, synthesis, and evaluation using testbenches.
(Design units: 3)
Prerequisite: EECS 112 or CSE 132.
Same as EECS 112L.
Restriction: Computer Engineering and Computer Science and Engineering majors have first consideration for enrollment.
CSE 135A. Digital Signal Processing. 3 Units.
Nature of sampled data, sampling theorem, difference equations, data holds, z-transform, w-transform, digital filters, Butterworth and Chebychev filters,
quantization effects.
(Design units: 2)
Prerequisite: EECS 50 or CSE 50.
Same as EECS 152A.
Restriction: Computer Engineering, Electrical Engineering, and Computer Science and Engineering majors have first consideration for enrollment.
CSE 135B. Digital Signal Processing Design and Laboratory. 3 Units.
Design and implementation of algorithms on a DSP processor and using computer simulation. Applications in signal and image processing,
communications, radar, etc. Materials fee.
(Design units: 3)
Prerequisite: EECS 152A or CSE 135A.
Same as EECS 152B.
Restriction: Computer Engineering, Electrical Engineering, and Computer Science and Engineering majors have first consideration for enrollment.
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CSE 141. Concepts in Programming Languages I. 4 Units.
In-depth study of several contemporary programming languages stressing variety in data structures, operations, notation, and control. Examination of
different programming paradigms, such as logic programming, functional programming and object-oriented programming; implementation strategies,
programming environments, and programming style. Course may be offered online.
Prerequisite: (I&C SCI 51 or CSE 31 or EECS 31) and (I&C SCI 46 or CSE 46). I&C SCI 51 with a grade of C or better. CSE 31 with a grade of C or
better. EECS 31 with a grade of C or better. I&C SCI 46 with a grade of C or better. CSE 46 with a grade of C or better.
Same as IN4MATX 101, COMPSCI 141.
Restriction: School of Information and Computer Science majors and Computer Science and Engineering majors in School of Engineering have first
consideration for enrollment.
CSE 142. Compilers and Interpreters. 4 Units.
Introduction to the theory of programming language processors covering lexical analysis, syntax analysis, semantic analysis, intermediate
representations, code generation, optimization, interpretation, and run-time support.
Prerequisite: CSE 141 or COMPSCI 141 or IN4MATX 101.
Same as COMPSCI 142A.
CSE 145. Embedded Software. 4 Units.
Principles of embedded computing systems: embedded systems architecture, hardware/software components, system software and interfacing, real-
time operating systems, hardware/software co-development, and communication issues. Examples of embedded computing in real-world application
domains. Simple programming using an embedded systems development environment.
Corequisite: COMPSCI 145L.
Prerequisite: (CSE 46 or I&C SCI 46) and (I&C SCI 51 or CSE 132 or EECS 112).
Same as COMPSCI 145.
Restriction: Computer Science and Engineering majors and Computer Science majors have first consideration for enrollment.
CSE 145A. Embedded Computing Systems. 4 Units.
Principles of embedded computing systems: embedded systems architecture, hardware/software components, system software and interfacing, real-
time operating systems, hardware/software co-development, and communication issues. Examples of embedded computing in real-world application
domains. Simple programming using an embedded systems development environment. (Design units: 0).
Prerequisite: (CSE 46 or I&C SCI 46 or I&C SCI 23 or CSE 23) and (I&C SCI 51 or CSE 31 or EECS 31) and (CSE 132 or EECS 112)
Same as COMPSCI 145A.
Restriction: Prerequisite required
CSE 145L. Embedded Software Laboratory. 2 Units.
Laboratory section to accompany CSE 145 or COMPSCI 145.
(Design units: 0)
Corequisite: CSE 145 or COMPSCI 145.
Same as COMPSCI 145L.
CSE 161. Design and Analysis of Algorithms. 4 Units.
Techniques for efficient algorithm design, including divide-and-conquer and dynamic programming, and time/space analysis. Fast algorithms for
problems applicable to networks, computer games, and scientific computing, such as sorting, shortest paths, minimum spanning trees, network flow, and
pattern matching.
Prerequisite: (I&C SCI 23 or CSE 23 or I&C SCI 46 or CSE 46) and I&C SCI 6B and I&C SCI 6D and MATH 2B. I&C SCI 23 with a grade of C or better.
CSE 23 with a grade of C or better. I&C SCI 46 with a grade of C or better. CSE 46 with a grade of C or better.
Same as COMPSCI 161.
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CSE 181A. Senior Design Project I. 3 Units.
Teaches problem definition, detailed design, integration, and testability with teams of students specifying, designing, building, and testing complex
systems. Lectures include engineering values, discussions, and ethical ramifications of engineering decisions. Materials fee.
(Design units: 3)
Prerequisite: EECS 113 or EECS 170C or CSE 145A or COMPSCI 145A.
Same as EECS 159A.
Restriction: Electrical Engineering, Computer Engineering, and Computer Science and Engineering majors have first consideration for enrollment.
EECS 159A-EECS 159B-EECS 159CW/CSE 181A-CSE 181B-CSE 181CW must be taken in the same academic year.
CSE 181B. Senior Design Project II. 3 Units.
Teaches problem definition, detailed design, integration and testability with teams of students specifying, designing, building, and testing complex
systems. Lectures include engineering values, discussions, and ethical ramifications of engineering decisions Materials fee.
(Design units: 3)
Prerequisite: EECS 159A or CSE 181A.
Same as EECS 159B.
Restriction: Electrical Engineering, Computer Engineering, and Computer Science and Engineering majors have first consideration for enrollment.
EECS 159A-EECS 159B-EECS 159CW/CSE 181A-CSE 181B-CSE 181CW must be taken in the same academic year.
CSE 181CW. Senior Design Project III. 3 Units.
Completion, documentation, and presentation of senior design projects. Teaches engineering documentation and presentation skills. Students write
comprehensive project reports individually and participate in a presentation of project results.
(Design units: 0)
Prerequisite: (EECS 159A and EECS 159B) or (CSE 181A and CSE 181B). Satisfactory completion of the Lower-Division Writing requirement.
Same as EECS 159CW.
Overlaps with ENGR 190W.
Restriction: Electrical Engineering, Computer Engineering, and Computer Science and Engineering majors have first consideration for enrollment.
EECS 159A-EECS 159B-EECS 159CW/CSE 181A-CSE 181B-CSE 181CW must be taken in the same academic year.
(Ib)
CSE 198. Group Study. 1-4 Units.
Group study of selected topics in computer science and engineering.
(Design units: 0-4)
Prerequisite: Prerequisites vary.
Repeatability: May be repeated for credit unlimited times.
Restriction: Computer Science and Engineering majors only.
CSE H198. Honors Research in CSE. 4 Units.
Directed independent research in computer science and engineering for honors students.
Repeatability: May be repeated for credit unlimited times.
Restriction: Computer Science and Engineering majors only. Upper-division students only. Bren School of ICS Honors Program or Campuswide Honors
Program students only.
CSE 199. Individual Study. 1-4 Units.
Supervised independent reading, research, or design for undergraduate Engineering majors. Students taking individual study for design credit are to
submit a written paper to the instructor and to the Undergraduate Student Affairs Office in the School of Engineering.
(Design units: 1-4)
Repeatability: May be taken for credit for 8 units.
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CSE 199P. Individual Study. 1-4 Units.
Supervised independent reading, research, or design for undergraduate Engineering majors. Students taking individual study for design credit are to
submit a written paper to the instructor and to the Undergraduate Student Affairs Office in the School of Engineering.
(Design units: 1-4)
Grading Option: Pass/no pass only.
Repeatability: May be repeated for credit unlimited times.
Electrical Engineering & Computer Science Courses
EECS 1. Introduction to Electrical Engineering and Computer Engineering. 1 Unit.
Introduction to the fields of Electrical Engineering and Computer Engineering, including possible careers in both traditional and new emerging areas.
Background on both the Electrical Engineering and the Computer Engineering majors, curriculum requirements, specializations, and faculty research
interests.
(Design units: 0)
Restriction: Computer Engineering and Electrical Engineering majors have first consideration for enrollment.
EECS 10. Computational Methods in Electrical and Computer Engineering. 4 Units.
An introduction to computers and structured programming. Binary Data Representation. Hands-on experience with a high-level structured programming
language. Introduction to algorithm efficiency. Applications of structured programming in solving engineering problems. Programming laboratory.
(Design units: 0)
Corequisite: MATH 2A.
Prerequisite: MATH 2A.
Overlaps with ENGRMAE 10, EECS 12, ENGRCEE 20, BME 60B, I&C SCI 31, CSE 41.
Restriction: School of Engineering majors have first consideration for enrollment.
EECS 12. Introduction to Programming. 4 Units.
An introduction to computers and programming. Python programming syntax/style, types. Numbers and sequences. Control flow. I/O and errors/
exceptions. Function calling, parameter passing, formal arguments, return values. Variable scoping. Programming laboratory.
(Design units: 0)
Corequisite: MATH 2A.
Overlaps with EECS 10, ENGRMAE 10, ENGRCEE 20, BME 60B, I&C SCI 31, CSE 41.
Restriction: School of Engineering majors have first consideration for enrollment.
EECS 20. Computer Systems and Programming in C. 4 Units.
Introduction to computing systems. Data representation and operations. Simple logic design. Basic computer organization. Instruction set architecture
and assembly language programming. Introduction to C functions, data structures, pointers. Programming laboratory.
(Design units: 1)
Prerequisite: EECS 12.
Restriction: Computer Engineering majors have first consideration for enrollment.
EECS 22. Advanced C Programming. 3 Units.
C language programming concepts. Control flow, function calls, recursion. Basic and composite data types, static and dynamic data structures. Program
modules and compilation units. Preprocessor macros. C standard libraries.
(Design units: 1)
Prerequisite: EECS 10 or EECS 20.
Restriction: Computer Engineering and Electrical Engineering majors have first consideration for enrollment.
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EECS 22L. Software Engineering Project in C Language. 3 Units.
Hands-on experience with the ANSI-C programming language. Medium-sized programming projects, team work. Software specification, documentation,
implementation, testing. Definition of data structures and application programming interface. Creation of program modules, linking with external libraries.
Rule-based compilation, version control.
(Design units: 3)
Prerequisite: EECS 22.
EECS 31. Introduction to Digital Systems. 4 Units.
Digital representation of information. Specification, analysis, design and optimization or combinational and sequential logic, register-transfer components
and register-transfer systems with datapaths and controllers. Introduction to high-level and algorithmic state-machines and custom processors. Course
may be offered online.
(Design units: 2)
Prerequisite: CSE 41 or I&C SCI 31 or EECS 10 or EECS 12 or ENGRMAE 10 or CSE 21 or I&C SCI 21 or I&C SCI H21.
Same as CSE 31.
Restriction: Computer Engineering, Computer Science and Engineering, Electrical Engineering majors have first consideration for enrollment.
EECS 31L. Introduction to Digital Logic Laboratory. 3 Units.
Introduction to common digital integrated circuits: gates, memory circuits, MSI components. Operating characteristics, specifications, applications.
Design of simple combinational and sequential digital systems (arithmetic processors game-playing machines). Construction and debugging techniques
using hardware description languages and CAD tools. Materials fee. Course may be offered online.
(Design units: 3)
Prerequisite: (EECS 31 or CSE 31) and (EECS 10 or EECS 12 or (CSE 22 or I&C SCI 22) or (CSE 42 or I&C SCI 32)).
Same as CSE 31L.
Restriction: Computer Engineering, Computer Science and Engineering, and Electrical Engineering majors have first consideration for enrollment.
EECS 40. Object-Oriented Systems and Programming. 4 Units.
Primitive types and expressions. The class and method definition. Information hiding and encapsulation. Objects and reference. Overloading.
Constructors. Inheritance basics. Programming with inheritance. Dynamic binding and polymorphism. Exception handling. An overview of streams and
file input/output. Programming laboratory.
(Design units: 2)
Prerequisite: EECS 22L.
Restriction: Computer Engineering majors have first consideration for enrollment.
EECS 50. Discrete-Time Signals and Systems. 4 Units.
Analysis of discrete-time linear-time-invariant (DTLTI) systems in the time domain and using z-transforms. Introduction to techniques based on Discrete-
Time, Discrete, and Fast Fourier Transforms. Examples of their application to digital signal processing and digital communications.
(Design units: 0)
Prerequisite: EECS 70A or CSE 70A.
Same as CSE 50.
Restriction: Computer Engineering, Computer Science and Engineering, and Electrical Engineering majors have first consideration for enrollment.
EECS 55. Engineering Probability. 4 Units.
Sets and set operations; nature of probability, sample spaces, fields of events, probability measures; conditional probability, independence, random
variables, distribution functions, density functions, conditional distributions and densities; moments, characteristic functions, random sequences,
independent and Markov sequences.
(Design units: 0)
Prerequisite: MATH 2D.
Restriction: Computer Engineering and Electrical Engineering majors have first consideration for enrollment.
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EECS 70A. Network Analysis I. 4 Units.
Modeling and analysis of electrical networks. Basic network theorems. Sinusoidal steady state and transient analysis of RLC networks and the
impedance concept. Course may be offered online.
(Design units: 1)
Corequisite: MATH 3D.
Prerequisite: PHYSICS 7D and (EECS 10 or EECS 12 or ENGRMAE 10 or CSE 41 or I&C SCI 31).
Same as CSE 70A.
Overlaps with ENGRMAE 60.
Restriction: Aerospace Engineering, Biomedical Engineering, Civil Engineering, Computer Engineering, Electrical Engineering, Environmental
Engineering, Materials Science Engineering, and Mechanical Engineering majors have first consideration for enrollment.
EECS 70B. Network Analysis II. 4 Units.
Laplace transforms, complex frequency, and the s-plane. Network functions and frequency response, including resonance. Bode plots. Two-port network
characterization.
(Design units: 1)
Corequisite: EECS 70LB.
Prerequisite: (BME 60B or EECS 10 or EECS 12 or CSE 41 or I&C SCI 31 or ENGRCEE 20 or ENGRMAE 10) and EECS 70A.
Restriction: Computer Engineering, Electrical Engineering, and Materials Science Engineering majors have first consideration for enrollment.
EECS 70LA. Network Analysis I Laboratory. 1 Unit.
Laboratory to accompany EECS 70A.
(Design units: 0)
Corequisite: EECS 70A.
Prerequisite: PHYSICS 7D and EECS 10.
EECS 70LB. Network Analysis II Laboratory. 1 Unit.
Laboratory to accompany EECS 70B. Materials fee.
(Design units: 1)
Corequisite: EECS 70B.
Prerequisite: (BME 60B or EECS 10 or EECS 12 or CSE 41 or I&C SCI 31 or ENGRCEE 20 or ENGRMAE 10) and EECS 70A.
Restriction: Computer Engineering and Electrical Engineering majors have first consideration for enrollment.
EECS 101. Introduction to Machine Vision. 3 Units.
The use of digital computers for the analysis of visual scenes; image formation and sensing, color, segmentation, shape estimation, motion, stereo,
pattern classification, computer architectures, applications. Computer experiments are used to illustrate fundamental principles.
(Design units: 2)
Prerequisite: EECS 150 or EECS 50 or CSE 50.
Restriction: Electrical Engineering, Computer Engineering, and Computer Science and Engineering majors have first consideration for enrollment.
EECS 111. System Software. 4 Units.
Multiprogramming, interrupt, processes, kernel, parallelism, critical sections, deadlocks, communication, multiprocessing, multilevel memory
management, binding, name management, file systems, protection, resource allocation, scheduling. Experience with concurrent programming,
synchronization mechanisms, interprocess communication.
(Design units: 2)
Prerequisite: EECS 112 and (CSE 46 or I&C SCI 46 or EECS 114).
Overlaps with COMPSCI 143A.
Restriction: Computer Engineering and Electrical Engineering majors have first consideration for enrollment.
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EECS 112. Organization of Digital Computers. 4 Units.
Building blocks and organization of digital computers, the arithmetic, control, and memory units, and input/out devices and interfaces. Microprogramming
and microprocessors.
(Design units: 4)
Prerequisite: EECS 31L or CSE 31L.
Same as CSE 132.
Overlaps with COMPSCI 152.
Restriction: Computer Engineering, Computer Science and Engineering, and Electrical Engineering majors have first consideration for enrollment.
EECS 112L. Organization of Digital Computers Laboratory. 3 Units.
Specification and implementation of a processor-based system using a hardware description language such as VHDL. Hands-on experience with design
tools including simulation, synthesis, and evaluation using testbenches.
(Design units: 3)
Prerequisite: EECS 112 or CSE 132.
Same as CSE 132L.
Restriction: Computer Engineering and Computer Science and Engineering majors have first consideration for enrollment.
EECS 113. Processor Hardware/Software Interfaces. 4 Units.
Hardware/software interfacing, including memory and bus interfaces, devices, I/O, and compiler code generation/instruction scheduling. Experience
microcontroller programming and interfacing. Specific compiler code generation techniques cover including local variable and register allocations,
instruction dependence and scheduling, and code optimization.
(Design units: 3)
Prerequisite: EECS 112 or CSE 132.
Restriction: Computer Engineering, Electrical Engineering, and Computer Science and Engineering majors have first consideration for enrollment.
EECS 114. Engineering Data Structures and Algorithms. 4 Units.
Introduces abstract behavior of classes data structures, alternative implementations, informal analysis of time and space efficiency. Also introduces
classic algorithms and efficient algorithm design techniques (recursion, divide-and-conquer, branch-and-bound, dynamic programming).
(Design units: 2)
Prerequisite: EECS 40.
Restriction: Computer Engineering majors have first consideration for enrollment.
EECS 116. Introduction to Data Management. 4 Units.
Introduction to the design of databases and the use of database management systems (DBMS) for applications. Topics include entity-relationship
modeling for design, relational data model, relational algebra, relational design theory, and Structured Query Language (SQL) programming.
(Design units: 1)
Prerequisite: I&C SCI 23 or CSE 23 or I&C SCI H23 or I&C SCI 46 or CSE 46 or IN4MATX 45 or I&C SCI 33 or CSE 43 or EECS 114. I&C SCI 23 with a
grade of C or better. CSE 23 with a grade of C or better. I&C SCI H23 with a grade of C or better. I&C SCI 46 with a grade of C or better. CSE 46 with a
grade of C or better. IN4MATX 45 with a grade of C or better. I&C SCI 33 with a grade of C or better. CSE 43 with a grade of C or better.
Same as COMPSCI 122A.
Restriction: School of Information and Computer Sciences majors and Computer Engineering majors have first consideration for enrollment.
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EECS 117. Parallel Computer Systems. 3 Units.
General introduction to parallel computing focusing on parallel algorithms and architectures. Parallel models: Flynn's taxonomy, dataflow models.
Parallel architectures: systolic arrays, hypercube architecture, shared memory machines, dataflow machines, reconfigurable architectures. Parallel
algorithms appropriate to each machine type area also discussed.
(Design units: 1)
Prerequisite: EECS 20 and EECS 112 or CSE 132.
Restriction: Computer Engineering and Computer Science and Engineering majors have first consideration for enrollment.
EECS 118. Introduction to Knowledge Management for Software and Engineering. 4 Units.
Introduction of basic concepts in knowledge engineering and software engineering. Knowledge representation and reasoning, search planning, software
life cycle, requirements engineering, software design languages, declarative programing, testing, maintenance, and connections between knowledge
engineering and software engineering.
(Design units: 2)
Prerequisite: EECS 40.
Restriction: Computer Engineering majors have first consideration for enrollment.
EECS 119. VLSI. 4 Units.
Design techniques for Very Large Scale Integrated (VLSI) systems and chips. Review CMOS and related process technologies; primitives such as logic
gates and larger design blocks; layout; floor planning; design hierarchy, component interfaces; use of associated CAD tools for design.
(Design units: 4)
Prerequisite: (EECS 112 or CSE 132) and EECS 170B.
Overlaps with CSE 112, EECS 170D.
EECS 141A. Communication Systems I. 3 Units.
Introduction to analog communication systems including effects of noise. Modulation-demodulation for AM, DSB-SC, SSB, VSB, QAM, FM, PM, and
PCM with application to radio, television, and telephony. Signal processing as applied to communication systems.
(Design units: 1)
Prerequisite: EECS 55 and EECS 150.
Restriction: Computer Engineering, Electrical Engineering, and Computer Science and Engineering majors have first consideration for enrollment.
EECS 141B. Communication Systems II. 3 Units.
Signal space analysis. Optimum receivers for digital communication. Maximum a posteriori and maximum likelihood detection. Matched filter and
correlation receiver. PAM, QAM, PSK, FSK, and MSK and their performance. Introduction to equalization, synchronization, information theory, and error
control codes.
(Design units: 1)
Prerequisite: EECS 141A.
Restriction: Computer Engineering, Electrical Engineering, and Computer Science and Engineering majors have first consideration for enrollment.
EECS 144. Antenna Design for Wireless Communication Links. 4 Units.
Analysis and synthesis of antennas and antenna arrays. Adaptive arrays and digital beam forming for advanced wireless links. Friis transmission
formula. Wireless communication equations for cell-site and mobile antennas, interference, slow and fast fading in mobile communication.
(Design units: 0)
Prerequisite: EECS 180A.
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EECS 145. Electrical Engineering Analysis. 4 Units.
Vector calculus, complex functions and linear algebra with applications to electrical engineering problems.
(Design units: 0)
Prerequisite: MATH 3D.
Restriction: Computer Engineering and Electrical Engineering majors have first consideration for enrollment.
EECS 148. Computer Networks. 4 Units.
Computer network architectures, protocols, and applications. Internet congestion control, addressing, and routing. Local area networks. Multimedia
networking.
(Design units: 2)
Prerequisite: EECS 55 or STATS 67.
Same as COMPSCI 132.
Restriction: Computer Engineering and Computer Science and Engineering majors have first consideration for enrollment.
EECS 150. Continuous-Time Signals and Systems. 4 Units.
Characteristics and properties of continuous-time (analog) signals and systems. Analysis of linear time-invariant continuous-time systems using
differential equation convolutional models. Analysis of these systems using Laplace transforms, Fourier series, and Fourier transforms. Examples from
applications to telecommunications. Formerly EECS 150A.
(Design units: 0)
Prerequisite: (EECS 70A or CSE 70A) and EECS 145.
Restriction: Computer Engineering and Electrical Engineering majors have first consideration for enrollment.
EECS 152A. Digital Signal Processing. 3 Units.
Nature of sampled data, sampling theorem, difference equations, data holds, z-transform, w-transform, digital filters, Butterworth and Chebychev filters,
quantization effects.
(Design units: 2)
Prerequisite: EECS 50 or CSE 50.
Same as CSE 135A.
Restriction: Computer Engineering, Electrical Engineering, and Computer Science and Engineering majors have first consideration for enrollment.
EECS 152B. Digital Signal Processing Design and Laboratory. 3 Units.
Design and implementation of algorithms on a DSP processor and using computer simulation. Applications in signal and image processing,
communications, radar, etc. Materials fee.
(Design units: 3)
Prerequisite: EECS 152A or CSE 135A.
Same as CSE 135B.
Restriction: Computer Engineering, Electrical Engineering, and Computer Science and Engineering majors have first consideration for enrollment.
EECS 159A. Senior Design Project I. 3 Units.
Teaches problem definition, detailed design, integration, and testability with teams of students specifying, designing, building, and testing complex
systems. Lectures include engineering values, discussions, and ethical ramifications of engineering decisions. Materials fee.
(Design units: 3)
Prerequisite: EECS 113 or EECS 170C or CSE 145A or COMPSCI 145A.
Same as CSE 181A.
Restriction: Electrical Engineering, Computer Engineering, and Computer Science and Engineering majors have first consideration for enrollment.
EECS 159A-EECS 159B-EECS 159CW/CSE 181A-CSE 181B-CSE 181CW must be taken in the same academic year.
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EECS 159B. Senior Design Project II. 3 Units.
Teaches problem definition, detailed design, integration and testability with teams of students specifying, designing, building, and testing complex
systems. Lectures include engineering values, discussions, and ethical ramifications of engineering decisions Materials fee.
(Design units: 3)
Prerequisite: EECS 159A or CSE 181A.
Same as CSE 181B.
Restriction: Electrical Engineering, Computer Engineering, and Computer Science and Engineering majors have first consideration for enrollment.
EECS 159A-EECS 159B-EECS 159CW/CSE 181A-CSE 181B-CSE 181CW must be taken in the same academic year.
EECS 159CW. Senior Design Project III. 3 Units.
Completion, documentation, and presentation of senior design projects. Teaches engineering documentation and presentation skills. Students write
comprehensive project reports individually and participate in a presentation of project results.
(Design units: 0)
Prerequisite: (EECS 159A and EECS 159B) or (CSE 181A and CSE 181B). Satisfactory completion of the Lower-Division Writing requirement.
Same as CSE 181CW.
Overlaps with ENGR 190W.
Restriction: Electrical Engineering, Computer Engineering, and Computer Science and Engineering majors have first consideration for enrollment.
EECS 159A-EECS 159B-EECS 159CW/CSE 181A-CSE 181B-CSE 181CW must be taken in the same academic year.
(Ib)
EECS 160A. Introduction to Control Systems. 4 Units.
Modeling, stability, and specifications of feedback control systems. Root locus, Bode plots, Nyquist criteria, and state-space methods for dynamic
analysis and design.
(Design units: 2)
Corequisite: EECS 160LA.
Prerequisite: (EECS 10 or ENGRMAE 10) and EECS 150 and EECS 170B and EECS 170LB.
Restriction: Electrical Engineering majors have first consideration for enrollment.
EECS 160B. Sampled-Data and Digital Control Systems. 3 Units.
Sampled-data and digital control systems. Sampling process and theory of digital signals; z-transform and modeling; stability; z-plane, frequency
response, state-space techniques of digital control system synthesis.
(Design units: 2)
Prerequisite: EECS 31 and EECS 160A and EECS 160LA.
Restriction: Electrical Engineering majors have first consideration for enrollment.
EECS 160LA. Control Systems I Laboratory. 1 Unit.
Laboratory accompanying EECS 160A. Materials fee.
(Design units: 1)
Corequisite: EECS 160A.
Restriction: Electrical Engineering majors have first consideration for enrollment.
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EECS 161. Electric Machines and Drives. 3 Units.
Magnetic circuits and transformers. Fundamentals of energy conversion. Application to synchronous, induction, commutator, and special purpose
machines. Electric Drives.
(Design units: 2)
Corequisite: EECS 161L.
Prerequisite: EECS 70B.
Restriction: Electrical Engineering majors have first consideration for enrollment.
EECS 161L. Electric Machines and Drives Laboratory. 1 Unit.
Laboratory exercises supplementing the content of EECS 161.
(Design units: 0)
Corequisite: EECS 161.
Restriction: Electrical Engineering majors have first consideration for enrollment.
EECS 163. Power Systems. 4 Units.
Generation, transmission, and use of electrical energy. Fault calculation, protection, stability, and power flow.
(Design units: 1)
Corequisite: EECS 163L.
Prerequisite: EECS 70B.
Restriction: Electrical Engineering majors have first consideration for enrollment.
EECS 163L. Power Systems Laboratory. 1 Unit.
Experiments and field trips relevant to studies in power systems. Materials fee.
(Design units: 0)
Corequisite: EECS 163.
Restriction: Electrical Engineering majors have first consideration for enrollment.
EECS 166A. Industrial and Power Electronics. 4 Units.
Power switching devices, pulse width modulation (PWM) methods, switching converter topologies, control, and magnetics. Materials fee.
(Design units: 2)
Prerequisite: EECS 170C and EECS 160A.
Restriction: Electrical Engineering majors have first consideration for enrollment.
Concurrent with EECS 267A.
EECS 166B. Advanced Topics in Industrial and Power Electronics. 3 Units.
Practical design of switching converters, electromagnetic compatibility, thermal management, and/or control methods.
(Design units: 1)
Prerequisite: EECS 166A.
Restriction: Electrical Engineering majors have first consideration for enrollment.
EECS 170A. Electronics I. 4 Units.
The properties of semiconductors, electronic conduction in solids, the physics and operation principles of semiconductor devices such as diodes and
transistors, transistor equivalent circuits, and transistor amplifiers.
(Design units: 1)
Corequisite: PHYSICS 7E.
Prerequisite: PHYSICS 7D and EECS 70A.
Restriction: Computer Engineering and Electrical Engineering majors have first consideration for enrollment.
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EECS 170B. Electronics II. 4 Units.
Design and analysis of single-stage amplifiers, biasing circuits, inverters, logic gates, and memory elements based on CMOS transistors.
(Design units: 2)
Corequisite: EECS 170LB.
Prerequisite: EECS 70B and EECS 170A and EECS 170LA.
Restriction: Computer Engineering, Electrical Engineering, and Materials Science Engineering majors have first consideration for enrollment.
EECS 170C. Electronics III. 4 Units.
Principles of operation, design, and utilization of integrated circuit modules, including multi-stage amplifiers, operational amplifiers and logic circuits.
(Design units: 2)
Corequisite: EECS 170LC.
Prerequisite: EECS 170B and EECS 170LB.
Restriction: Electrical Engineering majors have first consideration for enrollment.
EECS 170D. Integrated Electronic Circuit Design. 4 Units.
Design and fabrication of modern digital integrated circuits. Fabrication of CMOS process, transistor-level design simulation, functional characteristics of
basic digital integrated circuits, and different logic families including the static and dynamic logic, layout, and extraction of digital circuits.
(Design units: 4)
Prerequisite: EECS 170C and EECS 170LC.
Overlaps with EECS 119, CSE 112.
Restriction: Electrical Engineering and Computer Engineering majors have first consideration for enrollment.
EECS 170E. Analog and Communications IC Design. 4 Units.
Advanced topics in design of analog and communications integrated circuits. Topics include: implementation of passive components in integrated
circuits; overview of frequency response of amplifiers, bandwidth estimation techniques, high-frequency amplifier design; design of radio-frequency
oscillators.
(Design units: 3)
Prerequisite: EECS 170C.
EECS 170LA. Electronics I Laboratory. 1 Unit.
Laboratory accompanying EECS 170A to perform experiments on semiconductor material properties, semiconductor device physics and operation
principles, and transistor amplifiers to improve experimental skills and to enhance the understanding of lecture materials.
(Design units: 1)
Corequisite: EECS 170A and PHYSICS 7E.
Prerequisite: PHYSICS 7D and EECS 70B.
Restriction: Computer Engineering, Electrical Engineering, and Materials Science Engineering majors have first consideration for enrollment.
EECS 170LB. Electronics II Laboratory. 1 Unit.
Laboratory accompanying EECS 170B.
(Design units: 1)
Corequisite: EECS 170B.
Prerequisite: EECS 170A and EECS 170LA.
Restriction: Computer Engineering and Electrical Engineering majors have first consideration for enrollment.
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EECS 170LC. Electronics III Laboratory. 1 Unit.
Laboratory accompanying EECS 170C to provide hands-on training in design of digital/analog circuits/subsystems. Materials fee.
(Design units: 1)
Corequisite: EECS 170C.
Prerequisite: EECS 170B and EECS 170LB.
Restriction: Electrical Engineering majors have first consideration for enrollment.
EECS 174. Semiconductor Devices. 4 Units.
Metal-semiconductor junctions, diodes, bipolar junction transistors, MOS structures, MOSFETs, CMOS technology, LEDs, and laser diodes.
(Design units: 1)
Prerequisite: EECS 170A.
Restriction: Electrical Engineering and Materials Science Engineering majors have first consideration for enrollment.
EECS 176. Fundamentals of Solid-State Electronics and Materials. 4 Units.
Physical properties of semiconductors and the roles materials play in device operation. Topics include: crystal structure, phonon vibrations, energy band,
transport phenomenon, optical properties and quantum confinement effect essential to the understanding of electronic, optoelectronic and nanodevices.
(Design units: 1)
Prerequisite: EECS 170A.
Restriction: Electrical Engineering and Materials Science Engineering majors have first consideration for enrollment.
EECS 179. Microelectromechanical Systems (MEMS). 4 Units.
Small-scale machines, small-scale phenomena, MEMS fabrication, MEMS CAD tools, MEMS devices and packaging, MEMS testing.
(Design units: 2)
Restriction: Biomedical Engineering and Electrical Engineering majors have first consideration for enrollment. Upper-division students only.
EECS 180A. Engineering Electromagnetics I. 4 Units.
Electrostatics, magnetostatics, and electromagnetic fields: solutions to problems in engineering applications; transmission lines, Maxwell's equations and
phasors, plane wave propagation, reflection, and transmission. Formerly EECS 180.
(Design units: 1)
Corequisite: MATH 2D and MATH 3D.
Prerequisite: PHYSICS 7E and EECS 145.
Restriction: Biomedical Engineering, Electrical Engineering, and Materials Science Engineering majors have first consideration for enrollment.
EECS 180B. Engineering Electromagnetics II. 4 Units.
Time-varying electromagnetic fields, plane waves, polarization, guidance of waves like rectangular waveguides and microstrips, optical fibers resonant
cavities, skin effects and losses, spherical waves, radiation and reception of waves, antenna basics. Formerly EECS 187.
(Design units: 1)
Prerequisite: EECS 180A.
Restriction: Electrical Engineering majors have first consideration for enrollment.
EECS 180C. Engineering Electromagnetics III. 4 Units.
ropagation in anisotropic media. Propagation in ferrites and non-reciprocal devices. Scattering and dispersion. Electromagnetic properties of materials.
Scattering of small nanoparticles. Spherical waves. Cross section of large and small objects. Radar equation. Coherent and incoherent radiation.
(Design units: 0)
Prerequisite: EECS 180B.
Restriction: Electrical Engineering majors have first consideration for enrollment.
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EECS 182. Monolithic Microwave Integrated Circuit (MMIC) Analysis and Design. 4 Units.
Design of microwave amplifiers including low-noise amplifiers, multiple stage amplifiers, power amplifiers, and introduction to broadband amplifiers. The
goal is to provide the basic knowledge for the design of microwave amplifiers ranging from wireless system to radar system.
(Design units: 3)
Prerequisite: EECS 180A.
EECS 188. Optical Electronics. 4 Units.
Photodiodes and optical detection, photometry and radiometry, geometric optics, lens theory, imaging system, EM wave propagation, optical
waveguides and fibers, heterojunction structures, laser theory, semiconductor lasers, and optical transmission system.
(Design units: 1)
Prerequisite: EECS 180A.
Restriction: Electrical Engineering majors have first consideration for enrollment.
EECS 195. Special Topics in Electrical and Computer Engineering. 1-4 Units.
Studies special topics in selected areas of Electrical and Computer Engineering. Topics addressed vary each quarter.
(Design units: 1-4)
Prerequisite: Prerequisites vary.
Repeatability: Unlimited as topics vary.
EECS 198. Group Study. 1-4 Units.
Group study of selected topics in Electrical and Computer Engineering.
(Design units: 1-4)
Repeatability: May be repeated for credit unlimited times.
Restriction: Upper-division students only.
EECS 199. Individual Study. 1-4 Units.
For undergraduate Engineering majors in supervised but independent reading, research, or design. Students taking Individual study for design credit are
to submit a written paper to the instructor and to the Undergraduate Student Affairs Office in the School of Engineering.
(Design units: 1-4)
Repeatability: May be taken for credit for 8 units.
EECS 199P. Individual Study. 1-4 Units.
For undergraduate Engineering majors in supervised but independent reading, research, or design. Students taking individual study for design credit are
to submit a written paper to the instructor and to the Student Affairs Office in the School of Engineering.
(Design units: 1-4)
Grading Option: Pass/no pass only.
Repeatability: May be repeated for credit unlimited times.
EECS 202A. Principles of Imaging. 4 Units.
Linear systems, probability and random processes, image processing, projecting imaging, tomographic imaging.
Same as PHYSICS 233A.
Restriction: Graduate students only.
Concurrent with PHYSICS 147A.
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EECS 202B. Techniques in Medical Imaging I: X-ray, Nuclear, and NMR Imaging. 4 Units.
Ionizing radiation, planar and tomographic radiographic and nuclear imaging, magnetism, NMR, MRI imaging.
Prerequisite: EECS 202A.
Same as PHYSICS 233B.
Restriction: Graduate students only.
Concurrent with PHYSICS 147B.
EECS 202C. Techniques in Medical Imaging II: Ultrasound, Electrophysiological, Optical. 4 Units.
Sound and ultrasound, ultrasonic imaging, physiological electromagnetism, EEG, MEG, ECG, MCG, optical properties of tissues, fluorescence and
bioluminescence, MR impedance imaging, MR spectroscopy, electron spin resonance and ESR imaging.
Prerequisite: EECS 202B.
Same as PHYSICS 233C.
Restriction: Graduate students only.
Concurrent with PHYSICS 147C.
EECS 203A. Digital Image Processing. 4 Units.
Pixel-level digital image representation and elementary operations; Fourier and other unitary transforms; compression, enhancement, filtering, and
restoration; laboratory experience is provided.
Restriction: Graduate students only.
EECS 210. Modeling and Rendering for Image Synthesis. 4 Units.
Provides the fundamental understanding of mathematical and physical models used in image synthesis applications: geometric models, physics of color
image formation, polygon approximations, ray tracing, and radiosity.
EECS 211. Advanced System Software. 4 Units.
Study of operating systems including interprocess communication, scheduling, resource management, concurrency, reliability, validation, protection and
security, and distributed computing support. System software design languages and modeling analysis.
Restriction: Graduate students only.
EECS 213. Computer Architecture. 4 Units.
Problems in hardware, firmware (microprogram), and software. Computer architecture for resource sharing, real-time applications, parallelism,
microprogramming, and fault tolerance. Various architectures based on cost/performance and current technology.
Restriction: Graduate students only.
EECS 215. Design and Analysis of Algorithms. 4 Units.
Computer algorithms from a practical standpoint. Algorithms for symbolic and numeric problems such as sorting, searching, graphs, and network flow.
Analysis includes algorithm time and space complexity.
EECS 217. VLSI System Design. 4 Units.
Overview of integrated fabrication, circuit simulation, basic device physics, device layout, timing; MOS logic design; layout generation, module
generation, techniques for very large scale integrated circuit design.
Restriction: Graduate students only.
EECS 219. Distributed Software Architecture and Design. 4 Units.
Practical issues for reducing the software complexity, lowering cost, and designing and implementing distributed software applications. Topics include
the distributed object model distributed environment, platform-independent software agents and components, the middleware architecture for distributed
real-time and secure services.
Prerequisite: EECS 211.
Restriction: Graduate students only.
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EECS 220. Advanced Digital Signal Processing Architecture. 4 Units.
Study the latest DSP architectures for applications in communication (wired and wireless) and multimedia processing. Emphasis given to understanding
the current design techniques and to evaluate the performance, power, and application domain of the latest DSP processors.
Prerequisite: EECS 213.
Restriction: Graduate students only.
EECS 221. Topics in Computer Engineering. 4 Units.
New research results in computer engineering.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
EECS 222. Embedded System Modeling. 4 Units.
Computational models for embedded systems. System-level specification and description languages. Concepts, requirements, examples. Embedded
system models at different levels of abstraction. Modeling of test benches, design under test, IP components. Discrete event simulation, semantics, and
algorithms. Formerly EECS 222A.
Restriction: Graduate students only.
EECS 223. Real-Time Computer Systems. 4 Units.
Time bases, clock synchronization, real-time communication protocols, specification of requirements, task scheduling. Validation of timelines, real-time
configuration management.
Prerequisite: EECS 211 and EECS 213.
Restriction: Graduate students only.
EECS 225. Embedded Systems Design. 4 Units.
Embedded systems design flow and methodology. Design space exploration. Co-design of hardware and software, embedded architecture and network
exploration and synthesis. System software/hardware interface generation. Real-time constraints, specification-to-architecture mapping, design tools and
methodologies. Formerly EECS 222B. Course may be offered online.
Restriction: Graduate students only.
EECS 226. Embedded System Software. 4 Units.
Embedded system software concepts, requirements, examples, for engineering applications such as multi-media and automotive. Software generation
methodology. Algorithmic specification, design constraints. Embedded operating systems. Static, dynamic, real-time scheduling. Input/output, interrupt
handling. Code generation, compilation, instruction set simulation. Formerly EECS 222C.
Restriction: Graduate students only.
EECS 227. Cyber-Physical System Design. 4 Units.
Model-based design of cyber-physical systems including, e.g., plant, sensing, control, actuation, embedded hardware/software, communication,
real-time analysis, various levels of simulation (MILS, SILS, HILS), tools and methodologies for automatic synthesis, and application from various
interdisciplinary domains.
(Design units: 0)
Restriction: Graduate students only.
EECS 228. Program Analysis. 4 Units.
Advance study of programming languages, compliers, and interpreters. Static and dynamic program analysis and its use in compilation, optimization,
garbage collection, bug finding, and parallelization.
Prerequisite: EECS 215 or COMPSCI 260.
Restriction: Graduate students only.
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EECS 229. Low Power SoC Design. 4 Units.
From an inverter to server centers, low-power design theory and practice in modern systems-on-chip (SoC), energy efficient design time and runtime
methods are surveyed at circuit, RTL, and architecture levels. Lab assignments will help students quantify tradeoffs and design practices.
Prerequisite: EECS 217.
Restriction: Graduate students only.
EECS 230. Energy Efficiency. 4 Units.
Green energy sources for production, transmission, storage, and utilization of electricity, with a special focus on solar, wind, and nuclear energy
production. Study of newly developed renewable sources of energy including capital cost, product cost, environmental issues, and technical feasibility.
EECS 240. Random Processes. 4 Units.
Extensions of probability theory to random variables varying with time. General properties of stochastic processes. Convergence. Estimation, including
nonlinear and linear minimum mean square error and maximum likelihood. Spectral density and linear filters. Poisson processes and discrete-time
Markov chains.
Restriction: Graduate students only.
EECS 241A. Digital Communications I. 4 Units.
Concepts and applications of digital communication systems. Baseband digital transmission of binary, multiamplitude, and multidimensional signals.
Introduction to and performance analysis of different modulation schemes.
EECS 241B. Digital Communications II. 4 Units.
Concepts and applications of equalization, multi-carrier modulation, spread spectrum and CDMA. Digital communications through fading memory
channels.
Prerequisite: EECS 241A.
Restriction: Graduate students only.
EECS 242. Information Theory. 4 Units.
Fundamental capabilities and limitations of information sources and information transmission systems. Analytical framework for modeling and evaluating
communication systems: entropy, mutual information asymptotic equipartition property, entropy rates of a stochastic process, data compression, channel
capacity, differential entropy, the Gaussian channel.
Prerequisite: EECS 240.
EECS 243. Error Correcting Codes. 4 Units.
Different techniques for error correcting codes and analyzing their performance. Linear block codes; cyclic codes; convolutional codes. Minimum
distance; optimal decoding; Viterbi decoding; bit error probability. Coding gain; trellis coded modulation.
Prerequisite: EECS 240.
Restriction: Graduate students only.
EECS 244. Wireless Communications. 4 Units.
Introduction to wireless communications systems. Wireless channel modeling. Single carries, spread spectrum, and multi-carrier wireless modulation
schemes. Diversity techniques. Multiple-access schemes. Transceiver design and system level tradeoffs. Brief overview of GSM, CDMA, (IS-95) and
2.5, 3G cellular schemes.
Prerequisite: EECS 241B.
Restriction: Graduate students only.
EECS 245. Space-Time Coding. 4 Units.
A fundamental study of: Capacity of MIMO Channels, space-time code design criteria, space-time block codes, space-time trellis codes, differential
detection for multiple antennas, spatial multiplexing, BLAST.
Prerequisite: EECS 242.
Restriction: Graduate students only.
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EECS 246. Network Coding: Theory and Applications. 4 Units.
Theoretical frameworks for network coding: linear, algebraic and random network coding; linear programming and combinatorial frameworks. Network
code design. Benefits and costs. Practical network coding. Applications to wireless networks, content distribution, security, and other areas.
Prerequisite: EECS 248A or NET SYS 201 or COMPSCI 232.
Same as NET SYS 256.
Restriction: Graduate students only.
EECS 248A. Computer and Communication Networks. 4 Units.
Network architecture of the Internet, telephone networks, cable networks, and cell phone networks. Network performance models. Network performance
models. Advanced concepts and implementations of flow and congestion control, addressing, internetworking, forwarding, routing, multiple access,
streaming, and quality-of-service.
Prerequisite: EECS 148 or COMPSCI 132.
Same as COMPSCI 232, NET SYS 201.
Restriction: Graduate students only.
EECS 250. Digital Signal Processing I. 4 Units.
Fundamental principles of digital signal processing, sampling, decimation and interpolation, discrete Fourier transforms and FFT algorithms, transversal
and recursive filters, discrete random processes, and finite-word effects in digital filters.
Restriction: Graduate students only.
EECS 251A. Detection, Estimation, and Demodulation Theory. 4 Units.
Fundamentals of hypothesis testing and Bayes and Maximum Likelihood Estimation. ARMA and state variable models for random time series analysis.
Wiener and Kalman filtering and prediction. Adaptive algorithms for identification and tracking of parameters of time-varying models.
Prerequisite: EECS 240.
EECS 251B. Detection, Estimation, and Demodulation Theory. 4 Units.
Fundamentals of hypothesis testing and Bayes and Maximum Likelihood Estimation. ARMA and state variable models for random time series analysis.
Wiener and Kalman filtering and prediction. Adaptive algorithms for identification and tracking of parameters of time-varying models.
Prerequisite: EECS 240.
EECS 260A. Linear Systems I. 4 Units.
State-space representation of continuous-time and discrete-time linear systems. Controllability, observability, stability. Realization of rational transfer
functions.
Restriction: Graduate students only.
EECS 261A. Linear Optimization Methods. 4 Units.
Formulation, solution, and analysis of linear programming and linear network flow problems. Simplex methods, dual ascent methods, interior point
algorithms, and auction algorithms. Duality theory and sensitivity analysis. Shortest path, max-flow, assignment, and minimum cost flow problems.
Restriction: Graduate students only.
EECS 267A. Industrial and Power Electronics. 4 Units.
Power switching devices, pulse width modulation (PWM) methods, switching converter topologies, control, and magnetics. Materials fee.
Restriction: Graduate students only.
Concurrent with EECS 166A.
EECS 267B. Topics in Industrial and Power Electronics. 4 Units.
Practical design of switching converters, electromagnetic compatibility, thermal management, and/or control methods.
Prerequisite: EECS 267A.
Restriction: Graduate students only.
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EECS 270A. Advanced Analog Integrated Circuit Design I. 4 Units.
Basic transistor configurations; differential pairs; active load/current sources; supply/temperature-independent biasing; op-amp gain and output stages;
amplifier frequency response and stability compensation; nonidealities in op-amps; noise and dynamic range in analog circuits.
Restriction: Graduate students only.
EECS 270B. Advanced Analog Integrated Circuit Design II. 4 Units.
Advanced transistor modeling issues; discrete-time and continuous-time analog Integrated Circuit (IC) filters; phase-locked loops; design of ICs
operating at radio frequencies; low-voltage/low-power design techniques; A/D and D/A converters; AGC circuits.
Prerequisite: EECS 270A.
Restriction: Graduate students only.
EECS 270C. Design of Integrated Circuits for Broadband Applications. 4 Units.
Topics include: broadband standards and protocols; high-frequency circuit design techniques; PLL theory and design; design of transceivers; electrical/
optical interfaces.
Prerequisite: EECS 270A.
Restriction: Graduate students only.
EECS 270D. Radio-Frequency Integrated Circuit Design. 4 Units.
Topics include: RF component modeling; matching network design; transmission line theory/modeling; Smith chart and S-parameters; noise modeling of
active and passive components; high-frequency amplifier design; low-noise amplifier (LNA) design; mixer design; RF power amplifier.
Prerequisite: EECS 270A.
Restriction: Graduate students only.
EECS 272. Topics in Electronic System Design. 4 Units.
New research results in electronic system design.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
EECS 273. Electronics Packaging. 4 Units.
Materials, processes, techniques, and principles in interconnect and packaging of electronic products after the device-containing semiconductor wafer
is fabricated. The electronic, optical, thermal, mechanical, and reliability properties of the materials are evaluated in the context of modern electronics
manufacturing processes.
Restriction: Graduate students only.
EECS 274. Biomedical Microdevices (MEMOS). 4 Units.
Construction of biomedical microdevices, lithographic patterning and etching of microdevices, sealing and connecting microdevices, molding of
microdevices, testing of microdevices.
Restriction: Graduate students only.
EECS 275A. Very Large Scale Integration (VLSI) Project. 4 Units.
Students create VLSI design projects from conception through architecture, floor planning, detailed design, simulation, verification, and submission for
project fabrication. Emphasis on practical experience in robust VLSI design techniques. (Successful students are expected to take EECS 275B.).
Restriction: Graduate students only.
EECS 275B. Very Large Scale Integration (VLSI) Project Testing. 4 Units.
Test and document student-created Complementary Metal Oxide Semiconductor (CMOS) Very Large Scale Integration (VLSI) projects designed in
EECS 275A. Emphasis on practical laboratory experience in VLSI testing techniques. Materials fee.
Prerequisite: EECS 275A.
Restriction: Graduate students only.
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EECS 277A. Advanced Semiconductor Devices I. 4 Units.
Advanced complementary metal-oxide-semiconductor field-effect transistors (CMOSFET), device scaling, device modeling and fabrication, equivalent
circuits, and their applications for digital, analog, RF.
Restriction: Graduate students only.
EECS 277B. Advanced Semiconductor Devices II. 4 Units.
Metal-semiconductor field-effect transistors (MESFET), heterojunction bipolar transistors (HBT), microwave semiconductor devices, equivalent circuits,
device modeling and fabrication, microwave amplifiers, transmitters, and receivers.
Restriction: Graduate students only.
EECS 277C. Nanotechnology. 4 Units.
Fabrication and characterization techniques of electrical circuit elements at the nanometer scale. Quantized conductance, semiconductor quantum dots,
single electron transistors, molecular wires, carbon nanotubes, self-assembly of nano-circuit elements, quantum methods of information processing.
Restriction: Graduate students only.
EECS 278. Micro-System Design. 4 Units.
Covers the fundamentals of the many disciplines needed for design of Micro-Electro-Mechanical Systems (MEMS): microfabrication technology,
structural mechanics on micro-scale, electrostatics, circuit interface, control, computer-aided design, and system integration.
Same as ENGRMAE 247.
Restriction: Graduate students only.
EECS 279. Micro-Sensors and Actuators. 4 Units.
Introduction to the technology of Micro-Electro-Mechanical Systems (MEMS). Fundamental principles and applications of important microsensors,
actuation principles on microscale. Introduction to the elements of signal processing; processing of materials for micro sensor/actuator fabrication; smart
sensors and microsensor/microactuator array devices.
Same as ENGRMAE 249.
Restriction: Graduate students only.
EECS 280A. Advanced Engineering Electromagnetics I. 4 Units.
Stationary electromagnetic fields, Maxwell's equations, circuits and transmission lines, plane waves, guided waves, and radiation.
Restriction: Graduate students only.
EECS 280B. Advanced Engineering Electromagnetics II. 4 Units.
Two- and three-dimensional boundary value problems, dielectric waveguides and other special waveguides, microwave networks and antenna arrays,
electromagnetic properties of materials, and electromagnetic optics.
Prerequisite: EECS 280A.
Restriction: Graduate students only.
EECS 282. Monolithic Microwave Integrated Circuit (MMIC) Analysis and Design II. 4 Units.
Design of microwave amplifiers using computer-aided design tools. Covers low-noise amplifiers, multiple stage amplifiers, broadband amplifiers, and
power amplifiers. Hybrid circuit design techniques including filters and baluns. Theory and design rules for microwave oscillator design.
Restriction: Graduate students only.
EECS 285A. Optical Communications. 4 Units.
Introduction to fiber optic communication systems, optical and electro-optic materials, and high-speed optical modulation and switching devices.
Restriction: Graduate students only.
EECS 285B. Lasers and Photonics. 4 Units.
Covers the fundamentals of lasers and applications, including Gaussian beam propagation, interaction of optical radiation with matters, and concepts of
optical gain and feedback. Applications are drawn from diverse fields of optical communication, signal processing, and material diagnosis.
Prerequisite: Undergraduate course work in electromagnetic theory and atomic physics.
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EECS 285C. Nano Imaging. 4 Units.
Theory and practice of modern nanoscale imaging techniques and applications. Traces the development of microscopy from ancient times to modern
day techniques used for visualizing the nano-world from atoms to molecules including hands-on experience in the laboratory.
Restriction: Graduate students only.
EECS 290. Curricular Practical Training. 1 Unit.
Curricular practical training. Students will go through practical training under an industry mentor in a technical field corresponding to their concentration
area.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
EECS 292. Preparation for M.S. Comprehensive Examination. 1-8 Units.
Individual reading and preparation for the M.S. comprehensive examination.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
EECS 293. Preparation for Ph.D. Preliminary Examination. 1-8 Units.
Individual reading and preparation for the Ph.D. preliminary examination.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
EECS 294. Electrical Engineering and Computer Science Colloquium. 1 Unit.
Invited speakers discuss their latest research results in electrical engineering and computer science.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
EECS 295. Seminars in Engineering. 1-4 Units.
Scheduled each year by individual faculty in major field of interest.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
EECS 296. Master of Science Thesis Research. 1-16 Units.
Individual research or investigation conducted in the pursuit of preparing and completing the thesis required for the M.S. degree in Engineering.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
EECS 297. Doctor of Philosophy Dissertation Research. 1-16 Units.
Individual research or investigation conducted in preparing and completing the dissertation required for the Ph.D. degree in Engineering.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
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EECS 298. Topics in Electrical Engineering and Computer Science. 4 Units.
Study of Electrical and Computer Engineering concepts.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
EECS 299. Individual Research. 1-16 Units.
Individual research or investigation under the direction of an individual faculty member.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
Engineering Courses
ENGR 1A. General Chemistry for Engineers. 4 Units.
Emphasis on solid-state chemistry. Quantum theory, atomic structure, periodic trends, chemical bonding, molecular orbitals, electronic band structure,
gases, liquids, intermolecular forces, unit cells, crystal lattices, phase transformations, and electrochemistry.
(Design units: 0)
Prerequisite: A score of 2 or 3 on the AP Chemistry exam, or a score of 550 or higher on the SAT Chemistry Subject exam, or Engineering Chemistry
Placement Exam (fee required).
Overlaps with CHEM 1A.
Restriction: School of Engineering majors only.
(II)
ENGR 5. Freshman Seminar In Engineering. 1 Unit.
An introduction to the engineering profession. Weekly seminars by both faculty and representatives from industry present an overview of each
engineering discipline. Students learn about current trends and issues in engineering, and career and academic options.
(Design units: 0)
Grading Option: Pass/no pass only.
Restriction: Freshmen only.
ENGR 7A. Introduction to Engineering I. 2 Units.
Introduction to engineering disciplines and the design process. Course may be offered online. Materials fee.
(Design units: 1)
Grading Option: In progress only.
ENGR 7B. Introduction to Engineering II. 2 Units.
Introduction to engineering disciplines and the design process. Course may be offered online. Materials fee.
(Design units: 2)
Prerequisite: ENGR 7A.
ENGR 30. Statics. 4 Units.
Addition and resolution of forces, distributed forces, equivalent system of forces centroids, first moments, moments and products on inertia, equilibrium
of rigid bodies, trusses, beams, cables. Course may be offered online.
(Design units: 0)
Corequisite: MATH 2D.
Prerequisite: MATH 2D and PHYSICS 7C.
Same as ENGRCEE 30, ENGRMAE 30.
Restriction: School of Engineering majors have first consideration for enrollment.
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ENGR 54. Principles of Materials Science and Engineering. 4 Units.
Superconductors to biodegradable polymers. Structure and properties of materials, including metal, ceramics, polymers, semiconductors, composites,
traditional materials. Atomic structure, bonding, defects, phase equilibria, mechanical properties, electrical, optical and magnetic properties. Introduction
to materials processing and synthesis. Course may be offered online. Materials fee.
(Design units: 0)
Prerequisite: (ENGR 1A or CHEM 1A) and PHYSICS 7C.
Restriction: School of Engineering majors have first consideration for enrollment.
ENGR 69. Energy Facilities Inspection. 1 Workload Unit.
Inspection of power-generating stations of various types, oil and gas processing facilities, and end-use facilities.
(Design units: 0)
Repeatability: May be repeated for credit unlimited times.
ENGR 80. Dynamics. 4 Units.
Introduction to the kinetics and dynamics of particles and rigid bodies. The Newton-Euler, Work/Energy, and Impulse/Momentum methods are explored
for ascertaining the dynamics of particles and rigid bodies. An engineering design problem using these fundamental principles is also undertaken.
Course may be offered online.
(Design units: 0.5)
Prerequisite: MATH 2D and PHYSICS 7C.
Same as ENGRCEE 80, ENGRMAE 80.
Restriction: School of Engineering majors have first consideration for enrollment.
ENGR 92. Engineering and Computer Educational Laboratory. 1-4 Workload Units.
Comprehensive academic support designed primarily for underrepresented or underprepared students in Engineering, ICS, or selected areas of the
physical sciences. Typical program activities: tutoring, study skills, career planning, self-esteem enhancement, library research techniques.
(Design units: 0)
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit for 12 units.
ENGR 93. Public and Professional Service in Engineering. 1-2 Workload Units.
Student participation in public and professional service activities related to engineering.
(Design units: 0)
Grading Option: Pass/no pass only.
Repeatability: May be repeated for credit unlimited times.
ENGR 98. Group Study . 1-4 Units.
Group study of selected topics in engineering.
(Design units: 1-4)
Repeatability: Unlimited as topics vary.
ENGR 100. Special Topics in Fabrication Safety. 1 Workload Unit.
Hands on training in the safe use of item fabrication: metalworking, woodworking, electronics fabrication, composites, welding, adhesives, water
disposal, and others. Safety certification will be granted from this course and is required for access to Engineering School fabrication facilities.
(Design units: 0)
Repeatability: Unlimited as topics vary.
Restriction: School of Engineering majors have first consideration for enrollment.
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ENGR 150. Mechanics of Structures. 4 Units.
Stresses and strains. Torsion. Bending. Beam deflection. Shear force and moment distributions in beams. Yielding and buckling of columns. Combined
loading. Transformation of stresses and strain. Yielding criteria. Finite elements analysis of frames. Dynamic of two-bar truss.
(Design units: 2)
Prerequisite: (ENGRCEE 30 or ENGR 30 or ENGRMAE 30) and MATH 3A.
Same as ENGRMAE 150.
Overlaps with ENGRCEE 150.
Restriction: Aerospace Engineering, Chemical Engineering, Materials Science Engineering, and Mechanical Engineering majors have first consideration
for enrollment.
ENGR 165. Advanced Manufacturing. 4 Units.
Principles in manufacturing processes. All machining requires energy: mechanical (cutting and shaping), heat energy (laser cutting), photochemical
(photolithography), chemical energy (electro chemical machining and chemical vapor deposition). These methods and their fundamentals are examined.
(Design units: 2)
Restriction: School of Engineering majors only. Seniors only.
Concurrent with ENGR 265.
ENGR 180. Entrepreneurship for Scientists and Engineers. 4 Units.
Real-world introduction to the theory and practice of entrepreneurship. Explore organizational, strategic, and financial challenges; start-up strategies;
business idea evaluation; and business plan writing. Presentations by prestigious entrepreneurs and industry leaders.
(Design units: 0)
Restriction: Upper-division students only. School of Engineering majors have first consideration for enrollment.
Concurrent with ENGR 280.
ENGR 189. Senior Project - Topics Vary. 1-4 Units.
Multidisciplinary group senior project of theoretical or applied nature involving design.
(Design units: 1-4)
Repeatability: May be taken for credit for 12 units as topics vary.
Restriction: Seniors only.
ENGR 190W. Communications in the Professional World. 4 Units.
Workshop in technical and scientific writing. Oral presentation with video monitoring. Communication with various publics. Real-world professionalism.
(Design units: 0)
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Restriction: Aerospace Engineering, Biomedical Engineering, Chemical Engineering, Civil Engineering, Computer Engineering, Electrical Engineering,
Environmental Engineering, Materials Science Engineering and Mechanical Engineering majors have first consideration for enrollment.
(Ib)
ENGR 195. Special Topics in Engineering. 1-4 Units.
Studies in selected areas of Engineering. Topics addressed vary each quarter.
(Design units: 1-4)
Prerequisite: Prerequisites vary.
Repeatability: Unlimited as topics vary.
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ENGR 196. Engineering Thesis. 4 Units.
Preparation of final presentation and paper describing individual research in engineering completed in one or more quarters of individual study (i.e.,
ENGR 199).
(Design units: 0)
Prerequisite: Completion of at least 4 units of Individual Research in Engineering.
ENGR 196W. Engineering Thesis. 4 Units.
Preparation of final presentation and paper describing individual research in Engineering completed in one or more quarters of individual study (i.e.,
ENGR 199).
Prerequisite: Completion of at least 4 units of Individual Research in Engineering. Satisfactory completion of the Lower-Division Writing requirement.
(Ib)
ENGR H196. Honors Thesis. 4 Units.
Preparation of final presentation and paper describing individual research in Engineering. For participants in the Campuswide Honors Program.
(Design units: 1-4)
Prerequisite: ENGR H199.
Restriction: Campuswide Honors Program students only.
ENGR H196W. Honors Thesis. 4 Units.
Preparation of final presentation and paper describing individual research in Engineering. For participants in the Campuswide Honors Program.
(Design units: 1-4)
Prerequisite: ENGR H199. Satisfactory completion of the Lower-Division Writing requirement.
Restriction: Campuswide Honors Program students only.
(Ib)
ENGR 197A. Educational Strategies for Tutoring and Teacher Aiding . 4 Units.
Placement in a public elementary or secondary school to gain experience as a tutor or teacher aide. Emphasis on cognitive learning and the
development of instructional strategies and resources which can be used in effective cross-age and cross-cultural experiences.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 3 times.
Same as EDUC 100.
ENGR 199. Individual Study. 1-4 Units.
Supervised independent reading, research, or design for undergraduate Engineering majors. Students taking individual study for design credit are to
submit a written paper to the instructor and to the Undergraduate Student Affairs Office in the School of Engineering.
(Design units: 1-4)
Repeatability: May be taken for credit for 8 units.
Restriction: School of Engineering majors only.
ENGR 199P. Individual Study. 1-4 Units.
Supervised independent reading, research, or design for undergraduate Engineering majors. Students taking individual study for design credit are to
submit a written paper to the instructor and to the Undergraduate Student Affairs Office in the School of Engineering.
(Design units: 1-4)
Grading Option: Pass/no pass only.
Repeatability: May be repeated for credit unlimited times.
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ENGR H199. Individual Study for Honors Students. 1-5 Units.
Supervised research in Engineering for participants in the Campuswide Honors Program. Students taking individual study for design credit are to submit
a written paper to the instructor and to the Undergraduate Student Affairs Office in the School of Engineering.
(Design units: 1-5)
Repeatability: May be repeated for credit unlimited times.
Restriction: Campuswide Honors Program students only.
ENGR 260A. Technology for Life. 4 Units.
Engineering techniques including physics, chemistry, biology, and micro/nano technology for enabling life sciences research in the areas of genomics/
proteomics, cells, tissues/organs, and biomolecules.
Restriction: Graduate students only.
ENGR 260B. Technology of Life. 4 Units.
Engineering perspectives of evolution in life sciences including the physics, chemistry, and mechanics of various life systems such as DNA, RNA,
biomolecules, cells, organs.
Restriction: Graduate students only.
ENGR 265. Advanced Manufacturing. 4 Units.
Principles in manufacturing processes. All machining requires energy: mechanical (cutting and shaping), heat energy (laser cutting), photochemical
(photolithography), chemical energy (electro chemical machining and chemical vapor deposition). These methods and their fundamentals are examined.
Restriction: School of Engineering graduate students only.
Concurrent with ENGR 165.
ENGR 280. Entrepreneurship for Scientists and Engineers. 4 Units.
Real-world introduction to the theory and practice of entrepreneurship. Explore organizational, strategic, and financial challenges; start-up strategies;
business idea evaluation; and business plan writing. Presentations by prestigious entrepreneurs and industry leaders.
(Design units: 0)
Restriction: Graduate students only. School of Engineering majors have first consideration for enrollment.
Concurrent with ENGR 180.
ENGR 295. Special Topics in Engineering. 1-4 Units.
Studies in selected areas of Engineering. Topics addressed vary each quarter.
Prerequisite: Prerequisites vary.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
ENGR 296. Master of Science Thesis Research. 1-16 Units.
Individual research or investigation conducted in the pursuit of preparing and completing the thesis required for the M.S. in Engineering.
Repeatability: May be repeated for credit unlimited times.
ENGR 297. Doctor of Philosophy Dissertation Research. 1-16 Units.
Individual research or or investigation conducted in the pursuit of preparing and completing the dissertation required for the Ph.D. in Engineering.
Repeatability: May be repeated for credit unlimited times.
ENGR 299. Individual Research. 1-16 Units.
Individual research or investigation under the direction of an individual faculty.
Repeatability: May be repeated for credit unlimited times.
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ENGR 399. University Teaching. 4 Units.
University teaching with Engineering faculty.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Teaching assistants only.
Mechanical and Aerospace Engineering Courses
ENGRMAE 10. Introduction to Engineering Computations. 4 Units.
Introduction to the solution of engineering problems through the use of the computer. Elementary programming in FORTRAN and Matlab is taught. No
previous knowledge of computer programming is assumed.
(Design units: 1)
Corequisite: MATH 2A.
Prerequisite: MATH 2A.
Overlaps with ENGR 10, EECS 10, EECS 12.
Restriction: School of Engineering majors have first consideration for enrollment.
ENGRMAE 30. Statics. 4 Units.
Addition and resolution of forces, distributed forces, equivalent system of forces centroids, first moments, moments and products on inertia, equilibrium
of rigid bodies, trusses, beams, cables. Course may be offered online.
(Design units: 0)
Corequisite: MATH 2D.
Prerequisite: MATH 2D and PHYSICS 7C.
Same as ENGRCEE 30, ENGR 30.
Restriction: School of Engineering majors have first consideration for enrollment.
ENGRMAE 52. Computer-Aided Design. 4 Units.
Develops skills for interpretation and presentation of mechanical design drawings and the use of CAD in engineering design. An integrated approach to
drafting based on sketching, manual drawing, and three-dimensional CAD techniques is presented.
(Design units: 0.5)
Restriction: Mechanical Engineering and Materials Science Engineering majors have first consideration for enrollment.
ENGRMAE 57. Manufacturing Processes in Engineering. 2 Units.
With laboratory. Machines and processes of mechanical manufacturing. Safety and professional procedures emphasized. Use of measuring instruments,
hand tools, lathe, mill, drill press, bandsaw, grinder, welding equipment.
(Design units: 0)
Grading Option: Pass/no pass only.
Restriction: School of Engineering majors have first consideration for enrollment.
ENGRMAE 60. Electric Circuits. 4 Units.
Design and analysis of analog circuits based on lumped circuit elements with emphasis on the use of operational amplifiers. Sinusoidal and transient
response. Constructional and laboratory testing of analog circuits, and introduction to data acquisition. Materials fee.
(Design units: 2)
Corequisite: MATH 3D.
Prerequisite: PHYSICS 7D and PHYSICS 7LD.
Overlaps with EECS 70A, CSE 70A.
Restriction: Mechanical Engineering and Aerospace Engineering majors have first consideration for enrollment.
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ENGRMAE 80. Dynamics. 4 Units.
Introduction to the kinetics and dynamics of particles and rigid bodies. The Newton-Euler, Work/Energy, and Impulse/Momentum methods are explored
for ascertaining the dynamics of particles and rigid bodies. An engineering design problem using these fundamental principles is also undertaken.
Course may be offered online.
(Design units: 0.5)
Prerequisite: MATH 2D and PHYSICS 7C.
Same as ENGRCEE 80, ENGR 80.
Restriction: School of Engineering majors have first consideration for enrollment.
ENGRMAE 91. Introduction to Thermodynamics. 4 Units.
Thermodynamic principles; open and closed systems representative of engineering problems. First and second law of thermodynamics with applications
to engineering systems and design. Course may be offered online.
(Design units: 0.5)
Prerequisite: PHYSICS 7C and MATH 2D.
Overlaps with CBEMS 45B.
Restriction: Aerospace Engineering, Civil Engineering, Environmental Engineering, Materials Science Engineering, and Mechanical Engineering majors
have first consideration for enrollment.
ENGRMAE 93. Design Project . 1-2 Units.
Early-stage design/hands-on experience for lower-division students, and allows them to participate along side seniors in the design project.
(Design units: 1)
Repeatability: May be taken for credit 4 times as topics vary.
Restriction: Aerospace Engineering and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 106. Mechanical Systems Laboratory. 4 Units.
Experiments in linear systems, including op-amp circuits, vibrations, and control systems. Emphasis on demonstrating that mathematical models can be
useful tools for the analysis and design of electro-mechanical systems. Materials fee.
(Design units: 2)
Prerequisite: ENGRMAE 60 or EECS 70A.
Restriction: Aerospace Engineering, Materials Science Engineering, and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 107. Fluid Thermal Science Laboratory. 4 Units.
Fluid and thermal engineering laboratory. Experimental analysis of fluid flow, heat transfer, and thermodynamic systems. Probability, statistics, and
uncertainly analysis. Report writing is emphasized and a design project is required. Materials fee.
(Design units: 1)
Corequisite: ENGRMAE 120.
Restriction: Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 108. Aerospace Laboratory. 4 Units.
Analytical and experimental investigation in aerodynamics, fluid dynamics, and heat transfer. Emphasis on study of flow over objects and lift and drag on
airfoils. Introduction to basic diagnostic techniques. Report writing is emphasized. Design project is required. Materials fee.
(Design units: 2)
Prerequisite: ENGRMAE 130B.
Restriction: Aerospace Engineering and Mechanical Engineering majors have first consideration for enrollment.
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ENGRMAE 110. Combustion and Fuel Cell Systems. 4 Units.
Fundamentals of gaseous, liquid, and coal-fired combustion and fuel cell systems. Fuels, fuel-air mixing, aerodynamics, and combustion and fuel cell
thermodynamics. Operating and design aspects of practical systems including engines, power generators, boilers, furnaces, and incinerators.
(Design units: 2)
Prerequisite: ENGRMAE 115.
Restriction: Chemical Engineering, Environmental Engineering, and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 112. Propulsion. 4 Units.
Application of thermodynamics and fluid mechanics to basic flow processes and cycle performance in propulsion systems: gas turbines, ramjets,
scramjets, and rockets.
(Design units: 1)
Prerequisite: ENGRMAE 130B.
Restriction: Aerospace Engineering and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 113. Electric Propulsion. 4 Units.
Space propulsion requirements and maneuvers, stressing those best suited to electric propulsion. An introduction to plasma physics. Electrothermal,
electromagnetic and electrostatis accelerators, with emphasis in technologies (ion engines, Hall thrusters and colloidal thrusters) belonging to the latter
family.
(Design units: 1)
Prerequisite: ENGRMAE 112.
Concurrent with ENGRMAE 213.
ENGRMAE 114. Fuel Cell Fundamentals and Technology. 4 Units.
Introduction to electrochemistry and electrocatalysis; nature of fuel-cell electrodes and electrolytes; charge transfer reactions at interfaces;
charge transport and mass transport processes; fuel processing reactions; determination of fuel cell efficiency, fuel flexibility, emissions and other
characteristics.
(Design units: 0)
Prerequisite: ENGRMAE 115.
Restriction: Aerospace Engineering and Mechanical Engineering majors have first consideration for enrollment. Seniors only.
Concurrent with ENGRMAE 214A
ENGRMAE 115. Applied Engineering Thermodynamics. 4 Units.
Application of thermodynamic principles to compressible and incompressible processes representative of practical engineering problems; power cycles,
refrigeration cycles, multicomponent mixtures, air conditioning systems, combustion, and compressible flow. Design of a thermodynamic process.
(Design units: 2)
Prerequisite: ENGRMAE 91.
Overlaps with CBEMS 45C.
Restriction: Chemical Engineering, Environmental Engineering, and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 117. Solar and Renewable Energy Systems. 4 Units.
Basic principles, design, and operation of solar and other renewable energy systems including solar photo-voltaic, solar thermal, wind, and PEM fuel
cell. Includes power generation and storage, and renewable fuels for transportation and stationary power generation.
(Design units: 1)
Prerequisite: ENGRMAE 91.
Restriction: Mechanical Engineering majors have first consideration for enrollment.
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ENGRMAE 118. Sustainable Energy Systems. 4 Units.
Basic principles, design, and operation of sustainable energy systems including wind, solar photo-voltaic and thermal, hydroelectric, geothermal,
oceanic, biomass combustion, advanced coal, and next generation nuclear. Includes power generation, storage, and transmission for stationary power
generation.
(Design units: 1)
Prerequisite: ENGRMAE 115.
Concurrent with ENGRMAE 218.
ENGRMAE 120. Heat and Mass Transfer. 4 Units.
Fundamentals of heat and mass transfer. Conduction, heat and mass transfer by convection in laminar and turbulent flows, radiation heat transfer, and
combined modes of heat and mass transfer. Practical engineering applications.
(Design units: 0)
Prerequisite: ENGRMAE 130B.
Overlaps with CBEMS 125B.
Restriction: Aerospace Engineering, Materials Science Engineering, and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 130A. Introduction to Fluid Mechanics. 4 Units.
Fundamental concepts; fluid statics; fluid dynamics; Bernoulli's equation; control-volume analysis; basic flow equations of conservation of mass,
momentum, and energy; differential analysis; potential flow; viscous incompressible flow.
(Design units: 0)
Prerequisite: PHYSICS 7C and MATH 2D and MATH 2E and MATH 3D and ENGRMAE 30 and ENGRMAE 80 and ENGRMAE 91. PHYSICS 7C with a
grade of C- or better. MATH 2D with a grade of C- or better. MATH 2E with a grade of C- or better. MATH 3D with a grade of C- or better. ENGRMAE 30
with a grade of C- or better. ENGRMAE 80 with a grade of C- or better. ENGRMAE 91 with a grade of C- or better.
Overlaps with CBEMS 125A, ENGRCEE 170.
Restriction: Aerospace Engineering, Civil Engineering, Materials Science Engineering, and Mechanical Engineering majors have first consideration for
enrollment.
ENGRMAE 130B. Introduction to Viscous and Compressible Flows. 4 Units.
Introduction to the analysis of viscous flows including fully developed laminar and turbulent flow in a pipe, viscous flow over immersed bodies, evaluation
of boundary layer characteristics, lift and drag, compressible flow in a duct and normal shock waves.
(Design units: 1)
Prerequisite: ENGRMAE 130A.
Restriction: Aerospace Engineering and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 132. Computational Fluid Dynamics. 4 Units.
Introduction to computational fluid dynamics in simple engineering devices. The numerical simulations will be performed via the widely-used software
ANSYS-Fluent. While Fluent is the choice of software, all major CFD packages are based on a similar numerical method.
(Design units: 0)
Prerequisite: ENGRMAE 130B. ENGRMAE 130B with a grade of C- or better.
Restriction: Aerospace Engineering and Mechanical Engineering majors have first consideration
ENGRMAE 135. Compressible Flow. 4 Units.
Compressibility effects in fluid mechanics. One-dimensional flow with area variation, friction, heat transfer, and shocks. Design of gas supply systems.
Two-dimensional flow with oblique shocks and isentropic waves. Supersonic airfoil theory and design, wind tunnel design. Basic diagnostics.
(Design units: 1)
Prerequisite: ENGRMAE 130B.
Restriction: Aerospace Engineering and Mechanical Engineering majors have first consideration for enrollment.
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ENGRMAE 136. Aerodynamics. 4 Units.
Analysis of flow over aircraft wings and airfoils, prediction of lift, moment, and drag. Topics: fluid dynamics equations; flow similitude; viscous
effects; vorticity, circulation, Kelvin's theorem, potential flow; superposition principle, Kutta-Joukowski theorem; thin airfoil theory; finite wing theory;
compressibility.
(Design units: 1)
Prerequisite: ENGRMAE 130B.
Restriction: Aerospace Engineering and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 140. Introduction to Engineering Analysis. 4 Units.
Analytical methods of engineering. Nonhomogeneous linear ordinary differential equations. Variable coefficient linear ordinary differential equations.
Eigenfunction expansions. Laplace transforms. Introduction to Fourier transforms. Linear partial differential equations.
(Design units: 0)
Prerequisite: MATH 2E and MATH 3D.
Restriction: Aerospace Engineering, Civil Engineering, and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 145. Theory of Machines and Mechanisms. 4 Units.
Presents the basic mathematical theory of machines. Focuses on the principles of cam design, gearing and gear train analysis, and the kinematic and
dynamic analysis of linkages, together with an introduction to robotics.
(Design units: 2)
Prerequisite: ENGRMAE 52 and ENGRMAE 80 and MATH 3A.
Restriction: Mechanical Engineering and Materials Science Engineering majors have first consideration for enrollment.
ENGRMAE 146. Astronautics. 4 Units.
Motion in gravitational force fields, orbit transfers, rocketry, interplanetary trajectories, attitude dynamics and stabilization, navigation, reentry, the space
environment.
(Design units: 1)
Prerequisite: ENGRMAE 80.
Restriction: Aerospace Engineering majors have first consideration for enrollment.
ENGRMAE 147. Vibrations. 4 Units.
Analysis of structural vibrations of mechanical systems. Modeling for lumped and distributed parameter systems. Topics include single and multi-degree
of freedom systems, free and forced vibrations, Fourier series, convolution integral, mass/stiffness matrices, and normal modes with design project.
(Design units: 1)
Prerequisite: (ENGR 80 or ENGRCEE 80 or ENGRMAE 80) and MATH 2E and MATH 3D.
Restriction: Materials Science Engineering and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 150. Mechanics of Structures. 4 Units.
Stresses and strains. Torsion. Bending. Beam deflection. Shear force and moment distributions in beams. Yielding and buckling of columns. Combined
loading. Transformation of stresses and strain. Yielding criteria. Finite elements analysis of frames. Dynamic of two-bar truss.
(Design units: 2)
Prerequisite: (ENGRCEE 30 or ENGR 30 or ENGRMAE 30) and MATH 3A.
Same as ENGR 150.
Overlaps with ENGRCEE 150.
Restriction: Aerospace Engineering, Chemical Engineering, Materials Science Engineering, and Mechanical Engineering majors have first consideration
for enrollment.
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ENGRMAE 150L. Mechanics of Structures Laboratory. 1 Unit.
Experimental techniques for the measurement of mechanical properties of materials and structures. Methods for load, displacement, and strain
measurements. Tension, bending, compression tests. Determination of strength, stiffness, toughness for metals, polymers, ceramics, and composites.
Deformation of structures. Materials fee.
(Design units: 0)
Corequisite: ENGRMAE 150.
Prerequisite: ENGRMAE 30 or ENGR 30 or ENGRCEE 30.
Overlaps with ENGRCEE 150L.
Restriction: Aerospace Engineering, Materials Science Engineering, and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 151. Mechanical Engineering Design. 4 Units.
A comprehensive group design project experience that involves identifying customer needs, idea generation, reverse engineering, preliminary design,
standards, prototype development, testing, analysis, and redesign of a product involving fluid, thermal, and mechanical components. Introduces design
for manufacturing and the environment. Materials fee.
(Design units: 3)
Prerequisite: ENGRMAE 120 and ENGRMAE 145 and ENGRMAE 170.
Restriction: Seniors only. Materials Science Engineering and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 152. Introduction to Computer-Aided Engineering. 4 Units.
Elements and principles of computer-aided engineering with modern hardware and software are presented with a design focus. Case studies are used to
assist in finite-element method techniques. Not offered every year.
(Design units: 2)
Prerequisite: (ENGRMAE 150 or ENGR 150) and ENGRMAE 120.
Restriction: Materials Science Engineering and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 153. Advanced BIOMEMS Manufacturing Techniques. 4 Units.
Introduction to BIOMEMS. Advanced biotechnology/biomedicine equipment based on MEMS and NEMS. Fundamentals of MEMS/NEMS sensing
techniques and the biological and physics principles involved and the preferred MEMS and NEMS manufacturing techniques.
(Design units: 0)
Concurrent with ENGRMAE 253.
ENGRMAE 155. Composite Materials and Structures. 4 Units.
Motivation for composite materials. Different classifications according to the nature of the matrix (PMC, MMC, CMC) and the reinforcement topology
(fibers, whiskers, particulates). Mechanical properties. Failure mechanisms. Designing with composite materials. Advantages and limitations of
homogenization techniques for numerical modeling.
(Design units: 0)
Prerequisite: ENGR 54 and (ENGRMAE 150 or ENGRCEE 150 or ENGR 150).
Restriction: Chemical Engineering, Civil Engineering, Materials Science Engineering, and Mechanical Engineering majors have first consideration for
enrollment.
Concurrent with ENGRMAE 255.
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ENGRMAE 156. Mechanical Behavior and Design Principles. 4 Units.
Principles governing structure and mechanical behavior of materials, relationship relating microstructure and mechanical response with application
to elasticity, plasticity, yielding, necking, creep, and fracture of materials. Introduction to experimental techniques to characterize the properties of
materials. Design parameters.
(Design units: 2)
Prerequisite: ENGR 54.
Same as CBEMS 155.
Restriction: Chemical Engineering, Materials Science Engineering, and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 157. Lightweight Structures. 4 Units.
Fundamentals of torsion and bending. Analysis and design of thin-wall and composite beams. Stress analysis of aircraft components. Stiffness, strength,
and buckling. Introduction to the Finite Element method and its application to plates and shells.
(Design units: 2)
Prerequisite: ENGR 150 or ENGRCEE 150 or ENGRMAE 150.
Restriction: Aerospace Engineering, Civil Engineering, Materials Science Engineering, and Mechanical Engineering majors have frist consideration for
enrollment.
ENGRMAE 158. Aircraft Performance. 4 Units.
Flight theory applied to subsonic propeller and jet aircraft. Nature of aerodynamic forces, drag and lift of wing and fuselage, high-lift devices, level-flight
performance, climb and glide performance, range, endurance, take-off and landing distances, static and dynamic stability and control.
(Design units: 2)
Prerequisite: ENGRMAE 130A.
Restriction: Aerospace Engineering and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 159. Aircraft Design. 4 Units.
Preliminary design of subsonic general aviation and transport aircraft with emphasis on layout, aerodynamic design, propulsion, and performance.
Estimation of total weight and weight distribution, design of wings, fuselage, and tail, selection and location of engines, prediction of overall performance.
(Design units: 4)
Prerequisite: ENGRMAE 112 and ENGRMAE 136 and ENGRMAE 158.
Restriction: Aerospace Engineering and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 164. Air Pollution and Control. 4 Units.
Sources, dispersion, and effects of air pollutants. Topics include emission factors, emission inventory, air pollution, meteorology, air chemistry, air quality
modeling, impact assessment, source and ambient monitoring, regional control strategies.
(Design units: 2)
Prerequisite: ENGRMAE 91 and (ENGRMAE 130A or ENGRCEE 170).
Restriction: Chemical Engineering, Environmental Engineering, and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 170. Introduction to Control Systems. 4 Units.
Feedback control systems. Modeling, stability, and systems specifications. Root locus, Nyquist, and Bode methods of analysis and design.
(Design units: 2)
Prerequisite: ENGRMAE 80 and ENGRMAE 106.
Restriction: Aerospace Engineering, Civil Engineering, Materials Science Engineering, and Mechanical Engineering majors have first consideration for
enrollment.
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ENGRMAE 171. Digital Control Systems. 4 Units.
Methods for analysis and design of discrete-time control systems. Z-transforms, difference equations, discrete Fourier transforms. Sampling theorem
and applications. Z-plane stability, frequency response. Digital controller design. Introduction to digital filters.
(Design units: 2)
Prerequisite: ENGRMAE 170.
Restriction: Civil Engineering and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 172. Design of Computer-Controlled Robots. 4 Units.
Students design a small robotic device and program it to exhibit sentient behaviors. The basic aspects of mechatronic design are covered, including
motor and sensor selection, control strategies, and microcomputer programming for the implementation of control paradigms.
(Design units: 3)
Corequisite: ENGRMAE 60.
Prerequisite: ENGRMAE 170.
Restriction: Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 175. Dynamics and Control of Aerospace Vehicles. 4 Units.
Equations of motion, linearization, stability derivatives, and longitudinal and lateral modes of motion. Handling qualities, sensors and actuators, and
effects of various feedbacks on stability and performance. Stability augmentation. Autopilot design.
(Design units: 3)
Prerequisite: ENGRMAE 106.
Restriction: Aerospace Engineering and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 183. Computer-Aided Mechanism Design. 4 Units.
Focuses on design of planar, spherical, and spatial mechanisms using computer algebra and graphics. Topics include exact and approximate analytical
design techniques. Students are required to use existing software (or develop new algorithms) to design various mechanisms for new applications.
(Design units: 4)
Prerequisite: MATH 3A.
Restriction: Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 185. Numerical Analysis in Mechanical Engineering. 4 Units.
Solution of mechanical-engineering equations by means of numerical methods. Errors in numerical analysis. Nonlinear equation and sets of equations.
Numerical differentiation and integration. Ordinary differential equations. Boundary-value problems. Partial differential equations.
(Design units: 2)
Prerequisite: ENGRMAE 10 and MATH 3D and MATH 2E.
Overlaps with MATH 105A.
Restriction: Civil Engineering and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 188. Engineering Design in Industry. 4 Units.
Principles of engineering design in the context of an industrial application. Local manufacturing firms define an engineering design project to be
completed in 10 weeks. Projects include initial brainstorming to final design, with a formal presentation.
(Design units: 4)
Repeatability: May be taken for credit 3 times.
Restriction: Mechanical Engineering majors have first consideration for enrollment.
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ENGRMAE 189. Senior Project - Special Topics. 1-4 Units.
Group or individual senior project of theoretical or applied nature involving design. Materials fee.
(Design units: 1-4)
Repeatability: May be taken for credit for 12 units as topics vary.
Restriction: Seniors only. Mechanical Engineering majors only.
ENGRMAE 193. Topics in MAE Design. 1-4 Units.
Provides early-stage design/hands-on experience for upper-division students, and allows them to participate in senior design projects course
ENGRMAE 189.
(Design units: 1)
Repeatability: May be taken for credit for 12 units as topics vary.
Restriction: Aerospace Engineering and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 195. Seminars in Engineering. 1-4 Units.
Seminars by individual faculty in major fields of interest. Materials fee.
(Design units: 1-4)
Repeatability: Unlimited as topics vary.
ENGRMAE 198. Group Study. 1-4 Units.
Group study of selected topics in Aerospace and Mechanical Engineering.
(Design units: 1-4)
Repeatability: May be repeated for credit unlimited times.
Restriction: Upper-division students only.
ENGRMAE 199. Individual Study. 1-4 Units.
For undergraduate Engineering majors in supervised but independent reading, research, or design. Students taking individual study for design credit are
to submit a written paper to the instructor and to the Undergraduate Student Affairs Office in the School of Engineering.
(Design units: 1-4)
Repeatability: May be taken for credit for 8 units.
ENGRMAE 199P. Individual Study. 1-4 Units.
For undergraduate Engineering majors in supervised but independent reading, research, or design. Students taking individual study for design are to
submit a written paper to the instructor and to the Undergraduate Student Affairs Office in the School of Engineering.
(Design units: 1-4)
Grading Option: Pass/no pass only.
Repeatability: May be repeated for credit unlimited times.
ENGRMAE 200A. Engineering Analysis I. 4 Units.
Linear algebra, including vector spaces, matrices, linear systems of equations, least squares, and the eigenvalue problem. Ordinary differential
equations, including analytical and numerical solution methods, stability, and phase portraits.
Restriction: Graduate students only.
ENGRMAE 200B. Engineering Analysis II. 4 Units.
Review of ordinary differential equations, including Bessel and Legendre functions. Partial differential equations, including the diffusion equation,
Laplace's equation, and the wave equation. Fourier series, Fourier and Laplace transforms and their applications.
Restriction: Graduate students only.
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ENGRMAE 205. Perturbation Methods in Engineering. 4 Units.
Asymptotic Expansions of integrals. Regular and singular perturbations. Perturbation methods for ordinary and partial differential equations. Matched
asymptotic expansions. Multiple-scale asymptotic expansion schemes. Not offered every year.
Prerequisite: ENGRMAE 200A and ENGRMAE 200B or knowledge of linear differential equations.
Restriction: Graduate students only.
ENGRMAE 206. Nonlinear Optimization Methods. 4 Units.
Numerical methods for constrained and unconstrained optimization. Necessary and sufficient conditions for optimimality. Conjugate gradient, variable
metric algorithms. Gradient projection, penalty functions, and Lagrange methods. Not offered every year.
Prerequisite: ENGRMAE 200A.
Restriction: Graduate students only.
ENGRMAE 207. Methods of Computer Modeling in Engineering and the Sciences. 4 Units.
Unified introduction to finite volume, finite element, field-boundary element, meshless, primal, dual, and mixed methods. Nonlinear problems posed by
ordinary as well as partial differential equations. Computer implementations and comparisons of accuracy and convergence.
Restriction: Graduate students only.
ENGRMAE 210. Advanced Fundamentals of Combustion. 4 Units.
Premixed, nonpremixed, and heterogenous reactions, with emphasis on kinetics, thermal ignition, turbulent flame propogation, detonations, explosions,
flammability limits, diffusion flame, quenching, flame stabilization, and particle and spray combustion. Not offered every year.
Prerequisite: ENGRMAE 224 or ENGRMAE 230B.
Restriction: Graduate students only.
ENGRMAE 212. Engineering Electrochemistry: Fundamentals and Applications. 4 Units.
Introduction to engineering electrochemistry fundamentals and applications. Examine thermodynamics and transport principles in typical electrochemical
systems. Electrochemical sensors, batteries, fuel cells, and supercapacitors. Manufacturing aspects will also be covered.
Restriction: Graduate students only.
ENGRMAE 213. Electric Propulsion. 4 Units.
Space propulsion requirements and maneuvers, stressing those best suited to electric propulsion. An introduction to plasma physics. Electrothermal,
electromagnetic and electrostatic accelerators, with emphasis in technologies (ion engines, Hall thrusters and colloidal thrusters) belonging to the latter
family.
Restriction: Graduate students only.
Concurrent with ENGRMAE 113.
ENGRMAE 214A. Fuel Cell Fundamentals and Technology. 4 Units.
Introduction to electrochemistry and electrocatalysis; nature of fuel-cell electrodes and electrolytes; charge transfer reactions at interfaces;
charge transport and mass transport processes; fuel processing reactions; determination of fuel cell efficiency, fuel flexibility, emissions and other
characteristics.
Restriction: Graduate students only.
Concurrent with ENGRMAE 114
ENGRMAE 214B. Fuel Cell Systems and Degradation. 4 Units.
Fuel cell systems design; impacts of operating conditions; experimental and theoretical analysis methods for fuel cells systems; introduction to
degradation mechanisms and mitigation techniques; provides broad insight into fuel-cell science, technology, system design and operation. Offered
every other year.
Prerequisite: ENGRMAE 214A.
Restriction: Graduate students only.
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ENGRMAE 214C. PEM Fuel Cells . 4 Units.
An in-depth introduction to the fundamentals of PEM fuel cells, including thermodynamics, kinetics, and transport in electrochemical systems. Topics of
specific interest to mechanical engineers will include water/heat management and dynamic responses.
Prerequisite: ENGRMAE 214A.
Restriction: Graduate students only.
ENGRMAE 215. Advanced Combustion Technology. 4 Units.
Pollutant formation and experimental methods. Formation of gaseous pollutants and soot; transformation and emission of fuel contaminants in gas,
liquid, and solid fuel combustion; methods employed to measure velocity, turbulence intensity, temperature, composition, particle size; methods to
visualize reacting flows.
Prerequisite: ENGRMAE 200A and (ENGRMAE 230A or ENGRMAE 270A).
Restriction: Graduate students only.
ENGRMAE 216. Statistical Thermodynamics. 4 Units.
Statistics of independent particles, development of quantum mechanical description of atoms and molecules, application of quantum mechanics,
evaluation of thermodynamics properties for solids, liquids, and gases, statistical mechanics of dependent particles (ensembles).
Restriction: Graduate students only.
ENGRMAE 217. Generalized Thermodynamics. 4 Units.
Generalized thermodynamics develops the laws of continuum thermodynamics from a set of plausible and intuitive postulates. The postulates are
motivated qualitatively by a statistical description of matter and are justified by a posterior success for the resulting theory.
Restriction: Graduate students only.
ENGRMAE 218. Sustainable Energy Systems. 4 Units.
Basic principles, design and operation of sustainable energy systems including wind, solar photo-voltaic and thermal, hydroelectric, geothermal, oceanic,
biomass combustion, advanced coal and next generation nuclear. Includes power generation, storage, and transmission for stationary power generation.
Restriction: Graduate students only.
Concurrent with ENGRMAE 118.
ENGRMAE 220. Conduction Heat Transfer. 4 Units.
Steady state and transient conduction heat transfer in one- and multi-dimensional geometries. Analytical methods, exact and approximate. Numerical
techniques are also included.
Restriction: Graduate students only.
ENGRMAE 221. Convective Heat and Mass Transfer. 4 Units.
Laminar and turbulent convective heat and mass transfer in external and internal flows. Forced and free convection. Exact and approximate solutions.
Similarity solutions. Variable properties. Concentration boundary layer theory. Mass transfer conductance.
Prerequisite: ENGRMAE 230B.
Restriction: Graduate students only.
ENGRMAE 222. Radiative Heat Transfer. 4 Units.
Black body radiation. Radiative transport equations for surfaces separated by non-participating media. Radiant energy transfer through absorbing,
emitting, and scattering media. Radiation-conduction interaction. Radiation-convection interaction. Introduction to finite-difference solutions.
Restriction: Graduate students only.
ENGRMAE 223A. Numerical Methods in Heat, Mass, and Momentum Transport (Laminar Flows) I. 4 Units.
Introduction to the discretization of various types of partial differential equations (parabolic, elliptic, hyperbolic). Finite-volume discretization for one- and
two-dimensional flows. Use of a two-dimensional elliptic procedure to predict sample laminar flows.
Prerequisite: Prerequisite or corequisite: ENGRMAE 230A.
Restriction: Graduate students only.
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ENGRMAE 223B. Numerical Methods in Heat, Mass, and Momentum II. 4 Units.
Introduction to turbulence. Reynolds-averaging of Navier-Stokes equations. Second-order closure of the average equations. Use of two-dimensional
elliptic procedure to predict confined turbulent flows. Not offered every year.
Prerequisite: ENGRMAE 223A.
Restriction: Graduate students only.
ENGRMAE 224. Advanced Transport Phenomena. 4 Units.
Fundamentals of transport phenomena in fluid (gas and liquid), solid, and nano systems. Conservation equations, fundamentals of diffusion, ion
transport, dispersion in turbulent/laminar flows, absorption, differential/staged distillation, transport in membranes, and nano/microscale transport
phenomena. Not offered every year.
Restriction: Graduate students only.
ENGRMAE 226. Special Topics in Fluid and Thermal Sciences. 1-4 Units.
Special topics of current interest in fluid mechanics, heat and mass transfer, multiphase flows, or combustion. Emphasis could be placed on theory,
computational methods, or experimental techniques.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
ENGRMAE 230A. Inviscid Incompressible Fluid Mechanics I. 4 Units.
Equations of motion. Vector notation. Flow kinematics. Potential flow and complex potential. Vorticity and circulation. Bernoulli's theorem. Crocco's
theorem. Conformal, Joukowski, and Schwarz-Christoffel transformations.
Restriction: Graduate students only.
ENGRMAE 230B. Viscous Incompressible Fluid Mechanics II. 4 Units.
Review of mass, momentum, energy equations. Stress tensor, constitutive relations. Laminar flows. Stokes and Oseen flows. Self-similarity. Boundary
layer theory: thin-layer approximation, Falkner-Skan, Blasius solutions, integral methods. Jet, wake, cavity flows. Introduction to turbulence: instability,
Reynolds averaging, mixing length.
Restriction: Graduate students only.
ENGRMAE 230C. Compressible Fluid Dynamics. 4 Units.
One-dimensional unsteady flow; Riemann invariants, acoustics, shock tube. Two-dimensional flow: shock polars, linear theory, similarity rules, method of
characteristics. Three dimensional flow: slender-body theory. Effects of viscosity and conductivity: laminar boundary layer, Crocco-Busemann relations.
Prerequisite: ENGRMAE 230A or ENGRMAE 230B.
Restriction: Graduate students only.
ENGRMAE 230D. Theoretical Foundations of Fluid Mechanics. 4 Units.
Well-posed problems and boundary, initial, and interface conditions; strong and weak solutions. Similarity, perturbation theory and limit behavior,
bifurcations. Dispersive and nondispersive wave propagation, acoustics, ship waves, internal gravity waves, water waves. Vortices: mutual interactions
and stability. Jets, wakes, cavities.
Prerequisite: ENGRMAE 230A and ENGRMAE 230B.
Restriction: Graduate students only.
ENGRMAE 231. Fundamentals of Turbulence. 4 Units.
Phenomenon of turbulence. Reynolds equations. Dynamics of turbulence. Free turbulent shear flows. Wall-bounded turbulent shear flows. Turbulent
transport of scalar quantities. Spectral dynamics. Mathematical models of turbulence.
Prerequisite: ENGRMAE 230A and ENGRMAE 230B.
Restriction: Graduate students only.
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ENGRMAE 233. Turbulent Free Shear Flows. 4 Units.
Practical and theoretical aspects of turbulent free shear flows. Instability, global scaling laws, mixing, and noise generation in incompressible and
compressible shear layers, jets, and wakes. Kelvin-Helmholtz instability, near- and far-field growth rates, effect of compressibility, aeroacoustics of jets.
Prerequisite: ENGRMAE 200B and ENGRMAE 230A and ENGRMAE 230B.
Restriction: Graduate students only.
ENGRMAE 236. Nonequilibrium Gas Dynamics. 4 Units.
Molecular description of fluid flow. Boltzmann equation. Chapman-Enskog expansion for flows with translational nonequilibrium. Shock structure. Inviscid
flows with chemical and vibrational nonequilibrium. Not offered every year.
Prerequisite: ENGRMAE 230C.
Restriction: Graduate students only.
ENGRMAE 237. Computational Fluid Dynamics. 4 Units.
Mathematical, physical, and computational fundamentals of computational fluid dynamics, numerical methods for solving the Euler and Navier-Stokes
equations. Topics include: finite-difference and finite-volume discretization, time marching methods, von Neumann analysis, upwinding, flux splitting,
TVD, and other high-resolution shock-capturing schemes.
Prerequisite: ENGRMAE 230C.
Restriction: Graduate students only.
ENGRMAE 238. Experimental Fluid Dynamics. 4 Units.
Concepts and techniques for measurement of fluid motion. Quantitative and qualitative flow visualization. Flow facilities, shadowgraph, schlieren,
interferometer, thermal anemometer. Laser diagnostics, fluorescence, Rayleigh, Raman, Mie scattering. Laser-Doppler, particle-image, and image-
correlation velocimetry. Three- and four-dimensional digital imaging.
Prerequisite: ENGRMAE 230A and ENGRMAE 230B.
Restriction: Graduate students only.
ENGRMAE 241. Dynamics. 4 Units.
Kinematics and dynamics of three-dimensional motions. Lagrange's equations, Newton-Euler equations. Applications include robot systems and
spinning satellites.
Restriction: Graduate students only.
ENGRMAE 242. Robotics. 4 Units.
Spatial rigid-body transformations. Forward and inverse kinematics. Jacobian of serial and parallel chains. Screw coordinates and transformations. Rate
and static analyses using screw theory. Singularity analysis. Trajectory generation. Not offered every year.
Restriction: Graduate students only.
ENGRMAE 243. Spaceflight Mechanics. 4 Units.
Accurate force modeling; spacecraft trajectory design problem; two-body dynamics; Lambert problem; orbit perturbations and maintenance; applications
to Earth and Moon missions; gravity assists and three-body dynamics; applications to Moon, Mars, interplanetary missions; libration point missions and
dynamical system theory methods.
Restriction: Graduate students only.
ENGRMAE 244. Theoretical Kinematics. 4 Units.
Spatial rigid body kinematics is presented with applications to robotics. Orthogonal Matrices, Rodrigues' formula, Quaternions, Plucker coordinates,
screw theory, and dual numbers are studied using modern projective geometry and multi-linear algebra. Applications include trajectory planning, inverse
kinematics, and workspace analysis.
Restriction: Graduate students only.
ENGRMAE 245. Spatial Mechanism Design. 4 Units.
Fundamental kinematic theory required for planar, spherical, and spatial mechanism design. The focus is on algebraic methods for the exact solution of
constraint equations. Not offered every year.
Restriction: Graduate students only.
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ENGRMAE 247. Micro-System Design. 4 Units.
Covers the fundamentals of the many disciplines needed for design of Micro-Electro-Mechanical Systems (MEMS): microfabrication technology,
structural mechanics on micro-scale, electrostatics, circuit interface, control, computer-aided design, and system integration.
Same as EECS 278.
Restriction: Graduate students only.
ENGRMAE 249. Micro-Sensors and Actuators. 4 Units.
Introduction to the technology of Micro-Electro-Mechanical Systems (MEMS). Fundamental principles and applications of important microsensors,
actuation principles on microscale. Introduction to the elements of signal processing; processing of materials for micro sensor/actuator fabrication; smart
sensors and microsensor/microactuator array devices.
Same as EECS 279.
Restriction: Graduate students only.
ENGRMAE 250. Biorobotics. 4 Units.
Sensors, actuators, and neural circuits for biological movement control from an engineering perspective. Current approaches to robotic and mechatronic
devices that support and enhance human movement in health and following neurologic injuries like stroke and spinal cord injury.
Restriction: Graduate students only.
ENGRMAE 252. Fundamentals of Microfabrication. 4 Units.
Introduces Engineering and Science students to the science of miniaturization. Different options to make very small machines (micro and nano size) are
reviewed, materials choices are discussed, scaling laws are analyzed, and many practical applications are listed.
Restriction: Graduate students only.
ENGRMAE 253. Advanced BIOMEMS Manufacturing Techniques. 4 Units.
Introduction to BIOMEMS. Advanced biotechnology/biomedicine equipment based on MEMS and NEMS. Fundamentals of MEMS/NEMS sensing
techniques and the biological and physics principles involved and the preferred MEMS and NEMS manufacturing techniques.
Restriction: Graduate students only.
Concurrent with ENGRMAE 153.
ENGRMAE 254. Mechanics of Solids and Structures. 4 Units.
Finite deformation kinematics; stress and strain measures; invariance in solid mechanics; objective rates; constitutive theory of elastic and inelastic
solids; rate formulations; computational approaches; theories of plates and shells; applications to aerospace vehicles.
Restriction: Graduate students only.
ENGRMAE 255. Composite Materials and Structures. 4 Units.
Motivation for composite materials. Different classifications according to the nature of the matrix (PMC, MMC, CMC) and the reinforcement topology
(fibers, whiskers, particulates). Mechanical properties. Failure mechanisms. Designing with composite materials. Advantages and limitations of
homogenization techniques for numerical modeling.
Restriction: Graduate students only.
Concurrent with ENGRMAE 155.
ENGRMAE 258. Mechanical Behavior of Solids - Continuum Theories. 4 Units.
Presents a continuum, macroscopic view of deformation and failure of solids. Covers elasticity, plasticity, visco-elasticity, visco-plasticity, fracture and
fatigue. Topics include discussions of physical behavior, mathematical formalism and measurement techniques.
Prerequisite: ENGRMAE 254.
Restriction: Graduate students only.
ENGRMAE 259. Mechanical Behavior of Solids - Atomistic Theories. 4 Units.
Presents atomistic mechanisms that control mechanical behavior of materials. Covers plasticity, dislocation theory, strengthening mechanisms, high-
temperature diffusion and gain boundary sliding, shear localization, void formation, ductile rupture, brittle fracture and fatigue.
Restriction: Graduate students only.
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ENGRMAE 260. Current Issues Related to Tropospheric and Stratospheric Processes. 4 Units.
Examination of current issues related to the atmosphere, including energy usage; toxicology; effects on humans, forests, plants, and ecosystems;
particulate matter (PM10); combustion; modeling and meteorology; airborne toxic chemicals and risk assessment; application of science to development
of public policies.
Prerequisite: ENGRMAE 261 or CHEM 245 or EARTHSS 240.
Same as CHEM 241.
Restriction: Graduate students only.
ENGRMAE 261. Air Quality Modeling. 4 Units.
Fundamental principles necessary to understand the dynamics of air pollutants. Derivation and description of mathematical techniques for the numerical
solution of the atmospheric equation. Formulation and development of air quality models. Not offered every year.
Prerequisite: ENGRMAE 230A and ENGRMAE 230B.
Restriction: Graduate students only.
ENGRMAE 270A. Linear Systems I. 4 Units.
Input-output and state-space representations of continuous-time linear systems. State transition matrices, Controllability and observability. Irreducible
realizations. State feedback and observer design.
Restriction: Graduate students only.
ENGRMAE 270B. Linear Systems II. 4 Units.
Advanced topics in linear systems: bases, linear operator representations, and Jordan forms. Review of dynamical systems, and stability. Time-varying
systems, discrete-time representations, and multi-input/multi-output systems. Introduction to continuous and discrete time linear regulator (LQR)
problems. Not offered every year.
Prerequisite: ENGRMAE 270A.
Restriction: Graduate students only.
ENGRMAE 272. Robust Control Theory. 4 Units.
Methods for control design of systems with uncertainty. Feedback stability and small gain theorem. Multivariable stability margins and multiplier theory.
H-infinity-optimal control, linear matrix inequalities. Not offered every year.
Prerequisite: ENGRMAE 270A.
Restriction: Graduate students only.
ENGRMAE 273. Control of Robot Systems. 4 Units.
Dynamic analysis and control system design of open- and closed-chained mechanisms. Methods for real time control of nonlinear systems. Lyapunov
Stability. Advanced motion planning algorithms. Not offered every year.
Prerequisite: ENGRMAE 270A and ENGRMAE 241.
Restriction: Graduate students only.
ENGRMAE 274. Optimal Control. 4 Units.
Principles and methods of optimal control. Topics include: objectives and issues in controlling nonlinear systems; linear variational and adjoint equations;
optimality conditions via variational calculus, maximum principle, and dynamic programming; solution methods; applications to control of robots and
aerospace vehicles.
Restriction: Graduate students only.
ENGRMAE 275. Nonlinear Feedback Systems. 4 Units.
Advanced tools for feedback control system analysis and synthesis. Norms, operators, Lp spaces, contraction mapping theorem, Lyapunov techniques
along with their extensions. Circle criterion positivity and passivity. Applications to nonlinear control methods, such as sliding mode or adaptive
techniques.
Prerequisite: ENGRMAE 270B.
Restriction: Graduate students only.
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ENGRMAE 276. Geometric Nonlinear Control. 4 Units.
Using the mathematics of differential geometry, a number of the concepts and results of linear systems theory have been extended to nonlinear
systems. Describes these extensions and illustrate their use in nonlinear system analysis and design. Not offered every year.
Prerequisite: ENGRMAE 200A and ENGRMAE 270A.
Restriction: Graduate students only.
ENGRMAE 277. Introduction To Neural Control Systems. 4 Units.
Basic models and learning rules of artificial neural networks: perceptrons, multilayer neural networks and backpropagation, support vector machines,
radial basis functions networks, CMAC networks. Introduction to Regularization and Statistical learning theory. Neural networks in system identification
and control.
Restriction: Graduate students only.
ENGRMAE 278. Estimation Techniques for Tracking and Navigation. 4 Units.
Fixed bearing navigation, least squares, uncertainty modeling, minimum variance and maximum likelihood, covariance analysis and filter efficiency,
GPS, orbit determination, Gauss-Markov models, inertial navigation, Kalman filters, Fokker-Planck and Kushner equations, nonlinear-filters.
Prerequisite: ENGRMAE 200A and ENGRMAE 270A.
Restriction: Graduate students only.
ENGRMAE 279. Special Topics in Mechanical Systems. 4 Units.
Selected topics of current interest in mechanical systems. Topics include robotics, kinematics, control, dynamics, and geometric modeling.
Prerequisite: ENGRMAE 270A and ENGRMAE 241.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
ENGRMAE 284. Fundamentals of Experimental Design. 4 Units.
Fundamentals and principles of statistical experimental design and analysis. Emphasis addresses understanding and use of designed experiments,
response surfaces, linear regression modeling, process optimization, and development of links between empirical and theoretical models. Not offered
every year.
Restriction: Graduate students only.
ENGRMAE 294. Master of Science Thesis Project. 4 Units.
Tutorial in which masters-level students taking the comprehensive examination option undertake a masters-level research project.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
ENGRMAE 295. Special Topics in Mechanical and Aerospace Engineering. 1-4 Units.
Special topics by individual faculty in major fields of interest.
Repeatability: Unlimited as topics vary.
ENGRMAE 296. Master of Science Thesis Research. 1-16 Units.
Individual research or investigation conducted in the pursuit of preparing and completing the thesis required for the M.S. in Engineering.
Repeatability: May be repeated for credit unlimited times.
ENGRMAE 297. Doctor of Philosophy Dissertation Research. 1-16 Units.
Individual research or investigation conducted in the pursuit of preparing and completing the dissertation required for the Ph.D. in Engineering.
Repeatability: May be repeated for credit unlimited times.
ENGRMAE 298. Seminars in Mechanical and Aerospace Engineering. 1 Unit.
Presentation of advanced topics and reports of current research efforts in mechanical engineering. Required of all graduate students in mechanical
engineering.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
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632 The Henry Samueli School of Engineering
ENGRMAE 299. Individual Research. 1-16 Units.
Individual research or investigation under the direction of an individual faculty member.
Repeatability: May be repeated for credit unlimited times.
Restriction: Consent of instructor to enroll
Department of Biomedical Engineering
Abraham Lee, Department Chair
3120 Natural Sciences II
949-824-9196
http://www.eng.uci.edu/dept/bme
Overview
Biomedical engineering combines engineering expertise with medical needs for the enhancement of health care. It is a branch of engineering in which
knowledge and skills are developed and applied to define and solve problems in biology and medicine. Students choose the biomedical engineering
field to be of service to people, for the excitement of working with living systems, and to apply advanced technology to the complex problems of medical
care. Biomedical engineers may be called upon to design instruments and devices, to bring together knowledge from many sources to develop new
procedures, or to carry out research to acquire knowledge needed to solve new problems.
During the last 20 years, we have witnessed unprecedented advances in engineering, medical care, and the life sciences. The combination of exploding
knowledge and technology in biology, medicine, the physical sciences, and engineering, coupled with the changes in the way health care will be
delivered in the next century, provide a fertile ground for biomedical engineering. Biomedical engineering, at the confluence of these fields, has played
a vital role in this progress. Traditionally, engineers have been concerned with inanimate materials, devices, and systems, while life scientists have
investigated biological structure and function. Biomedical engineers integrate these disciplines in a unique way, combining the methodologies of the
physical sciences and engineering with the study of biological and medical problems. The collaboration between engineers, physicians, biologists, and
physical scientists is an integral part of this endeavor and has produced many important discoveries in the areas of artificial organs, artificial implants,
and diagnostic equipment.
The Department offers a B.S. degree in Biomedical Engineering (BME), a four-year engineering curriculum accredited by the Engineering Accreditation
Commission of ABET (http://www.abet.org), http://www.abet.org. This program prepares students for a wide variety of careers in Biomedical Engineering
in industry, hospitals, and research laboratories or for further education in graduate school.
The Department also offers a B.S. degree in Biomedical Engineering: Premedical (BMEP), a four-year engineering curriculum taken with required
premedical courses. It is one of many majors that can serve as preparation for further training in medical, veterinary, or allied health professions.
It is also suitable for students interested in pursuing graduate work in Biomedical Engineering and other biomedical areas such as physiology,
neurosciences, and bioinformatics. The curriculum has less engineering content but more biological sciences and chemistry course work than the
Biomedical Engineering major. The undergraduate major in Biomedical Engineering: Premedical is not designed to be accredited, therefore is not
accredited by ABET.
Areas of graduate study and research include biophotonics, biomedical nanoscale systems, biomedical computational technologies, and tissue
engineering.
On This Page:
• Biomedical Engineering
• Biomedical Engineering: Premedical
Undergraduate Major in Biomedical Engineering
Program Educational Objectives: Graduates of the Biomedical Engineering program will (1) promote continuous improvement in the field of
biomedical engineering; (2) communicate effectively the relevant biomedical engineering problem to be solved across the engineering, life science, and
medical disciplines; (3) apply critical reasoning as well as quantitative and design skills to identify and solve problems in biomedical engineering; (4) lead
and manage biomedical engineering projects in industry, government, or academia that involve multidisciplinary team members. (Program educational
objectives are those aspects of engineering that help shape the curriculum; achievement of these objectives is a shared responsibility between the
student and UCI.)
Biomedical Engineering students learn engineering and principles of biology, physiology, chemistry, and physics. They may go on to design devices to
diagnose and treat disease, engineer tissues to repair wounds, develop cutting-edge genetic treatments, or create computer programs to understand
how the human body works.
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The curriculum emphasizes education in the fundamentals of engineering sciences that form the common basis of all engineering sub-specialties.
Education with this focus is intended to provide students with a solid engineering foundation for a career in which engineering practice may change
rapidly. In addition, elements of bioengineering design are incorporated at every level in the curriculum. This is accomplished by integration of laboratory
experimentation, computer applications, and exposure to real bioengineering problems throughout the program. Students also work as teams in senior
design project courses to solve multidisciplinary problems suggested by industrial and clinical experience.
NOTE: Students may complete only one of the following programs: the major in Biomedical Engineering, the major in Biomedical Engineering:
Premedical, or the minor in Biomedical Engineering.
Admissions
High School Students: See School admissions information.
Transfer Students: Preference will be given to junior-level applicants with the highest grades overall, and who have satisfactorily completed the
following required courses: one year of approved calculus, one year of calculus-based physics with laboratories (mechanics, electricity and magnetism),
completion of lower-division writing, one year of chemistry (with laboratory), and one additional approved course for the major.
Students are encouraged to complete as many of the lower-division degree requirements as possible prior to transfer. Students who enroll at UCI in
need of completing lower-division coursework may find that it will take longer than two years to complete their degrees. For further information, contact
The Henry Samueli School of Engineering at 949-824-4334.
Requirements for the B.S. Degree in Biomedical Engineering
All students must meet the University Requirements.
All students must meet the School Requirements.
Major Requirements
Mathematics and Basic Science Courses:
Students must complete a minimum of 48 units of mathematics and basic sciences including:
Core Courses:
BIO SCI 194S Safety and Ethics for Research
CHEM 1A- 1B- 1C General Chemistry
and General Chemistry
and General Chemistry
CHEM 1LC General Chemistry Laboratory
MATH 2A- 2B Single-Variable Calculus
and Single-Variable Calculus
MATH 2D Multivariable Calculus
MATH 2E Multivariable Calculus
MATH 3A Introduction to Linear Algebra
MATH 3D Elementary Differential Equations
PHYSICS 7C Classical Physics
PHYSICS 7LC Classical Physics Laboratory
PHYSICS 7D- 7E Classical Physics
and Classical Physics
PHYSICS 7LD Classical Physics Laboratory
STATS 8 Introduction to Biological Statistics
Engineering Topics Courses:
Students must complete a minimum of 28 units of engineering design including:
Core Courses:
BME 1 Introduction to Biomedical Engineering
BME 50A- 50B Cell and Molecular Engineering
and Cell and Molecular Engineering
BME 60A- 60B- 60C Engineering Analysis/Design: Data Acquisition
and Engineering Analysis/Design: Data Analysis
and Engineering Analysis/Design: Computer-Aided Design
BME 110A- 110B- 110C Biomechanics I
and Biomechanics II
and Biomechanics III
BME 111 Design of Biomaterials
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634 The Henry Samueli School of Engineering
BME 120 Sensory Motor Systems
BME 121 Quantitative Physiology: Organ Transport Systems
BME 130 Biomedical Signals and Systems
BME 140 Design of Biomedical Electronics
BME 150 Biotransport Phenomena
BME 160 Tissue Engineering
BME 170 Biomedical Engineering Laboratory
BME 180A- 180B- 180C Biomedical Engineering Design
and Biomedical Engineering Design
and Biomedical Engineering Design
Engineering Electives:
Students select, with the approval of a faculty advisor a minimum of 12 units of engineering topics needed to satisfy school and major requirements.
(The nominal Biomedical Engineering program will require 186 units of courses to satisfy all university and major requirements. Because each student
comes to UCI with a different level of preparation, the actual number of units will vary.)
Engineering Professional Topics Course:
ENGR 190W Communications in the Professional World
Optional Specialization in Biophotonics
Requires:
BME 135 Photomedicine
BME 136 Engineering Medical Optics
BME 137 Introduction to Biomedical Imaging
or EECS 180A Engineering Electromagnetics I
These courses will also satisfy the Engineering Electives requirement.
Optional Specialization in Micro and Nano Biomedical Engineering
Requires:
BME 149 Biomedical Microdevices
Select two of the following:
BME 147 Microfluidics and Lab-on-a-Chip
BME 148 Microimplants
EECS 179 Microelectromechanical Systems (MEMS)
or ENGRMAE 153 Advanced BIOMEMS Manufacturing Techniques
These courses will also satisfy the Engineering Electives requirement.
Planning a Program of Study
The sample program of study chart shown is typical for the major in Biomedical Engineering. Students should keep in mind that this program is based
upon a sequence of prerequisites, beginning with adequate preparation in high school mathematics, physics, and chemistry. Students who are not
adequately prepared, or who wish to make changes in the sequence for other reasons, must have their program approved by their faculty advisor.
Biomedical Engineering majors must consult at least once every year with the academic counselors in the Student Affairs Office and with their faculty
advisors.
Sample Program of Study — Biomedical Engineering
Freshman
Fall Winter Spring
MATH 2A MATH 2B MATH 2D
CHEM 1A CHEM 1B CHEM 1C
BME 1 PHYSICS 7C CHEM 1LC
General Education PHYSICS 7LC PHYSICS 7D
General Education PHYSICS 7LD
Sophomore
Fall Winter Spring
MATH 3A MATH 3D MATH 2E
PHYSICS 7E BME 50A BME 50B
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University of California, Irvine 2016-2017 635
BME 60A BME 60B BME 60C
General Education STATS 8
Junior
Fall Winter Spring
BME 110A BME 110B BME 110C
BME 120 BME 121 BME 111
BME 130 BME 140 BME 150
ENGR 190W General Education BIO SCI 194S
General Education
Senior
Fall Winter Spring
BME 180A BME 180B BME 180C
BME 160 Engineering Elective BME 170
Engineering Elective General Education Engineering Elective
General Education General Education General Education
Undergraduate Major in Biomedical Engineering: Premedical
Program Educational Objectives: Graduates of the Biomedical Engineering: Premedical program will: (1) demonstrate a broad knowledge in the
field of biomedical engineering; (2) demonstrate critical reasoning as well as quantitative skills to identify, formulate, analyze and solve biomedical
problems; (3) qualify to pursue entry into a medical college, or medical research in biomedical engineering, or other professional heal programs.
(Program educational objectives are those aspects of engineering that help shape the curriculum; achievement of these objectives is a shared
responsibility between the student and UCI.) The major program objective is to prepare students for medical school. The curriculum is designed to meet
the requirements for admission to medical schools, but is also suitable for those planning to enter graduate school in biomedical engineering, physiology,
biology, neurosciences, or related fields. It has less engineering content and more biological sciences than the accompanying Biomedical Engineering
major. It is one of many majors that can serve as preparation for further training in medical, veterinary, or allied health professions.
The Biomedical Engineering: Premedical curriculum provides future physicians with a quantitative background in biomechanics, physiology, and
biotransport. Such a background is increasingly important because of the heavy utilization of biomedical technology in modern medical practice. The
curriculum includes courses in the sciences that satisfy the requirements of most medical schools.
Admissions
High School Students: See School admissions information.
Transfer Students: Preference will be given to junior-level applicants with the highest grades overall, and who have satisfactorily completed the
following required courses: one year of approved calculus, one year of calculus-based physics with laboratories (mechanics, electricity and magnetism),
completion of lower-division writing, one year of chemistry (with laboratory), and one additional approved course for the major.
Students are encouraged to complete as many of the lower-division degree requirements as possible prior to transfer. Students who enroll at UCI in
need of completing lower-division coursework may find that it will take longer than two years to complete their degrees. For further information, contact
The Henry Samueli School of Engineering at 949-824-4334.
Requirements for the B.S. Degree in Biomedical Engineering: Premedical
All students must meet the University Requirements.
All students must meet the School Requirements.
Major Requirements
Mathematics and Basic Science Courses:
Students must complete a minimum of 48 units of mathematics and basic sciences including:
CHEM 1A- 1B- 1C General Chemistry
and General Chemistry
and General Chemistry
CHEM 1LC- 1LD General Chemistry Laboratory
and General Chemistry Laboratory
CHEM 51A- 51B- 51C Organic Chemistry
and Organic Chemistry
and Organic Chemistry
CHEM 51LB- 51LC Organic Chemistry Laboratory
and Organic Chemistry Laboratory
MATH 2A- 2B Single-Variable Calculus
and Single-Variable Calculus
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636 The Henry Samueli School of Engineering
MATH 2D Multivariable Calculus
MATH 3A Introduction to Linear Algebra
MATH 3D Elementary Differential Equations
PHYSICS 7C Classical Physics
PHYSICS 7LC Classical Physics Laboratory
PHYSICS 7D- 7E Classical Physics
and Classical Physics
PHYSICS 7LD Classical Physics Laboratory
Students select, with the approval of a faculty advisor, any additional basic science course needed to satisfy school and major requirements.
Engineering Topics Courses:
Students must complete the following engineering topics including:
BIO SCI 97 Genetics
BIO SCI 98 Biochemistry
BIO SCI 99 Molecular Biology
BIO SCI 100 Scientific Writing
BIO SCI D103 Cell Biology
or BIO SCI D104 Developmental Biology
BIO SCI D111L Developmental and Cell Biology Laboratory
BIO SCI E112L- M114L- M116L Physiology Laboratory
and Biochemistry Laboratory
and Molecular Biology Laboratory (select two of these three courses)
BIO SCI 194S Safety and Ethics for Research
BME 1 Introduction to Biomedical Engineering
BME 60A- 60B- 60C Engineering Analysis/Design: Data Acquisition
and Engineering Analysis/Design: Data Analysis
and Engineering Analysis/Design: Computer-Aided Design
BME 110A- 110B Biomechanics I
and Biomechanics II
BME 111 Design of Biomaterials
BME 120 Sensory Motor Systems
BME 121 Quantitative Physiology: Organ Transport Systems
BME 130 Biomedical Signals and Systems
BME 150 Biotransport Phenomena
BME 160 Tissue Engineering
Students select, with the approval of a faculty advisor, at least three additional engineering topics courses needed to satisfy school and major
requirements.
(The nominal Biomedical Engineering: Premedical program will require 193 units of courses to satisfy all university and major requirements. Because
each student comes to UCI with a different level of preparation, the actual number of units will vary).
Planning a Program of Study
The sample program of study chart shown is typical for the major in Biomedical Engineering: Premedical. Students should keep in mind that this
program is based upon a sequence of prerequisites, beginning with adequate preparation in high school mathematics, physics, and chemistry. Students
who are not adequately prepared, or who wish to make changes in the sequence for other reasons, must have their program approved by their faculty
advisor. Biomedical Engineering: Premedical majors must consult at least once every year with the academic counselors in the Student Affairs Office
and with their faculty advisors.
Sample Program of Study — Biomedical Engineering: Premedical
Freshman
Fall Winter Spring
MATH 2A MATH 2B MATH 2D
CHEM 1A CHEM 1B CHEM 1C
BME 1 PHYSICS 7C CHEM 1LC
General Education PHYSICS 7LC PHYSICS 7D
General Education PHYSICS 7LD
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Sophomore
Fall Winter Spring
MATH 3A MATH 3D CHEM 51C
CHEM 1LD CHEM 51B CHEM 51LC
CHEM 51A CHEM 51LB BME 60C
PHYSICS 7E BME 60B General Education
BME 60A General Education General Education
Junior
Fall Winter Spring
BIO SCI 97 BIO SCI 98 BIO SCI 99
BME 110A BME 110B BME 111
BME 120 BME 121 BME 150
BME 130 Engineering Elective General Education
Senior
Fall Winter Spring
1
BIO SCI 100 BIO SCI D103 or D104 BIO SCI E112L
1
BIO SCI 194S BIO SCI D111L BIO SCI M114L
1
BME 160 Engineering Elective BIO SCI M116L
General Education General Education Engineering Elective
General Education
1
Select two of BIO SCI E112L, BIO SCI M114L, BIO SCI M116L.
Minor in Biomedical Engineering
The minor in Biomedical Engineering requires a total of nine courses—two advanced mathematics courses, five core Biomedical Engineering courses,
and two Biomedical Engineering electives. Some of these courses may include prerequisites that may or may not be part of a student’s course
requirements for their major. Private biomedical industry has indicated a keen interest in engineers that have a more traditional engineering degree (i.e.,
electrical engineering), but also possess some in-depth knowledge of biomedical systems. Hence, the minor in Biomedical Engineering is designed to
provide a student with the introductory skills necessary to perform as an engineer in the biomedical arena.
Admissions. Students interested in the minor in Biomedical Engineering must have a UCI cumulative GPA of 2.5 or higher.
NOTE: Students may not receive both a minor in Biomedical Engineering and a specialization in Biochemical Engineering within the Chemical
Engineering major.
Requirements for the Minor in Biomedical Engineering
Mathematics Courses:
MATH 3A Introduction to Linear Algebra
MATH 3D Elementary Differential Equations
Engineering Topics Courses:
BME 1 Introduction to Biomedical Engineering
BME 50A- 50B Cell and Molecular Engineering
and Cell and Molecular Engineering
BME 120 Sensory Motor Systems
BME 121 Quantitative Physiology: Organ Transport Systems
Technical Electives:
Students select, with the approval of a faculty advisor, two technical elective courses:
BME 110A Biomechanics I
BME 110B Biomechanics II
BME 130 Biomedical Signals and Systems
BME 135/BIO SCI D130 Photomedicine
BME 136 Engineering Medical Optics
BME 140 Design of Biomedical Electronics
BME 160 Tissue Engineering
BME 199 Individual Study
CBEMS 154 Polymer Science and Engineering
EECS 179 Microelectromechanical Systems (MEMS)
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638 The Henry Samueli School of Engineering
EECS 188 Optical Electronics
On This Page:
• Graduate Study in Biomedical Engineering
• Master of Science Degree
• Doctor of Philosophy Degree
• Program in Law and Graduate Studies
• Graduate Program in Mathematical and Computation Biology
• Graduate Specialization in Teaching
Graduate Study in Biomedical Engineering
The Biomedical Engineering faculty have special interest and expertise in four thrust areas: Biophotonics, Biomedical Micro/Nanoscale Systems,
Bioimaging & Computation, and Molecular & Cellular Engineering. Biophotonics faculty are interested in photomedicine, laser microscopy, optical
coherence tomography, medical imaging, and phototherapy. Biomedical Micro/Nanoscale Systems faculty are interested in molecular engineering,
polymer chemistry, molecular motors, design and fabrication of microelectromechanical systems (MEMS), integrated microsystems to study intercellular
signaling, and single molecule studies of protein dynamics. Biomedical Computation faculty are interested in computational biology, biomedical signal
and image processing, medical imaging, computational methods in protein engineering, and data mining.
The Department offers the M.S. and Ph.D. degrees in Biomedical Engineering.
Required Background
Because of its interdisciplinary nature, biomedical engineering attracts students with a variety of backgrounds. Thus, the requirements for admission are
tailored to students who have a bachelor’s degree in an engineering, physical science, or biological science discipline, with a grade point average of 3.20
or higher in their upper-division course work. The minimum course work requirements for admission are six quarters of calculus through linear algebra
and ordinary differential equations, three quarters of calculus-based physics, three quarters of chemistry, and two quarters of biology. Students without
a physics, chemistry, or engineering undergraduate degree may be required to take additional relevant undergraduate engineering courses during their
first year in the program; any such requirements will be specifically determined by the BME Graduate Committee on a case-by-case basis and will be
made known to the applicant at the time of acceptance to the program.
The recommended minimum combined verbal and quantitative portion of the GRE is 310, or a minimum combined MCAT score in Verbal Reasoning,
Physical Sciences, and Biological Sciences problems of 30. A minimum score of 94 on the Test of English as a Foreign Language (TOEFL iBT) is
recommended of all international students whose native language is not English. In addition, all applicants must submit three letters of recommendation.
Exceptionally promising UCI undergraduates may apply for admission through The Henry Samueli School of Engineering’s accelerated M.S. and M.S./
Ph.D. program, however, these students must satisfy the course work and letters of recommendation requirements described above.
Core Requirement
Both the M.S. and Ph.D. degrees require the students to complete 42 course units. These units include six core courses, the BME 298 seminar series,
two elective courses, and four units of independent research. The core courses cover the basics of cells, tissues, and physiology at the microscopic
and macroscopic scale, engineering mathematics, and clinical theory. The core courses are BME 210, BME 220, BME 221, BME 230A, BME 230B,
BME 240, and three quarters of BME 298. Core requirements can be waived for students entering the Ph.D. program with an M.S. degree in Biomedical
Engineering.
Elective Requirement
The two elective courses required to fulfill the course requirements for the M.S. and Ph.D. degree are offered within The Henry Samueli School of
Engineering and the Schools of Biological Sciences, Physical Sciences, and Medicine. The electives must provide breadth in biomedical engineering,
but also provide specific skills necessary to the specific research the student may undertake as part of the degree requirements. The selection of these
courses should be based upon approval of the student’s faculty advisor. Upper-division undergraduate courses and courses outside of the HSSoE may
be selected upon approval of the BME Graduate Advisor. Elective requirements can be waived for students entering the Ph.D. program with an M.S.
degree in Biomedical Engineering.
Areas of Emphasis
Although a student is not required to formally choose a specific research focus area, four research thrust areas have been identified for the program:
Biophotonics, Biomedical Micro/Nanoscale Systems, Bioimaging & Computation, and Molecular & Cellular Engineering. These areas capitalize on
existing strengths within The Henry Samueli School of Engineering and UCI as a whole, interact in a synergistic fashion, and will train biomedical
engineers who are in demand in both private industry and academia.
Biophotonics. This research area includes the use of light to probe individual cells and tissues and whole organs for diagnostic and therapeutic
purposes. The research areas include both fundamental investigation on the basic mechanisms of light interaction with biological systems and the
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clinical application of light to treat and diagnose disease. Current and future foci of the faculty are (1) microscope-based optical techniques to manipulate
and study cells and organelles; (2) development of optically based technologies for the non-invasive diagnosis of cells and tissues using techniques
that include fiber-optic-based sensors, delivery systems, and imaging systems; and (3) development of optically based devices for minimally invasive
surgery.
Biomedical Micro/Nanoscale Systems. This class of research areas encompasses the understanding, use and design of biomedical devices and
systems that are at the micron or submicron level. Current strengths within The Henry Samueli School of Engineering and the UCI faculty as a whole
include biomaterials, micro-electromechanical systems (MEMS), and the design of new biomedical molecules. The focus of biomedical engineering
research in this area is the integration of micro and nano-scale systems with the needs of clinical medicine. Projected areas of growth include (1) micro/
nano-electromechanical systems (M/NEMS) for biomedical devices, biofluid assay and micro implantable prosthesis (2) programmable DNA/ molecular
microchip for sequencing and diagnostics; (3) cellular, tissue, and organ constructs on-a-chip; and (4) biomaterials and self-assembled nanostructures
for biosensors and drug delivery.
Biomedical Imaging & Computation. Biomedical computational technologies include both advanced computational techniques, as well as advanced
biomedical database systems and knowledge-base systems. Computational technologies that will be developed in this research area include (1)
methods for biomedical analysis and diagnosis such as physical modeling of light-tissue interactions, atomic-level interactions, image processing,
pattern recognition, and machine-learning algorithms; (2) language instruction and platform standardization; and (3) machine-patient interfaces. Areas
of research related to biomedical database systems include the development of new technologies which can capture the rich semantics of biomedical
information for intelligent reasoning.
Molecular & Cellular Engineering. Rapid developments in genetics, molecular biology, and cellular biology have extended the reach of engineering into
the subcellular, cellular, and tissue size scales. As a result, several new fields including genetic engineering, cell-based therapy, and tissue engineering
have emerged and matured in the past decades with the broad goal of extracting and applying engineering design principles to the most fundamental
levels of biological organization.
Master of Science Degree
Students must successfully complete a minimum of 42 units of course work, as listed under “Core Requirement” and “Elective Requirement” above. A
maximum of eight M.S. research units (i.e., BME 296) may be applied toward the 42-unit requirement.
In addition, the M.S. degree requires conducting a focused research project. Students must select a thesis advisor and complete an original research
investigation including a written thesis, and obtain approval of the thesis by a thesis committee. During their research project, students are expected to
enroll in at least 12 units of independent research per quarter.
The degree will be granted upon the recommendation of the Chair of the Department of Biomedical Engineering and The Henry Samueli School of
Engineering Associate Dean for Student Affairs. The maximum time permitted is three years.
NOTE: Students who entered prior to fall of 2012 should follow the course requirements outlined within the Catalogue of the year they entered. The
changes in number of units per course is not intended to change the course requirements for the degree nor to have any impact in the number of
courses students are taking.
Doctor of Philosophy Degree
The Ph.D. degree requires the achievement of an original and significant body of research that advances the discipline. Students with a B.S. degree may
enter the Ph.D. program directly, provided they meet the background requirements described above. The Graduate Committee will handle applicants on
a case-by-case basis, and any specific additional courses required by the student will be made explicit at the time of admission.
Each student will match with a faculty advisor, and an individual program of study is designed by the student and their faculty advisor. Two depth
courses are required beyond that of the M.S. degree in preparation for the qualifying examination. Six milestones are required: (1) successful completion
of 42 units of course work beyond the bachelor’s degree, as listed under “Core Requirement” and “Elective Requirement” above; (2) successful
completion of a preliminary examination; (3) establishing an area of specialization by taking two depth courses and three quarters of BME 298 during
the second year; (4) formal advancement to candidacy by successfully passing the qualifying examination; (5) students in their third or fourth year must
present results of their current research in the BME seminar series; and (6) completion of a significant body of original research and the submission of
an acceptable written dissertation and its successful oral defense. During their research project, students are expected to enroll in at least 12 units of
independent research per quarter. Students entering the Ph.D. program with an M.S. degree in Biomedical Engineering cannot receive another M.S.
degree in Biomedical Engineering from UCI. Therefore, the requirements for milestone (1) can be waived, and the award of the Ph.D. degree is based
on achieving milestones (2)–(6).
The preliminary examination will normally be taken at the end of the first year (May). A student must take it within two years of matriculating in the
program, and must either have passed all of the core courses or have an M.S. degree in Biomedical Engineering prior to taking the examination. The
Preliminary Examination Committee prepares the examination and sets the minimum competency level for continuing on in the Ph.D. program. Students
who fail may retake the examination the following year. Students who fail the second attempt will not be allowed to continue in the program. However,
they may be eligible to receive a Master’s degree upon completion of an original research investigation including a written thesis (refer to Master of
Science Degree requirements). In the event a Ph.D. student decides not to continue in the program, the thesis-only option for the M.S. degree will still
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640 The Henry Samueli School of Engineering
be enforced. After passing the preliminary examination at the Ph.D. competency level, students will match with a BME faculty advisor and design an
individual program of study with their advisor.
Advancement to candidacy must be completed by the end of the summer of the second year following the passing of the preliminary examination.
(Special exceptions can be made, but a formal request with justification must be supplied in writing to the BME Graduate Advisor.) The qualifying
examination follows campus and The Henry Samueli School of Engineering guidelines and consists of an oral and written presentation of original work
completed thus far, and a coherent plan for completing a body of original research. The qualifying examination is presented to the student’s graduate
advisory committee, which is selected by the student and faculty advisor and must have a minimum of five faculty (including the faculty advisor). Of
these five faculty, three must be BME faculty. In addition, one faculty member must have his/her primary appointment outside the Department of
Biomedical Engineering. The fifth member must have his/her primary appointment outside of The Henry Samueli School of Engineering.
The Ph.D. is awarded upon submission of an acceptable written dissertation and its successful oral defense. The degree is granted upon the
recommendation of the graduate advisory committee and the Dean of Graduate Division. The normative time for completion of the Ph.D. is five years
(four years for students who entered with a master’s degree). The maximum time permitted is seven years.
Requirements listed here pertain to students enrolled in academic year 2012–13 or later. Students enrolled before this date may refer to a previous
version of this Catalogue.
Program in Law and Graduate Studies (J.D./M.S.-BME; J.D./Ph.D.-BME)
Highly qualified students interested in combining the study of law with graduate qualifications in the BME program are invited to undertake concurrent
degree study under the auspices of UC Irvine’s Program in Law and Graduate Studies (PLGS). Students in this program pursue a coordinated
curriculum leading to a J.D. degree from the School of Law in conjunction with a Master's or Ph.D. degree in the BME program. Additional information
is available from the PLGS Program Director’s Office, 949-824-4158, or by e-mail to [email protected]. A full description of the program, with links
to all relevant application information, can be found at the School of Law Concurrent Degree Programs website (http://www.law.uci.edu/academics/
interdisciplinary-studies/concurrent-degrees.html) and in the Law School section of the Catalogue.
Graduate Program in Mathematical, Computational, and Systems Biology
The graduate program in Mathematical, Computational, and Systems Biology (MCSB) is designed to meet the interdisciplinary training challenges
of modern biology and function in concert with selected department programs, including the Ph.D. in Biomedical Engineering. Detailed information is
available at the Mathematical, Computational, and Systems Biology website (http://mcsb.uci.edu) and in the Interdisciplinary Studies section of the
Catalogue.
Graduate Specialization in Teaching
The graduate specialization in Teaching will allow Engineering Ph.D. students to receive practical training in pedagogy designed to enhance their
knowledge and skill set for future teaching careers. Students will gain knowledge and background in college-level teaching and learning from a variety
of sources, and experience in instructional practices. Students completing the specialization in Teaching must fulfill all of their Ph.D. requirements
in addition to the specialization requirements. Upon fulfillment of the requirements, students will be provided with a certificate of completion. Upon
receipt of the certificate of completion, the students can then append "Specialization in Teaching" to their curricula vitae. For details visit the Graduate
Specialization in Teaching website (http://www.eng.uci.edu/current/graduate/specialization-in-teaching).
The graduate specialization in Teaching is available only for certain degree programs and concentrations:
• Ph.D. degree in Biomedical Engineering
• Ph.D. degree in Electrical and Computer Engineering
• Ph.D. degree in Engineering with a concentration in Materials and Manufacturing Technology
Faculty
Michael W. Berns, Ph.D. Cornell University, Arnold and Mabel Beckman Chair in Laser Biomedicine and Professor of Surgery; Biomedical Engineering;
Developmental and Cell Biology (photomedicine, laser microscopy, biomedical devices)
Elliot L. Botvinick, Ph.D. University of California, San Diego, Associate Professor of Surgery; Biomedical Engineering; Chemical Engineering and
Materials Science (laser microbeams, cellular mechanotransduction, mechanobiology)
Gregory J. Brewer, Ph.D. University of California, San Diego, Adjunct Professor of Biomedical Engineering (neuronal networks, decoding brain learning
and memory, brain-inspired computing, Alzheimer's disease, brain aging, neuron cell culture)
James P. Brody, Ph.D. Princeton University, Associate Professor of Biomedical Engineering (bioinformatics, micro-nanoscale systems)
Zhongping Chen, Ph.D. Cornell University, Professor of Biomedical Engineering; Electrical Engineering and Computer Science; Otolaryngology; Surgery
(biomedical optics, optical coherence tomography, bioMEMS, biomedical devices)
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Bernard H. Choi, Ph.D. University of Texas at Austin, Associate Professor of Surgery; Biomedical Engineering (biomedical optics, in vivo optical imaging,
microvasculature, light-based therapeutics)
Michelle Digman, Ph.D. University of Illinois at Chicago, Assistant Professor of Biomedical Engineering; Chemical Engineering and Materials Science;
Developmental and Cell Biology (quantitative imaging techniques to study spatial-temporal dynamics of signaling protein networks in live cells and
tissues)
Timothy L. Downing, Ph.D. University of California, Berkeley, Assistant Professor of Biomedical Engineering (stem cells and tissue engineering)
Enrico Gratton, Ph.D. University of Rome, Professor of Biomedical Engineering; Developmental and Cell Biology; Physics and Astronomy (design of new
fluorescence instruments, protein dynamics, single molecule, fluorescence microscopy, photon migration in tissues)
Anna Grosberg, Ph.D. California Institute of Technology, Assistant Professor of Biomedical Engineering; Chemical Engineering and Materials Science
(computational modeling of biological systems, biomechanics, cardiac tissue engineering)
Jered Haun, Ph.D. University of Pennsylvania, Assistant Professor of Biomedical Engineering; Chemical Engineering and Materials Science
(nanotechnology, molecular engineering, computational simulations, targeted drug delivery, clinical cancer detection)
Elliot E. Hui, Ph.D. University of California, Berkeley, Associate Professor of Biomedical Engineering (microscale tissue engineering, bioMEMS, cell-cell
interactions, global health diagnostics)
Tibor Juhasz, Ph.D. Attila József University, Professor of Ophthalmology; Biomedical Engineering (laser-tissue interactions, high-precision microsurgery
with lasers, laser applications in ophthalmology, corneal biomechanics)
Arash Kheradvar, Ph.D. California Institute of Technology, Associate Professor of Biomedical Engineering; Mechanical and Aerospace Engineering
(cardiac mechanics, cardiovascular devices, cardiac imaging)
Michelle Khine, Ph.D. University of California, Berkeley, Associate Professor of Biomedical Engineering; Chemical Engineering and Materials Science
(development of novel nano- and micro-fabrication technologies and systems for single cell analysis, stem cell research, in-vitro diagnostics)
Frithjof Kruggel, M.D. Ludwig Maximilian University of Munich, Professor of Biomedical Engineering; Electrical Engineering and Computer Science
(biomedical signal and image processing, anatomical and functional neuroimaging in humans, structure-function relationship in the human brain)
Abraham P. Lee, Ph.D. University of California, Berkeley, William J. Link Chair in Biomedical Engineering and Department Chair and Professor of
Biomedical Engineering; Mechanical and Aerospace Engineering (Lab-on-a-Chip health monitoring instruments, drug delivery micro/nanoparticles,
integrated cell sorting microdevices, lipid vesicles as carriers for cells and biomolecules, high throughput droplet bioassays, microfluidic tactile sensors)
Chang C. Liu, Ph.D. Scripps Research Institute, Assistant Professor of Biomedical Engineering; Chemistry (genetic engineering, directed evolution,
synthetic biology, chemical biology)
Wendy F. Liu, Ph.D. Johns Hopkins University, Assistant Professor of Biomedical Engineering; Chemical Engineering and Materials Science
(biomaterials, microdevices in cardiovascular engineering, cell-cell and cell-micro-environment interactions, cell functions and controls)
Beth A. Lopour, Ph.D. University of California, Berkeley, Assistant Professor of Biomedical Engineering; Mechanical and Aerospace Engineering
(computational neuroscience, signal processing, mathematical modeling, epilepsy, translational research)
Zoran Nenadic, Ph.D. Washington University, Associate Professor of Biomedical Engineering; Electrical Engineering and Computer Science (adaptive
biomedical signal processing, control algorithms for biomedical devices, brain-machine interfaces, modeling and analysis of biological neural networks)
William C. Tang, Ph.D. University of California, Berkeley, Professor of Biomedical Engineering; Chemical Engineering and Materials Science; Electrical
Engineering and Computer Science (micro-electro-mechanical systems (MEMS) nanoscale engineering for biomedical applications, microsystems
integration, microimplants, microbiomechanics, microfluidics)
Bruce Tromberg, Ph.D. University of Tennessee, Director of Beckman Laser Institute and Professor of Surgery; Biomedical Engineering; Physiology and
Biophysics (photon migration, diffuse optical imaging, non-linear optical microscopy, photodynamic therapy)
Affiliate Faculty
Alpesh N. Amin, M.D. Northwestern University, Thomas and Mary Cesario Endowed Chair in Medicine and Professor of Medicine; Biomedical
Engineering; Paul Merage School of Business (hospital medicine, quality/safety, new technologies in healthcare)
Pierre F. Baldi, Ph.D. California Institute of Technology, UCI Chancellor's Professor of Computer Science; Biological Chemistry; Biomedical Engineering;
Developmental and Cell Biology (bioinformatics, computational biology)
Bruce Blumberg, Ph.D. University of California, Los Angeles, Professor of Developmental and Cell Biology; Biomedical Engineering; Environmental
Health Sciences; Pharmaceutical Sciences (gene regulation by nuclear hormone receptors in vertebrate development physiology, endocrine disruption)
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642 The Henry Samueli School of Engineering
Peter J. Burke, Ph.D. Yale University, Professor of Electrical Engineering and Computer Science; Biomedical Engineering; Chemical Engineering and
Materials Science (nano-electronics, bio-nanotechnology)
William J. Cooper, Ph.D. University of Miami, Professor of Civil and Environmental Engineering; Biomedical Engineering; Planning, Policy, and Design
(environmental chemistry, advanced oxidation processes for water treatment, aquatic photochemistry of carbon cycling)
Robert Corn, Ph.D. University of California, Berkeley, Professor of Chemistry; Biomedical Engineering (analytical, chemical biology, physical chemistry
and chemical physics, polymer, materials, nanoscience)
Carl W. Cotman, Ph.D. Indiana University, Professor of Neurology; Biomedical Engineering; Neurobiology and Behavior (Alzheimer's disease, apoptosis,
successful aging, dementia)
Nancy A. Da Silva, Ph.D. California Institute of Technology, Professor of Chemical Engineering and Materials Science; Biomedical Engineering
(molecular biotechnology)
Hamid Djalilian, M.D. University of Minnesota, Associate Professor of Otolaryngology; Biomedical Engineering (medical devices, hearing loss, tinnitus,
dizziness/imbalance, clinical research)
James Earthman, Ph.D. Stanford University, Professor of Chemical Engineering and Materials Science; Biomedical Engineering (biomaterials, dental
and orthopaedic implants, green materials, nanocrystalline alloys, deformation and damage processes)
Aaron P. Esser-Kahn, Ph.D. University of California, Berkeley, Assistant Professor of Chemistry; Biomedical Engineering; Chemical Engineering and
Materials Science (chemical biology, organic and synthetic, polymer, materials, nanoscience)
Gregory R. Evans, M.D. University of Southern California, Professor of Surgery; Biomedical Engineering (aesthetic surgery, breast augmentation,
cosmetic plastic surgery, craniomaxillofacial, hand surgery, head and neck reconstruction, liposuction, oncology, pelvic bone reconstruction, peripheral
nerve regeneration, reconstructive microsurgery, replantation, tissue engineering)
Lisa Flanagan-Monuki, Ph.D. University of California, San Diego, Assistant Professor of Neurology; Biomedical Engineering (stem cells, neural,
embryonic, neuron)
Ron D. Frostig, Ph.D. University of California, Los Angeles, Professor of Neurobiology and Behavior; Biomedical Engineering
John P. Fruehauf, M.D. Rush University, Professor of Medicine; Biomedical Engineering; Pharmaceutical Sciences (in-vitro cancer models using 3-D
tissue systems to predict drug response)
Steven P. Gross, Ph.D. University of Texas at Austin, Professor of Developmental and Cell Biology; Biomedical Engineering; Physics and Astronomy
(force generation by molecular motors in living cells)
Zhibin Guan, Ph.D. University of North Carolina at Chapel Hill, Professor of Chemistry; Biomedical Engineering; Chemical Engineering and Materials
Science (chemical biology, organic and synthetic, polymer, materials, nanoscience)
Gultekin Gulsen, Ph.D. Bogazici University, Associate Professor of Radiological Sciences; Biomedical Engineering; Electrical Engineering and Computer
Science; Physics and Astronomy (in vivo molecular imaging, diffuse optical tomography, fluorescence tomography, photo-magnetic imaging, multi-
modality imaging)
Ranjan Gupta, M.D. Albany Medical College, Professor of Orthopaedic Surgery; Anatomy and Neurobiology; Biomedical Engineering (hand and upper
extremity surgery)
Frank P. Hsu, M.D. University of Maryland, College Park, Department Chair and Professor of Neurological Surgery; Biomedical Engineering;
Otolaryngology (biomechanics of cerebral aneurysms, functional neurosurgery, epilepsy)
Christopher C. Hughes, Ph.D. University of London, Francisco J. Ayala Chair and Interim Director of Edwards Lifesciences Center for Advanced
Cardiovascular Technology and Professor of Molecular Biology and Biochemistry; Biomedical Engineering (tissue engineering, growth and patterning of
blood vessels)
James V. Jester, Ph.D. University of Southern California, Jack H. Skirball Endowed Chair and Professor of Ophthalmology; Biomedical Engineering
(mechanics of wound healing and the inter-relationship of mechanical force, cell-matrix interaction, and gene expression, cellular basis of corneal
transparency and the role of water-soluble proteins in isolated cell light scattering, three-dimensional and temporal imaging of cells in intact living tissue)
Joyce H. Keyak, Ph.D. University of California, San Francisco, Professor in Residence of Radiological Sciences; Biomedical Engineering; Mechanical
and Aerospace Engineering (bone mechanics, finite element modeling, quantitative computed tomography, prosthetic implants, osteoporosis, metastatic
tumors in bone, radiation therapy)
Baruch D. Kuppermann, M.D. University of Miami, Professor of Ophthalmology; Biomedical Engineering (ocular manifestations of AIDS, risk factors for
the development of retinopathy of prematurity post partum, photodynamic therapy for the treatment of choroidal melanomas)
642 UCI General Catalogue 2016-2017
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Young Jik Kwon, Ph.D. University of Southern California, Professor of Pharmaceutical Sciences; Biomedical Engineering; Chemical Engineering and
Materials Science; Molecular Biology and Biochemistry (gene therapy, drug delivery, cancer-targeted therapeutics, combined molecular imaging and
therapy, cancer vaccine)
Jonathan Lakey, Ph.D. University of Alberta, Associate Professor of Surgery; Biomedical Engineering (islet transplantation for patients with diabetes,
improving methods of islet isolation, characterization and developing novel methods of islet transplantation, biopolymer and encapsulation technologies)
Arthur D. Lander, Ph.D. University of California, San Francisco, Donald Bren Professor and Professor of Developmental and Cell Biology; Biomedical
Engineering; Logic and Philosophy of Science; Pharmacology (systems biology of development, pattern formation, growth control)
Thay Q. Lee, Ph.D. Gothenburg School of Business, Economics and Law, Professor in Residence of Orthopaedic Surgery; Biomedical Engineering;
Physical Medicine and Rehabilitation (research biomechanics)
Guann-Pyng Li, Ph.D. University of California, Los Angeles, Director of the UCI Division of the California Institute for Telecommunications and
Information Technology (Calit2), Director of the Integrated Nanosystems Research Facility and Professor of Electrical Engineering and Computer
Science; Biomedical Engineering; Chemical Engineering and Materials Science (high-speed semiconductor technology, optoelectronic devices,
integrated circuit fabrication and testing)
John S. Lowengrub, Ph.D. Courant Institute of Mathematical Sciences, UCI Chancellor's Professor of Mathematics; Biomedical Engineering; Chemical
Engineering and Materials Science (applied and computational mathematics, mathematical and computational biology)
Ray Luo, Ph.D. University of Maryland, College Park, Professor of Molecular Biology and Biochemistry; Biomedical Engineering; Chemical Engineering
and Materials Science (protein structure, noncovalent associations involving proteins)
Marc J. Madou, Ph.D. Ghent University, UCI Chancellor's Professor of Mechanical and Aerospace Engineering; Biomedical Engineering; Chemical
Engineering and Materials Science (fundamental aspects of micro/nano-electro-mechanical systems (MEMS/NEMS), biosensors, nanofluidics,
biomimetics)
John Middlebrooks, Ph.D. University of California, San Francisco, Professor of Otolaryngology; Biomedical Engineering; Cognitive Sciences;
Neurobiology and Behavior (hearing research, neurophysiology, psychophysics, auditory prosthesis, computational neuroscience)
Sabee Y. Molloi, Ph.D. University of Wisconsin-Madison, Professor of Radiological Sciences; Biomedical Engineering (quantitative aspects of medical x-
ray imaging and its applications to cardiac and breast imaging)
Jogeshwar Mukherjee, Ph.D. Jodhpur National University, Professor in Residence of Radiological Sciences; Biomedical Engineering; Physiology and
Biophysics (preclinical imaging, radiopharmaceutical design and development, PET imaging and quantitation, neuroscience)
J. Stuart Nelson, Ph.D. University of California, Irvine, Professor of Surgery; Biomedical Engineering (laser surgery, port wine stains, hemangiomas,
vascular birthmarks)
Qing Nie, Ph.D. Ohio State University, Director of Center for Complex Biological Systems and Professor of Mathematics; Biomedical Engineering
(computational mathematics, systems biology, cell signaling, stem cell)
Pranav Patel, M.D. Saint Louis University, Chief, Division of Cardiology; Director of Cardiac Catheterization Laboratory and Cardiac Care Unit (CCU)
and Health Sciences Associate Clinical Professor of Medicine; Biomedical Engineering (intravascular imaging (OCT and IVUS), interventional cardiology
research-coronary artery disease and peripheral vascular disease, medical quality and outcomes research, cardiac hemodynamics: fractional flow
reserve and coronary flow reserve, preventive cardiology research)
Susanne M. Rafelski, Ph.D. Stanford University, Assistant Professor of Developmental and Cell Biology; Biomedical Engineering (control of
mitochondrial network size, topology and function in budding yeast cells)
David J. Reinkensmeyer, Ph.D. University of California, Berkeley, Professor of Anatomy and Neurobiology; Biomedical Engineering; Mechanical and
Aerospace Engineering; Physical Medicine and Rehabilitation (robotics, mechatronics, biomedical engineering, rehabilitation, biomechanics, neural
control of movement)
Phillip C-Y Sheu, Ph.D. University of California, Berkeley, Professor of Electrical Engineering and Computer Science; Biomedical Engineering; Computer
Science (database systems, interactive multimedia systems)
Andrei M. Shkel, Ph.D. University of Wisconsin-Madison, Professor of Mechanical and Aerospace Engineering; Biomedical Engineering; Electrical
Engineering and Computer Science (design and advanced control of micro-electro-mechanical systems (MEMS), precision micro-sensors and actuators
for telecommunication and information technologies, MEMS-based health monitoring systems, disposable diagnostic devices, prosthetic implants)
Zuzanna S. Siwy, Ph.D. Silesian University of Technology, Professor of Physics and Astronomy; Biomedical Engineering; Chemistry (biosensing,
nanotechnology, condensed matter physics)
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644 The Henry Samueli School of Engineering
Ramesh Srinivasan, Ph.D. Tulane University, Department Chair and Professor of Cognitive Sciences; Biomedical Engineering (cognitive neuroscience,
brain development, consciousness, perception, EEG, brain dynamics)
Roger F. Steinert, M.D. Harvard University, Irving H. Leopold Chair in Ophthalmology and Professor of Ophthalmology; Biomedical Engineering (cataract
surgical technique and management of complications, refractive surgery, corneal transplantation)
Vasan Venugopalan, ScD Massachusetts Institute of Technology, Department Chair and Professor of Chemical Engineering and Materials Science;
Biomedical Engineering; Mechanical and Aerospace Engineering; Surgery (laser-induced thermal, mechanical and radiative transport processes for
application in medical diagnostics, therapeutics, biotechnology, micro-electro-mechanical systems (MEMS))
Szu-Wen Wang, Ph.D. Stanford University, Associate Professor of Chemical Engineering and Materials Science; Biomedical Engineering (combining
principles of self-assembly with nature-inspired macromolecular systems to engineer new materials and therapeutic strategies)
H. Kumar Wickramasinghe, Ph.D. University of London, Henry Samueli Endowed Chair in Engineering and Department Chair and Professor of
Electrical Engineering and Computer Science; Biomedical Engineering; Chemical Engineering and Materials Science (nanoscale measurements and
characterization, scanning probe microscopy, storage technology, nano-bio measurement technology)
Brian Wong, M.D. Johns Hopkins University, Professor of Otolaryngology; Biomedical Engineering (biomedical optics, tissue engineering, development
of surgical instrumentation)
Xiangmin Xu, Ph.D. Vanderbilt University, Associate Professor of Anatomy and Neurobiology; Biomedical Engineering; Electrical Engineering and
Computer Science (local cortical circuits)
Albert Fan Yee, Ph.D. University of California, Berkeley, Professor of Chemical Engineering and Materials Science; Biomedical Engineering; Chemistry
(materials science aspects of polymers and soft materials, particularly on how they are used to impact nanotechnology)
Fan-Gang Zeng, Ph.D. Syracuse University, Professor of Otolaryngology; Anatomy and Neurobiology; Biomedical Engineering; Cognitive Sciences
(cochlear implants and auditory neuroscience)
Weian Zhao, Ph.D. McMaster University, Assistant Professor of Pharmaceutical Sciences; Biomedical Engineering (stem cell therapy, diagnostics,
biosensors, nano- and microtechnology, aptamers)
Courses
BME 1. Introduction to Biomedical Engineering. 3 Units.
Introduction to the central topics of biomedical engineering. Offers a perspective on bioengineering as a discipline in a seminar format. Principles of
problem definition, team design, engineering inventiveness, information access, communication, ethics, and social responsibility are emphasized.
(Design units: 1)
Restriction: Biomedical Engineering and Biomedical Engineering: Premedical majors have first consideration for enrollment.
BME 50A. Cell and Molecular Engineering. 4 Units.
Physiological function from a cellular, molecular, and biophysical perspective. Applications to bioengineering design.
(Design units: 2)
Corequisite: BME 1.
Restriction: Biomedical Engineering, Chemical Engineering, and Materials Science Engineering majors have first consideration for enrollment.
BME 50B. Cell and Molecular Engineering. 4 Units.
Physiological function from a cellular, molecular, and biophysical perspective. Applications to bioengineering design.
(Design units: 2)
Prerequisite: BME 50A and PHYSICS 7D.
Restriction: Biomedical Engineering, Biomedical Engineering: Premedical, and Chemical Engineering majors have first consideration for enrollment.
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BME 60A. Engineering Analysis/Design: Data Acquisition. 4 Units.
Fundamentals of LabVIEW programming, basics of computer-based experimentation, establishing interface between computer and data acquisition
instrumentation, signal conditioning basics. Materials fee.
(Design units: 2)
Corequisite: BME 1.
Prerequisite: Physics 7D.
Restriction: Biomedical Engineering and Biomedical Engineering: Premedical majors have first consideration for enrollment.
BME 60B. Engineering Analysis/Design: Data Analysis. 4 Units.
Overview of MATLAB; numeric, cell, and structure arrays; file management; plotting and model building; solving linear algebraic equations; differential
equations; symbolic process. Materials fee.
(Design units: 1)
Corequisite: MATH 3D.
Prerequisite: BME 60A and MATH 3A.
Overlaps with ENGRCEE 20.
Restriction: Biomedical Engineering and Biomedical Engineering: Premedical majors have first consideration for enrollment.
BME 60C. Engineering Analysis/Design: Computer-Aided Design. 4 Units.
Introduction to SolidWorks and Computer-Aided Design software; design; analysis; rapid prototyping; visualization and presentation; planning and
manufacturing. Materials fee.
(Design units: 2)
Prerequisite: BME 60B.
Restriction: Biomedical Engineering and Biomedical Engineering: Premedical majors have first consideration for enrollment.
BME 110A. Biomechanics I. 4 Units.
Introduction to statics. Rigid bodies, analysis of structures, forces in beams, moments of inertia.
(Design units: 1)
Prerequisite: PHYSICS 7D and PHYSICS 7LD and PHYSICS 7E and BME 60C and MATH 3A and MATH 3D.
Restriction: BME 110A-BME 110B-BME 110C must be taken in the same academic year. Biomedical Engineering, Biomedical Engineering: Premedical,
and Materials Science Engineering majors have first consideration for enrollment.
BME 110B. Biomechanics II. 4 Units.
Introdution to dynamics. Kinematics of Particles, Newton's Second Law, System's of Particles, Kinematics of Rigid Bodies, Motion in three dimensions.
(Design units: 1)
Prerequisite: BME 110A. BME 110A-BME 110B-BME 110C must be taken in the same academic year.
Restriction: Biomedical Engineering, Biomedical Engineering: Premedical, and Materials Science Engineering majors have first consideration for
enrollment.
BME 110C. Biomechanics III. 4 Units.
Applications of statics and dynamics to biomedical systems. Cellular biomechanics, hemodynamics, circulatory system, respiratory system, muscles and
movement, skeletal biomechanics. Applications to bioengineering design.
(Design units: 1)
Prerequisite: BME 110B. BME 110A-BME 110B-BME 110C must be taken in the same academic year.
Restriction: Biomedical Engineering majors have first consideration for enrollment.
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BME 111. Design of Biomaterials. 4 Units.
Natural and synthetic polymeric materials. Metal and ceramics implant materials. Materials and surface characterization and design. Wound repair,
blood clotting, foreign body response, transplanation biology, biocompatibility of material. Artificial organs and medical devices. Government regulations.
(Design units: 3)
Corequisite: BME 50B or BIO SCI 99.
Prerequisite: BME 60C.
Restriction: Biomedical Engineering, Biomedical Engineering: Premedical, and Materials Science Engineering majors have first consideration for
enrollment.
BME 114. Genetic Engineering and Synthetic Biology. 4 Units.
Exploring how biological function can be engineered and "synthesized" from the DNA level up.
(Design units: 0)
Prerequisite: MATH 3D and BME 50A and BME 50B.
Restriction: Biomedical Engineering majors have first consideration for enrollment.
BME 120. Sensory Motor Systems. 4 Units.
A quantitative and systems approach to understanding physiological systems. Systems covered include the nervous and musculoskeletal systems.
(Design units: 2)
Prerequisite: (BME 60B or EECS 10 or EECS 12 or ENGRCEE 20 or ENGRMAE 10) and MATH 3A and MATH 3D.
Restriction: Biomedical Engineering, Biomedical Engineering: Premedical, and Materials Science Engineering majors have first consideration for
enrollment.
Concurrent with BME 220.
BME 121. Quantitative Physiology: Organ Transport Systems. 4 Units.
A quantitative and systems approach to understanding physiological systems. Systems covered include the cardiopulmonary, circulatory, and renal
systems.
(Design units: 1)
Prerequisite: (BME 60B or EECS 10 or EECS 12 or ENGRCEE 20 or ENGRMAE 10) and MATH 3A and MATH 3D.
Restriction: Biomedical Engineering, Biomedical Engineering: Premedical, and Chemical Engineering majors have first consideration for enrollment.
BME 130. Biomedical Signals and Systems. 4 Units.
Analysis of analog and digital biomedical signals; Fourier Series expansions; difference and differential equations; convolutions. System models:
discrete-time and continuous-time linear time-invariant systems; Laplace and Fourier transforms. Analysis of signals and systems using computer
programs.
(Design units: 1)
Prerequisite: BME 60C and MATH 3A and MATH 3D. Recommended: STATS 8.
Restriction: Biomedical Engineering and Biomedical Engineering: Premedical majors have first consideration for enrollment.
BME 135. Photomedicine. 4 Units.
Studies the use of optical and engineering-based systems (laser-based) for diagnosis, treating diseases, manipulation of cells and cell function.
Physical, optical, and electro-optical principles are explored regarding molecular, cellular, organ, and organism applications.
(Design units: 0)
Prerequisite: PHYSICS 3C or PHYSICS 7D.
Same as BIO SCI D130.
Restriction: Biomedical Engineering majors have first consideration for enrollment.
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BME 136. Engineering Medical Optics. 4 Units.
Principles of optics and photonics, integration of optical components into systems and devices, and analysis of physiological signals obtained from
Biophotonics measurements.
(Design units: 3)
Prerequisite: BME 130 and BME 135.
Restriction: Biomedical Engineering majors have first consideration for enrollment.
Concurrent with BME 251.
BME 137. Introduction to Biomedical Imaging. 4 Units.
Introduction to imaging modalities widely used in medicine and biology, including X-ray, computed tomography (CT), nuclear medicine (PET and SPET),
ultrasonic imaging, magnetic resonance imaging (MRI), optical tomography, imaging contrast, imaging processing, and complementary nature of the
imaging modalities.
(Design units: 1)
Prerequisite: BME 130 or EECS 50 or EECS 150.
Restriction: Biomedical Engineering majors have first consideration for enrollment.
BME 138. Spectroscopy and Imaging of Biological Systems. 4 Units.
Principles of spectroscopy; absorption; molecular orbitals; multiphoton transitions; Jablonski diagram; fluorescence anisotropy; fluorescence decay;
quenching; FRET; excited state reactions; solvent relaxations; instruments; microscopy: wide field, LSM, TPE; fluorescent probes, fluctuations
spectroscopy; optical resolution and super-resolution; CARS and SHG microscopy.
(Design units: 1)
Prerequisite: MATH 3A and MATH 3D. Recommended: STATS 8.
Restriction: Biomedical Engineering and Biomedical Engineering: Premedical majors only.
Concurrent with BME 238.
BME 140. Design of Biomedical Electronics. 4 Units.
Analog and digital circuits in bioinstrumentation. AC and DC circuit analysis, design and construction of filter and amplifiers using operational amplifier,
digitization of signal and data acquisition, bioelectrical signal, design and construction of ECG instrument, bioelectrical signal measurement and analysis.
Materials fee.
(Design units: 3)
Prerequisite: BME 60C and BME 130.
Restriction: Biomedical Engineering majors have first consideration for enrollment.
BME 147. Microfluidics and Lab-on-a-Chip. 4 Units.
Introduction to principles of microfluidics and state-of-the-art micro Total Analysis Systems (uTAS). Lab-on-a-Chip for bimolecular assays with device
design principles for microscale sample preparation, flow transport, bimolecular manipulation, separation & detection, and the technologies for
integrating these devices into microsystems.
(Design units: 1)
Prerequisite: BME 111.
Restriction: Biomedical Engineering majors have first consideration for enrollment.
Concurrent with BME 260.
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648 The Henry Samueli School of Engineering
BME 148. Microimplants. 4 Units.
Essential concepts of biomedical implants at the micro scale. Design, fabrication, and applications of several microimplantable devices including
cochlear, retinal, neural, and muscular implants.
(Design units: 1)
Prerequisite: BME 111 and EECS 179.
Restriction: Biomedical Engineering majors have first consideration for enrollment.
Concurrent with BME 262.
BME 149. Biomedical Microdevices . 4 Units.
In-depth review of microfabricated devices designed for biological and medical applications. Studies of the design, implementation, manufacturing, and
marketing of commercial and research bio-medical devices.
(Design units: 0)
Concurrent with BME 261.
BME 150. Biotransport Phenomena. 4 Units.
Fundamentals of heat and mass transfer, similarities in the respective rate equations. Emphasis on practical application of fundamental principles.
(Design units: 1)
Prerequisite: BME 60C and MATH 3A and MATH 3D.
Overlaps with CBEMS 125C.
Restriction: Biomedical Engineering and Biomedical Engineering: Premedical majors have first consideration for enrollment.
BME 160. Tissue Engineering. 4 Units.
Quantitative analysis of cell and tissue functions. Emerging developments in stem cell technology, biodegradable scaffolds, growth factors, and others
important in developing clinical products. Applications of bioengineering.
(Design units: 2)
Prerequisite: (BME 50B or BIO SCI 99) and BME 111 and BME 121 and BME 150.
Restriction: Biomedical Engineering and Biomedical Engineering: Premedical majors have first consideration for enrollment.
BME 170. Biomedical Engineering Laboratory. 4 Units.
Measurement and analysis of biological systems using engineering tools and techniques. Laboratory experiments involve living systems with the
emphasis on measuring physiological parameters. Labs: Introduction to Electroenecephalography, Fiberoptic thermometry, Neurorehabilitation
Engineering, Spectroscopy principles of the common pulse oximeter. Materials fee.
(Design units: 1)
Prerequisite: BME 111 and BME 120 and BME 121 and BME 130 and BME 140.
Restriction: Biomedical Engineering majors have first consideration for enrollment.
BME 171. Cell and Tissue Engineering Laboratory. 4 Units.
Techniques in molecular, cellular, and tissue engineering. Topics include bacterial and mammalian cell culture, DNA cloning and gene transfer,
fabrication of biomaterial scaffolds, and immunassays and microscopy techniques for cell-based assays.
Prerequisite: BME 160.
Restriction: Biomedical Engineering and Biomedical: Premedical Engineering majors have first consideration for enrollment.
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BME 180A. Biomedical Engineering Design. 3 Units.
Design strategies, techniques, tools, and protocols commonly encountered in biomedical engineering; clinical experience at the UCI Medical Center and
Beckman Laser Institute; industrial design experience in group projects with local biomedical companies; ethics, economic analysis, and FDA product
approval. Materials fee.
(Design units: 3)
Prerequisite: BME 110C and BME 111 and BME 120 and BME 121 and BME 140. BME 180A, BME 180B, and BME 180C must be taken in the same
academic year.
Grading Option: In progress only.
Restriction: Seniors only. Biomedical Engineering majors only.
BME 180B. Biomedical Engineering Design. 3 Units.
Design strategies, techniques, tools, and protocols commonly encountered in biomedical engineering; clinical experience at the UCI Medical Center and
Beckman Laser Institute; industrial design experience in group projects with local biomedical companies; ethics, economic analysis, and FDA product
approval. Materials fee.
(Design units: 3)
Prerequisite: BME 180A. BME 180A, BME 180B, and BME 180C must be taken in the same academic year.
Grading Option: In progress only.
Restriction: Seniors only. Biomedical Engineering majors only.
BME 180C. Biomedical Engineering Design. 3 Units.
Design strategies, techniques, tools, and protocols commonly encountered in biomedical engineering; clinical experience at the UCI Medical Center and
Beckman Laser Institute; industrial design experience in group projects with local biomedical companies; ethics, economic analysis, marketing, and FDA
product approval. Materials fee.
(Design units: 3)
Prerequisite: BME 180B. BME 180A, BME 180B, and BME 180C must be taken in the same academic year.
Restriction: Seniors only. Biomedical Engineering majors only.
BME 195. Special Topics in Biomedical Engineering. 1-4 Units.
Studies in selected areas of Biomedical Engineering. Topics addressed vary each quarter.
(Design units: 1-4)
Prerequisite: Prerequisites vary.
Repeatability: Unlimited as topics vary.
BME 197. Seminars in Biomedical Engineering. 2 Units.
Presentation of advanced topics and reports of current research efforts in Biomedical Engineering.
(Design units: 1-2)
Restriction: Seniors only. Biomedical Engineering majors have first consideration for enrollment.
Concurrent with BME 298.
BME 199. Individual Study. 1-4 Units.
Independent research conducted in the lab of a biomedical engineering core faculty member. A formal written report of the research conducted is
required at the conclusion of the quarter.
(Design units: 1-4)
Prerequisite: BIO SCI 194S.
Repeatability: May be taken for credit for 8 units.
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BME 199P. Individual Study. 1-4 Units.
Supervised independent reading, research, or design for undergraduate Engineering majors. Students taking individual study for design credit are to
submit a written paper to the instructor and to the Undergraduate Student Affairs Office in the School of Engineering.
(Design units: 1-4)
Grading Option: Pass/no pass only.
Repeatability: May be repeated for credit unlimited times.
BME 210. Molecular and Cellular Engineering. 4 Units.
Engineering of physiological function at the genetic, cellular, and tissue scales. Topics include cloning and genetic engineering, extracellular matrix
biomaterials, principles of regenerative medicine and tissue engineering, and experimental design.
Restriction: Graduate students only.
BME 211. Microscale Tissue Engineering. 4 Units.
Engineering of physiological function at the scale of individual cells. Topics include cell micropatterning, microfluidic tissue culture, engineering the
cellular microenvironment, and microphysiological systems.
Restriction: Graduate students only.
BME 212. Cardiovascular Tissue Engineering. 4 Units.
Advanced topics in biomaterials and tissue engineering with a special focus on applications in the cardiovascular system. Devices including vascular
grafts and stents, heart valves, and cardiac tissue patches will be examined.
Restriction: Graduate students only.
BME 213. Systems Cell and Developmental Biology. 4 Units.
Introduces concepts needed to understand cell and developmental biology at the systems level, i.e., how the parts (molecules) work together to create a
complex output. Emphasis on using mathematical/computational modeling to expand/modify insights provided by intuition.
Same as DEV BIO 232.
Restriction: Graduate students only.
BME 215. Linking Modeling and Experiments in Bioengineering. 4 Units.
Overview of modeling based on experimental techniques in bioengineering. Construct and evaluate models of varying complexity and to relate them to
experimental data.
Prerequisite: BME 220 and BME 221.
Restriction: Graduate students only.
BME 216. Stem Cell Therapy . 4 Units.
Introduces new paradigms in regenerative medicine particularly those that involve stem cells, and emerging molecular, nano- and micro-engineered
tools for in vivo imaging that is critical for studying and monitoring regeneration.
(Design units: 0)
Same as PHRMSCI 278.
Restriction: Graduate student only.
BME 218. Directed Evolution. 4 Units.
Directed evolution harnesses the processes of Darwinian evolution for biomolecular engineering goals. This class will begin with fundamental principles
in evolutionary biology and move on to the experimental evolution techniques and their applications.
Restriction: Graduate students only.
BME 220. Sensory Motor Systems. 4 Units.
A quantitative and systems approach to understanding physiological systems. Systems covered include the nervous and musculoskeletal systems.
Restriction: Graduate students only.
Concurrent with BME 120.
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BME 221. Organ Transport Systems. 4 Units.
A quantitative and systems approach to understanding physiological systems. Systems covered include the cardiopulmonary, circulatory, and renal
systems.
Restriction: Graduate students only.
BME 222. Biofluid Mechanics . 4 Units.
Introduces principles of biofluid mechanics in a research oriented scheme and approaches a wide spectrum of biofluid related problems in human body
and solutions that involves engineering concepts.
Restriction: Graduate students only.
BME 223. Critical Thinking in Cardiovascular Research. 2 Units.
Interpretation and critical assessment of current cardiovascular research in basic science, application of engineering tools, and clinical cardiology and
cardiovascular surgery. Open only to graduate students engaged in research.
Restriction: Graduate students only.
BME 224. Molecular and Cellular Biophotonics. 4 Units.
Principles underlying the application of photonic technologies to biomolecular and cellular systems. Sample technologies Optical Tweezers, Linear
and Nonlinear Optical Microscopy and Fluorescence Lifetime and Correlation Methods, and their use to investigate emergent problems in Molecular,
Cellular, and Developmental Biology.
(Design units: 0)
Same as CHEM 224.
Restriction: Graduate students only.
BME 225. Tissue and Organ Biophotonics. 4 Units.
Principles underlying the application of photonic technologies to tissues, organs, organisms. Sample technologies include Optical Coherence
Tomography, Optical Speckle Imaging, Optoacoustic Imaging, Wide-Field Spectroscopic Imaging, Diffuse Optical Spectroscopy. Addressing the use of
these technologies to detect/monitor disease and physiological processes.
BME 230A. Applied Engineering Mathematics I. 4 Units.
Analytical techniques applied to engineering problems in transport phenomena, process dynamics and control, and thermodynamics.
BME 230B. Applied Engineering Mathematics II. 4 Units.
Focuses on biomedical system identification. Includes fundamental techniques of model building and testing such as formulation, solution of governing
equations, sensitivity theory, identifiability theory, and uncertainty analysis.
Restriction: Graduate students only.
BME 232. Introduction to Computational Biology. 4 Units.
The use of theories and methods based on computer science, mathematics, and physics in molecular biology and biochemistry. Basics in biomolecular
modeling. Analysis of sequence and structural data of biomolecules. Analysis of biomolecular functions.
Same as MOL BIO 223.
Restriction: Graduate students only.
Concurrent with BIO SCI M123 and COMPSCI 183 and BME 132.
BME 233. Dynamic Systems in Biology and Medicine. 4 Units.
Introduces principles of system theory to analyze biological, biochemical, physiological, and bioengineering systems. Analytical and computational tools
are used to model and analyze dynamic systems such as population, neuronal and heart dynamics, biochemical and physiological systems, oxygen
diffusion and similar.
Restriction: Graduate students only.
BME 234. Neuroimaging Data Analysis. 4 Units.
Knowledge and understanding of recent techniques for the analysis of healthy and pathological structure and function in neuroimaging data.
Restriction: Graduate students only.
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BME 238. Spectroscopy and Imaging of Biological Systems. 4 Units.
Principles of spectroscopy; absorption; molecular orbitals; multiphoton transitions; Jablonski diagram; fluorescence anisotropy; fluorescence decay;
quenching; FRET; excited state reactions; solvent relaxations; instruments; microscopy: wide field, LSM, TPE; fluorescent probes, fluctuations
spectroscopy; optical resolution and super-resolution; CARS and SHG microscopy.
Restriction: Graduate students only.
Concurrent with BME 138.
BME 240. Introduction to Clinical Medicine for Biomedical Engineering. 4 Units.
An introduction to clinical medicine for graduate students in biomedical engineering. Lectures and rotations through Nephology, Gastroenterology,
Pulmonary & Critical Care Cardiology.
Restriction: Biomedical Engineering graduate students only.
BME 250. Biospectroscopy . 4 Units.
Principles of optical spectroscopy for biomedical engineering. Will focus on optical spectroscopy of biological relevant molecules, spectroscopy in cells
and tissue. Spectroscopy techniques based on fluorescence.
Restriction: Graduate students only.
BME 251. Engineering Medical Optics. 4 Units.
Principles of optics and photonics, integration of optical components into systems and devices, and analysis of physiologic signals obtained from
Biophotonics measurements.
Restriction: Graduate students only.
Concurrent with BME 136.
BME 252. Critical Thinking in Biophotonics. 2 Units.
Critical thematic review of current research papers in the field of Biophotonics.
Repeatability: May be taken for credit 2 times.
Restriction: Graduate students only.
BME 260. Microfluids and Lab-On-A-Chip. 4 Units.
Introduction to microfluidics and state-of-the-art micro Total Analysis Systems (uTAS). Lab-on-a-Chip for biomolecular assays with device design
principles for microscale sample preparation, flow transport, biolmolecular manipulation, separation and detection, and the technologies for integrating
these devices into microsystems.
Restriction: Graduate students only.
Concurrent with BME 147.
BME 261. Biomedical Microdevices. 4 Units.
In-depth review of microfabricated devices designed for biological and medical applications. Studies of the design, implementation, manufacturing, and
marketing of commercial and research bio-medical devices.
Restriction: Graduate students only.
Concurrent with BME 149.
BME 262. Microimplants. 4 Units.
Essential concepts of biomedical implants at the micro scale. Design, fabrication, and applications of several microimplantable devices including
cochlear, retinal, neural, and muscular implants.
Restriction: Graduate students only.
Concurrent with BME 148.
BME 263. Nanomedicine . 4 Units.
Covers the use of inorganic nanocrystals and nanocarriers for molecular detection of human disease and targeted drug delivery. Techniques for
synthesis and bioconjugation, molecular targeting, adhesion dynamics, and unique physical properties of nanomaterials.
Restriction: Graduate students only.
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BME 264. Auditory Science and Technology. 2 Units.
Advanced topics in auditory science and technology from cochlear mechanics to cochlear implants.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
BME 290. Critical Thinking and Writing. 4 Units.
Critical thinking and writing are essential ingredients for success in scientific research. Examines examples from the scientific literature to extract
principles of good scientific reasoning, experimental design, and writing.
Restriction: Graduate students only.
BME 295. Special Topics in Biomedical Engineering. 1-4 Units.
Studies in selected areas of Biomedical Engineering. Topics addressed vary each quarter.
Prerequisite: Prerequisites vary.
Repeatability: Unlimited as topics vary.
BME 296. Master of Science Thesis Research. 1-16 Units.
Individual research or investigation conducted in the pursuit of preparing and completing the thesis required for the M.S. in Engineering.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
BME 297. Doctor of Philosophy Dissertation Research. 1-16 Units.
Individual research or investigation conducted in the pursuit of preparing and completing the dissertation required for the Ph.D. in Engineering.
Repeatability: May be repeated for credit unlimited times.
BME 298. Seminars in Biomedical Engineering. 2 Units.
Presentation of advanced topics and reports of current research efforts in biomedical engineering. Designed for graduate students in the Biomedical
Engineering program.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Concurrent with BME 197.
BME 299. Individual Research. 1-16 Units.
Individual research or investigation under the direction of an individual faculty.
Repeatability: May be repeated for credit unlimited times.
Department of Chemical Engineering and Materials Science
Vasan Venugopalan, Department Chair
916 Engineering Tower
949-824-5802
http://www.eng.uci.edu/dept/chems
Overview
The Department of Chemical Engineering and Materials Science offers the B.S. degree in Chemical Engineering, the B.S. degree in Materials Science
Engineering, the M.S. and Ph.D. degrees in Chemical and Biochemical Engineering, and the M.S. and Ph.D. degrees in Materials Science and
Engineering.
On This Page:
• Chemical Engineering
• Materials Science Engineering
UCI General Catalogue 2016-2017 653
654 The Henry Samueli School of Engineering
Undergraduate Major in Chemical Engineering
Program Educational Objectives: Graduates of the Chemical Engineering program will (1) demonstrate achievement by applying a broad knowledge
of chemical engineering; (2) apply critical reasoning and quantitative skills to identify and solve problems in chemical engineering; (3) implement skills
for effective communication and teamwork; (4) demonstrate the potential to effectively lead chemical engineering projects in industry, government, or
academia; (5) exhibit a commitment to lifelong learning.
(Program educational objectives are those aspects of engineering that help shape the curriculum; achievement of these objectives is a shared
responsibility between the student and UCI.)
Chemical Engineering uses knowledge of chemistry, mathematics, physics, biology, and humanities to solve societal problems in areas such as energy,
health, the environment, food, clothing, shelter, and materials and serves a variety of processing industries whose vast array of products include
chemicals, petroleum products, plastics, pharmaceuticals, foods, textiles, fuels, consumer products, and electronic and cryogenic materials. Chemical
engineers also serve society in improving the environment by reducing and eliminating pollution.
The undergraduate curriculum in Chemical Engineering builds on basic courses in chemical engineering, other branches of engineering, and electives
which provide a strong background in humanities and human behavior. Elective programs developed by the student with a faculty advisor may include
such areas as applied chemistry, biochemical engineering, chemical reaction engineering, chemical processing, environmental engineering, materials
science, process control systems engineering, and biomedical engineering.
Admissions
High School Students: See School Admissions information.
Transfer Students: Preference will be given to junior-level applicants with the highest grades overall, and who have satisfactorily completed the
following required courses: one year of approved calculus, one year of calculus-based physics with laboratories (mechanics, electricity and magnetism),
completion of lower-division writing, one year of general chemistry (with laboratory), and one additional approved course for the major.
Students are encouraged to complete as many of the lower-division degree requirements as possible prior to transfer. Students who enroll at UCI in
need of completing lower-division coursework may find that it will take longer than two years to complete their degrees. For further information, contact
The Henry Samueli School of Engineering at 949-824-4334.
Requirements for the B.S. Degree in Chemical Engineering
All students are required to meet the University Requirements.
All students are required to meet the School Requirements.
Major Requirements
Mathematics and Basic Science Courses:
CHEM 1A- 1B- 1C- 1LC- 1LD General Chemistry
and General Chemistry
and General Chemistry
and General Chemistry Laboratory
and General Chemistry Laboratory
CHEM 51A- 51B- 51C- 51LB- 51LC Organic Chemistry
and Organic Chemistry
and Organic Chemistry
and Organic Chemistry Laboratory
and Organic Chemistry Laboratory
or
CHEM H52A- H52B- H52C- H52LA- H52LB Honors Organic Chemistry
and Honors Organic Chemistry
and Honors Organic Chemistry
and Honors Organic Chemistry Laboratory
and Honors Organic Chemistry Laboratory
CHEM 131A- 131B Quantum Principles
and Molecular Structure and Elementary Statistical Mechanics
MATH 2A- 2B Single-Variable Calculus
and Single-Variable Calculus
MATH 2D Multivariable Calculus
MATH 2E Multivariable Calculus
MATH 3A Introduction to Linear Algebra
MATH 3D Elementary Differential Equations
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University of California, Irvine 2016-2017 655
PHYSICS 7C- 7LC Classical Physics
and Classical Physics Laboratory
PHYSICS 7D- 7LD Classical Physics
and Classical Physics Laboratory
Engineering Topics Courses:
Students must complete a minimum of 18 units of engineering design.
CBEMS 45A- 45B- 45C Chemical Processing and Materials Balances
and Chemical Processing and Energy Balances
and Chemical Engineering Thermodynamics
CBEMS 110 Reaction Kinetics and Reactor Design
CBEMS 125A- 125B- 125C Momentum Transfer
and Heat Transfer
and Mass Transfer
CBEMS 128 Introduction to Numerical Methods in Engineering
CBEMS 130 Separation Processes
CBEMS 135 Chemical Process Control
CBEMS 140A- 140B Chemical Engineering Laboratory I
and Chemical Engineering Laboratory II
CBEMS 149A- 149B Chemical Engineering Design I
and Chemical Engineering Design II
ENGR 54 Principles of Materials Science and Engineering
ENGRMAE 10 Introduction to Engineering Computations
or EECS 10 Computational Methods in Electrical and Computer Engineering
Students select, with the approval of a faculty advisor, any additional engineering topics courses needed to satisfy school and department
requirements.
Technical Elective Courses:
Students select, with the approval of a faculty advisor, a minimum of 19 units of technical electives. Students may select an area of specialization and
complete the associated requirements, as shown below.
(The nominal Chemical Engineering program will require 192 units of courses to satisfy all university and major requirements. Students typically need
at least 17 units of engineering topics from technical electives to meet school requirements. Because each student comes to UCI with a different level
of preparation, the actual number of units will vary.)
Engineering Professional Topics Course:
ENGR 190W Communications in the Professional World
Specialization in Biomolecular Engineering:
Requires:
CBEMS 112 Introduction to Biochemical Engineering
and a minimum of 8 units from the following:
BIO SCI 98 Biochemistry
BIO SCI 99 Molecular Biology
BME 50A Cell and Molecular Engineering
BME 50B Cell and Molecular Engineering
BME 121 Quantitative Physiology: Organ Transport Systems
BME 160 Tissue Engineering
CBEMS 115 Kinetics of Biochemical Networks
CBEMS 119 Biomaterials: Structural Biology and Assembly
CBEMS 199 Individual Study (up to 4 units; or CBEMS H199, up to 4 units)
Specialization in Energy and the Environment:
Requires a minimum of 11 units including at least one course from the following:
CBEMS 133 Nuclear and Radiochemistry
CBEMS 141 Nano-Scale Materials and Applications
CBEMS 143 Chemistry and Technology for the Nuclear Fuel Cycle
CBEMS 160 Advanced Lab in Synthesis of Materials
CBEMS 199 Individual Study (up to 4 units; or CBEMS H199, up to 4 units)
and select the remaining units from the following:
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ENGRCEE 162 Introduction to Environmental Chemistry
ENGRCEE 163 Wastewater Treatment Process Design
ENGRCEE 171 Water Resources Engineering
ENGRCEE 172 Groundwater Hydrology
ENGRMAE 110 Combustion and Fuel Cell Systems
ENGRMAE 115 Applied Engineering Thermodynamics
ENGRMAE 164 Air Pollution and Control
Specialization in Materials Science:
Requires a minimum of 12 units from:
CBEMS 154 Polymer Science and Engineering
CBEMS 155 Mechanical Behavior and Design Principles
CBEMS 158 Ceramic Materials
CBEMS 163 Computer Techniques in Experimental Materials Research
CBEMS 174 Semiconductor Device Packaging
CBEMS 175 Design Failure Investigation
CBEMS 199 Individual Study (up to 4 units; or CBEMS H199, up to 4 units)
1
ENGR 150 Mechanics of Structures
ENGRMAE 155 Composite Materials and Structures
1
Requires ENGR 30, not included in total.
Planning a Program of Study
The sample program of study chart shown is typical for the major in Chemical Engineering. Students should keep in mind that this program is based
upon a sequence of prerequisites, beginning with adequate preparation in high school mathematics, physics, and chemistry. Students who are not
adequately prepared, or who wish to make changes in the sequence for other reasons, must have their program approved by their faculty advisor.
Chemical Engineering majors must consult at least once every year with the academic counselors in the Student Affairs Office and with their faculty
advisors.
Sample Program of Study — Chemical Engineering
Freshman
Fall Winter Spring
MATH 2A MATH 2B MATH 2D
EECS 10 or ENGRMAE 10 PHYSICS 7C PHYSICS 7D
CHEM 1A PHYSICS 7LC PHYSICS 7LD
General Education CHEM 1B CHEM 1C
General Education CHEM 1LC
Sophomore
Fall Winter Spring
MATH 3A MATH 3D MATH 2E
CHEM 51A CHEM 51B CHEM 51C
CHEM 1LD CHEM 51LB CHEM 51LC
CBEMS 45A CBEMS 45B CBEMS 45C
General Education ENGR 54 General Education
Junior
Fall Winter Spring
CBEMS 125A CBEMS 110 CBEMS 125C
CBEMS 128 CBEMS 125B CBEMS 130
CHEM 131A CHEM 131B Technical Elective
General Education General Education General Education
Senior
Fall Winter Spring
CBEMS 135 CBEMS 149A CBEMS 149B
CBEMS 140A CBEMS 140B Technical Elective
ENGR 190W Technical Elective Technical Elective
Technical Elective General Education General Education
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Undergraduate Major in Materials Science Engineering
Program Educational Objectives: Graduates of the Materials Science Engineering program will (1) establish a productive Materials Science and
Engineering career in industry, government or academia; (2) apply critical reasoning and the requisite analytical/quantitative skills in seeking solutions
to materials science and engineering problems; (3) promote innovation in materials development and design through effective leadership, skilled
communications, and multidisciplinary teamwork; (4) exhibit a commitment to engineering ethics, environmental stewardship, continued learning, and
professional development.
(Program educational objectives are those aspects of engineering that help shape the curriculum; achievement of these objectives is a shared
responsibility between the student and UCI.)
Since the beginning of history, materials have played a crucial role in the growth, prosperity, security, and quality of human life. In fact, materials have
been so intimately related to the emergence of human culture and civilization that anthropologists and historians have identified early cultures by
the name of the significant materials dominating those cultures. These include the stone, bronze, and iron ages of the past. At the present time, the
scope of materials science and engineering has become very diverse; it is no longer confined to topics related to metals and alloys but includes those
relevant to ceramics, composites, polymers, biomaterials, nanostructures, intelligent materials, and electronic devices. In addition, present activities
in materials science and engineering cover not only areas whose utility can be identified today, but also areas whose utility may be unforeseen. The
services of materials scientists and engineers are required in a variety of engineering operations dealing, for example, with emerging energy systems,
design of semiconductors and optoelectronic and nano devices, development of new technologies based on composites and high-temperature super-
conductivity, biomedical products, performance (e.g., quality, reliability, safety, energy efficiency) in automobile and aircraft components, improvement in
nondestructive testing techniques, corrosion behavior in refineries, radiation damage in nuclear power plants, and fabrication of advanced materials.
The undergraduate major in Material Science Engineering (MSE) provides students with a thorough knowledge of basic engineering and scientific
principles. The undergraduate curriculum in MSE includes (a) a core of Chemistry, Physics, and Mathematics; (b) basic Engineering courses; (c)
Materials and Engineering core; and (d) technical courses in Materials Science, Engineering, and Sciences.
Because of the interdisciplinary nature of MSE and its intimate relations with other Engineering disciplines (Aerospace, Biomedical, Chemical, Civil,
Computer, Electrical, Environmental, and Mechanical Engineering), qualified students will be able to satisfy in a straightforward manner the degree
requirements of their Engineering major and the MSE major.
Admissions
High School Students: See School Admissions information.
Transfer Students: Preference will be given to junior-level applicants with the highest grades overall, and who have satisfactorily completed the
following required courses: one year of approved calculus, one year of calculus-based physics with laboratories (mechanics, electricity and magnetism),
completion of lower-division writing, one year of general chemistry (with laboratory), and one additional approved course for the major.
Students are encouraged to complete as many of the lower-division degree requirements as possible prior to transfer. Students who enroll at UCI in
need of completing lower-division coursework may find that it will take longer than two years to complete their degrees. For further information, contact
The Henry Samueli School of Engineering at 949-824-4334.
Requirements for the B.S. Degree in Materials Science Engineering
All students must meet the University Requirements.
All students must meet the School Requirements.
Major Requirements
Mathematics and Basic Science Courses:
Core Courses:
CHEM 1A- 1B- 1C General Chemistry
and General Chemistry
and General Chemistry
CHEM 1LC General Chemistry Laboratory
MATH 2A- 2B Single-Variable Calculus
and Single-Variable Calculus
MATH 2D Multivariable Calculus
MATH 3A Introduction to Linear Algebra
MATH 3D Elementary Differential Equations
MATH 2E Multivariable Calculus
PHYSICS 7C- 7LC Classical Physics
and Classical Physics Laboratory
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PHYSICS 7D- 7E Classical Physics
and Classical Physics
PHYSICS 7LD Classical Physics Laboratory
Basic Engineering or Science Elective Courses:
Select four (4) units from the following:
BIO SCI 93 From DNA to Organisms
BME 50A Cell and Molecular Engineering
CHEM 51A Organic Chemistry
EECS 70B Network Analysis II
ENGR 7A- 7B Introduction to Engineering I
*
and Introduction to Engineering II
ENGRCEE 20 Introduction to Computational Problem Solving
ENGRMAE 52 Computer-Aided Design
ENGRMAE 80 Dynamics
or ENGRCEE 80 Dynamics
PHYSICS 51A Modern Physics
STATS 7 Basic Statistics
Engineering Topics Courses:
Students must complete a minimum of 22 units of engineering design.
Core Courses:
CBEMS 45B Chemical Processing and Energy Balances
or ENGRMAE 91 Introduction to Thermodynamics
CBEMS 45C Chemical Engineering Thermodynamics
or ENGRMAE 115 Applied Engineering Thermodynamics
CBEMS 125A Momentum Transfer
or ENGRMAE 130A Introduction to Fluid Mechanics
CBEMS 125B Heat Transfer
or ENGRMAE 120 Heat and Mass Transfer
CBEMS 155 Mechanical Behavior and Design Principles
CBEMS 155L Mechanical Behavior Laboratory
CBEMS 160 Advanced Lab in Synthesis of Materials
CBEMS 164 X-ray Diffraction, Electron Microscopy, and Microanalysis
CBEMS 164L X-ray Diffraction, Electron Microscopy, and Microanalysis Lab
CBEMS 165 Materials Kinetics and Phase Transformations
CBEMS 169 Electronic and Optical Properties in Materials
CBEMS 175 Design Failure Investigation
CBEMS 189A- 189B- 189C Senior Design Project I
and Senior Design Project II
and Senior Design Project III
EECS 70A Network Analysis I
or ENGRMAE 60 Electric Circuits
ENGR 54 Principles of Materials Science and Engineering
ENGR 150 Mechanics of Structures
ENGRMAE 10 Introduction to Engineering Computations
ENGRMAE 30 Statics
or ENGR 30 Statics
or ENGRCEE 30 Statics
ENGRMAE 150L Mechanics of Structures Laboratory
Engineering Electives:
Students must complete a minimum of 23 units from:
BME 50A Cell and Molecular Engineering
BME 110A- 110B Biomechanics I
and Biomechanics II
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BME 111 Design of Biomaterials
BME 120 Sensory Motor Systems
CBEMS 110 Reaction Kinetics and Reactor Design
CBEMS 130 Separation Processes
CBEMS 141 Nano-Scale Materials and Applications
CBEMS 154 Polymer Science and Engineering
CBEMS 158 Ceramic Materials
CBEMS 163 Computer Techniques in Experimental Materials Research
CBEMS 174 Semiconductor Device Packaging
CBEMS 191 Materials Outreach
CBEMS 199 Individual Study
EECS 70B Network Analysis II
EECS 170LA Electronics I Laboratory
EECS 170B Electronics II
EECS 174 Semiconductor Devices
EECS 176 Fundamentals of Solid-State Electronics and Materials
EECS 180A Engineering Electromagnetics I
ENGR 165 Advanced Manufacturing
ENGRMAE 106 Mechanical Systems Laboratory
ENGRMAE 145 Theory of Machines and Mechanisms
ENGRMAE 147 Vibrations
ENGRMAE 151 Mechanical Engineering Design
ENGRMAE 152 Introduction to Computer-Aided Engineering
ENGRMAE 155 Composite Materials and Structures
ENGRMAE 157 Lightweight Structures
ENGRMAE 170 Introduction to Control Systems
Students select, with the approval of a faculty advisor, any additional engineering topics courses needed to satisfy school and department
requirements.
Engineering Professional Topics Course:
ENGR 190W Communications in the Professional World
(The nominal Materials Science Engineering program will require 185 units of courses to satisfy all university and major requirements. Because each
student comes to UCI with a different level of preparation, the actual number of units will vary. Dual engineering majors are reminded that they are
required to satisfy all requirements of both majors individually. Students should not assume that courses for one, such as senior design, will satisfy
the requirements of the other, without prior approval.)
* ENGR 7A-ENGR 7B is available only to first year students. Both ENGR 7A-ENGR 7B must be taken to be counted as a Basic Engineering or
Science Elective course.
Students majoring in MSE may elect, with approval of their faculty advisor, to use available engineering electives to complete one of the following
specializations.
Specialization in Biomaterials:
Requires a minimum of 14 units from:
BME 50A Cell and Molecular Engineering
BME 110A- 110B Biomechanics I
and Biomechanics II
BME 111 Design of Biomaterials
BME 120 Sensory Motor Systems
CBEMS 154 Polymer Science and Engineering
CBEMS 199 Individual Study
Specialization in Electronics Processing and Materials:
Requires a minimum of 14 units from:
CBEMS 174 Semiconductor Device Packaging
CBEMS 199 Individual Study (up to 3 units; or CBEMS H199, up to 3 units)
EECS 70B Network Analysis II
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EECS 170LA Electronics I Laboratory
EECS 174 Semiconductor Devices
ENGR 165 Advanced Manufacturing
Specialization in Materials and Mechanical Design:
Requires a minimum of 14 units from:
CBEMS 199 Individual Study (up to 3 units; or CBEMS H199, up to 3 units)
ENGRMAE 106 Mechanical Systems Laboratory
ENGRMAE 145 Theory of Machines and Mechanisms
ENGRMAE 147 Vibrations
ENGRMAE 151 Mechanical Engineering Design
ENGRMAE 152 Introduction to Computer-Aided Engineering
ENGRMAE 155 Composite Materials and Structures
ENGRMAE 157 Lightweight Structures
ENGRMAE 170 Introduction to Control Systems
Planning a Program of Study
A sample program of study chart for the major in Materials Science Engineering is available in the Undergraduate Student Affairs Office. Students
should keep in mind that this program is based upon a sequence of prerequisites, beginning with adequate preparation in high school mathematics,
physics, and chemistry. Students who are not adequately prepared, or who wish to make changes in the sequence for other reasons, must have their
program approved by their faculty advisor. Materials Science Engineering majors must consult at least once every year with the academic counselors in
the Undergraduate Student Affairs Office and with their faculty advisors.
Sample Program of Study — Materials Science Engineering
Freshman
Fall Winter Spring
MATH 2A MATH 2B MATH 2D
CHEM 1A CHEM 1B CHEM 1C
ENGRMAE 10 PHYSICS 7C CHEM 1LC
General Education PHYSICS 7LC PHYSICS 7D
General Education PHYSICS 7LD
Sophomore
Fall Winter Spring
MATH 3A MATH 3D MATH 2E
ENGR 30 ENGR 54 EECS 70A
PHYSICS 7E CBEMS 45B CBEMS 45C
General Education General Education Basic Engineering/Science Elective
Junior
Fall Winter Spring
CBEMS 125A CBEMS 125B CBEMS 160
CBEMS 164 CBEMS 155 CBEMS 165
CBEMS 164L CBEMS 155L CBEMS 169
ENGR 150 Engineering Elective General Education
ENGRMAE 150L General Education
Senior
Fall Winter Spring
CBEMS 189A CBEMS 189B CBEMS 189C
ENGR 190W Engineering Elective CBEMS 175
Engineering Elective Engineering Elective Engineering Elective
General Education General Education General Education
Minor in Materials Science Engineering
The interdisciplinary field of materials science and engineering has become critical to many emerging areas of advanced technology and their
applications. As a result, there are needs and opportunities for engineers and scientists with education and training in materials science and engineering.
The goal of the minor in Materials Science Engineering (MSE) is to provide students at UCI with such education and training that will enable them,
upon graduation, to not only participate in projects or programs of an interdisciplinary nature but also address challenging societal needs and complex
technological advances.
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Admission
Admission in the MSE minor requires a minimum 2.5 overall UCI GPA. Students are required to complete all prerequisites for required courses and
selected electives. In particular, students need to complete the following courses before applying:
CHEM 1A General Chemistry
CHEM 1LE Accelerated General Chemistry Lab
MATH 2D Multivariable Calculus
MATH 2E Multivariable Calculus
MATH 3A Introduction to Linear Algebra
MATH 3D Elementary Differential Equations
PHYSICS 7C Classical Physics
PHYSICS 7LC Classical Physics Laboratory
PHYSICS 7D Classical Physics
PHYSICS 7LD Classical Physics Laboratory
Requirements for the Minor in Materials Science Engineering
The minor in Materials Science Engineering requires a total of seven courses—five required courses and two electives:
Required courses:
CBEMS 155 Mechanical Behavior and Design Principles
ENGR 54 Principles of Materials Science and Engineering
Select three of the following:
1
CBEMS 165 Materials Kinetics and Phase Transformations
CBEMS 169 Electronic and Optical Properties in Materials
CBEMS 175 Design Failure Investigation
CBEMS 199 Individual Study (contingent upon the availability of research positions in
the Materials Science Engineering faculty’s research groups)
Electives:
Select two of the following:
BME 110A- 110B Biomechanics I
and Biomechanics II
BME 111 Design of Biomaterials
BME 120 Sensory Motor Systems
CBEMS 141 Nano-Scale Materials and Applications
CBEMS 154 Polymer Science and Engineering
CBEMS 158 Ceramic Materials
CBEMS 163 Computer Techniques in Experimental Materials Research
CBEMS 174 Semiconductor Device Packaging
CBEMS 191 Materials Outreach
CHEM 225 Polymer Chemistry: Synthesis and Characterization of Polymers
EECS 170A- 170B Electronics I
and Electronics II
ENGR 150 Mechanics of Structures
ENGR 165 Advanced Manufacturing
ENGRMAE 151 Mechanical Engineering Design
ENGRMAE 155 Composite Materials and Structures
ENGRMAE 157 Lightweight Structures
MATH 112A Introduction to Partial Differential Equations and Applications
or ENGRMAE 140 Introduction to Engineering Analysis
PHYSICS 112A Electromagnetic Theory
PHYSICS 133 Introduction to Condensed Matter Physics
PHYSICS 135 Plasma Physics
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1
For students who plan to pursue a graduate degree in MSE, it is highly recommended that they take CBEMS 165 in addition to two of the
following courses: CBEMS 169, CBEMS 175, or CBEMS 199.
On This Page:
• Chemical and Biochemical Engineering
• Materials Science and Engineering
Graduate Study in Chemical and Biochemical Engineering
Chemical engineering uses the knowledge of chemistry, mathematics, physics, biology, and social sciences to solve societal problems such as energy,
health, environment, food, clothing, shelter, and transportation. It serves a variety of processing industries whose vast array of products include
chemicals, petroleum products, plastics, pharmaceuticals, foods, semiconductors, textiles, fuels, consumer products, and electronic and cryogenic
materials. It also serves society to improve the environment by reducing and eliminating pollution. Chemical engineering is an engineering discipline
that has its strongest ties with the molecular sciences. This is an important asset since sciences such as chemistry, molecular biology, biomedicine, and
solid-state physics are providing the seeds for future technologies. Chemical engineering has a bright future as the discipline which will bridge science
with engineering in multidisciplinary environments.
Biochemical Engineering is concerned with the processing of biological materials and processes that use biological agents such as living cells, enzymes,
or antibodies. Biochemical Engineering, with integrated knowledge of the principles of biology and chemical engineering, plays a major engineering
role in the rapidly developing area of biotechnology. Career opportunities in Biochemical Engineering are available in a variety of industries such as
biotechnology, chemical, environmental, food, petrochemical, and pharmaceutical industries.
The principal objectives of the graduate curriculum in Chemical and Biochemical Engineering are to develop and expand students’ abilities to solve new
and more challenging engineering problems and to promote their skills in independent thinking and learning in preparation for careers in manufacturing,
research, or teaching. These objectives are reached through a program of course work and research designed by each student with the assistance,
advice, and approval of a primary faculty advisor and a faculty advisory committee. Programs of study leading to the M.S. and Ph.D. degrees in
Chemical and Biochemical Engineering are offered.
Recommended Background
It is strongly recommended that students have background and training in core Chemical Engineering topics (transport phenomena, thermodynamics,
and reaction kinetics) as well as a strong background in mathematics, chemistry, and physics. A student who enters the program without
undergraduate preparation in chemical engineering is required to take three to five additional prerequisite courses (MATH 3A and MATH 3D, and
CBEMS 45B-CBEMS 45C, CBEMS 110, CBEMS 112, and CBEMS 125A).
Required Courses
Students are required to take the following courses for the M.S. degree and as a basis for the Ph.D. preliminary examination.
CBEMS 210 Reaction Engineering
CBEMS 220 Transport Phenomena
CBEMS 230 Applied Engineering Mathematics I
CBEMS 240 Advanced Engineering Thermodynamics
Electives
Graduate advisors should be consulted on the selection of elective courses. All graduate courses offered in CBEMS are potential electives. Graduate-
level courses offered in other Engineering departments and relevant graduate courses from other schools may also be taken as electives.
Additional Information
Students are required to consult the graduate student handbook for more specific details regarding the course, exam, and unit requirements.
Master of Science Degree
Two plans are available for the M.S. degree: a thesis option and a comprehensive examination option. Opportunities are available for part-time study
toward the M.S. degree.
Plan I: Thesis Option
For the M.S. thesis option, students are required to complete a research study of great depth and originality and obtain approval for a complete program
of study. A minimum of 36 units is required for the M.S. degree. The following are required: four required core courses, three quarters of CBEMS 298
(Department Seminar), three additional Chemical Engineering-related graduate elective courses numbered 200–289 approved by the graduate advisor,
and two additional non-Chemical Engineering-related graduate elective courses numbered 200–295 approved by the graduate advisor. Up to two
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University of California, Irvine 2016-2017 663
of these elective courses can be substituted by up to eight units of CBEMS 296 (M.S. Thesis Research), and one of the elective courses may be
substituted by an upper-division undergraduate elective course approved by the CBE graduate advisor.
Full-time graduate students must enroll in the departmental seminar each quarter during their first year unless exempt by petition.
Plan II: Comprehensive Examination Option
For the comprehensive examination option, students are required to complete 36 units of study and a comprehensive examination. The following are
required: four required core courses, three quarters of CBEMS 298 (Department Seminar), three additional Chemical Engineering-related graduate
elective courses numbered 200–289 approved by the graduate advisor, and two additional non-Chemical Engineering-related graduate elective courses
numbered 200–295 approved by the graduate advisor. Up to two of the elective courses may be substituted by upper-division undergraduate elective
courses if these courses are approved by the CBE graduate advisor. Research units (CBEMS 296/CBEMS 299) do not count towards the degree
requirements of the Comprehensive Exam Option.
Full-time graduate students must enroll in the departmental seminar each quarter during their first year unless exempt by petition.
NOTE: Students who entered prior to fall 2012 should follow the course requirements outlined within the Catalogue of the year they entered. The
change in number of units per course is not intended to change the course requirements for the degree nor to have any impact in the number of courses
students are taking. As such, students will need to continue to meet the same high standards and plan of study requirements as previously required.
Students will work with their advisor to create a plan of study encompassing the equivalent topical requirements, as well as the equivalent number of
courses to the previous 36-unit requirement.
In addition to fulfilling the course requirements outlined above, it is a University requirement for the Master of Science degree that students fulfill a
minimum of 36 units of study.
Doctor of Philosophy Degree
The Ph.D. degree in Chemical and Biochemical Engineering requires a commitment on the part or the student to dedicated study and collaboration
with the faculty. Ph.D. students are selected on the basis of outstanding demonstrated potential and scholarship. Applicants must hold the appropriate
prerequisite degrees from recognized institutions of high standing. After substantial preparation, Ph.D. candidates work under the supervision of faculty
advisors. The process involves extended immersion in a research atmosphere and culminates in the production of original research results presented in
a dissertation.
Milestones to be passed in the Ph.D. program in order to remain in good standing include the following: acceptance into a research group by the
faculty advisor at the end of the student’s first year of study; successful completion of the Ph.D. preliminary examination by the end of the second year;
preparation for pursuing research and the development of a research proposal culminating in passing the Qualifying Examination by the end of the third
year of the Ph.D. program. The Qualifying Examination includes faculty evaluation of a written research dossier and an oral presentation. Students must
advance to candidacy in their third year (second year for students who entered with a master’s degree).
The core course requirements for the Ph.D. degree are the same as for the M.S. degree. Students must enroll in the departmental seminar each quarter
during their first year unless exempt by petition. Ph.D. students must take two additional elective courses beyond the M.S. degree requirements. These
courses are to be taken after the first year of graduate work, should be relevant to the Ph.D. dissertation topic, and must be selected in consultation with
the research advisor and approved by the CBE graduate advisor. The preliminary examination is based on the four core courses and the ability of the
student to comprehend and present a research paper. M.S. students who have completed a CBE M.S. degree elsewhere must have a written approval
by the graduate advisor to waive required CBE core courses, if they have taken the equivalent courses elsewhere.
Final examination involves the oral presentation and defense of an acceptable dissertation in a seminar attended by students and faculty. The Ph.D.
degree is granted upon the recommendation of the Doctoral Committee and the Dean of the Graduate Division. The normative time for completion of the
Ph.D. is five years (four years for students who entered with a master’s degree). The maximum time permitted is seven years.
Relationship of M.S. and Ph.D. Programs
Students applying with the objective of a Ph.D. are admitted to the M.S./Ph.D. program only if they are likely to successfully complete a Ph.D. program.
These students do not formally reapply to the Ph.D. program after completing the M.S. degree. Students who apply to the M.S.-only program must
formally apply for the Ph.D. program if they desire to continue on for the Ph.D. Financial support is usually reserved for those students who plan to
complete the Ph.D. The normative time to complete M.S. and Ph.D. degrees is two and five years, respectively.
Graduate Study in Materials Science and Engineering
Materials Science and Engineering focuses on the development of new materials and new applications for materials in engineering. Current research
programs include nanomaterials, nanostructures, nanoelectronics, nanodevices, nanocharacterization, device/system packaging materials, materials
for fuel cells and related alternative energy systems, biocompatible materials, soft materials such as biological materials and polymeric materials,
electronic and photonic materials, hybrid materials, interfacial engineering of materials, and multifunctional materials. Faculty with relevant research
are affiliated with the Integrated Nanofabrication Research Facility (INRF), the National Fuel Cell Research Center (NFCRC), the California Institute for
Telecommunications and Information Technology (Calit2), the Advanced Power and Energy Program (APEP), and the Laboratory for Electron and X-ray
Instrumentation (LEXI), among others.
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664 The Henry Samueli School of Engineering
The MSE graduate degree program is hosted by the Department of Chemical Engineering and Materials Science (ChEMS). Faculty who may serve as
advisors are listed as affiliated with the ChEMS Department and include faculty with strong materials science and engineering research programs from
other departments. The formal degree that is awarded upon successful completion of the program is either the M.S. or Ph.D. in Materials Science and
Engineering.
Recommended Background
Given the nature of Materials Science and Engineering as a cross-disciplinary program, students having a background, and suitable training, in
Materials, Engineering (Mechanical, Electrical, Civil, Chemical, Aerospace), and the Physical Sciences (Physics, Chemistry, Geology) are encouraged
to participate. A student with an insufficient background may be required to take remedial undergraduate courses. Recommended background courses
include an introduction to materials, thermodynamics, mechanical behavior, and electrical/optical/magnetic behavior.
Specific Fields of Emphasis
The Materials faculty at UCI have special interest and expertise in all areas of modern materials and technologies, including biomaterials, energy
materials, advanced ceramics, polymers and nanocomposite materials, structural and nanostructured metallic materials, micro/nano-device materials,
device/system packaging materials, and multifunctional materials.
Required Courses
Students are required to take one course from each area for the M.S. degree and as a basis for the Ph.D. preliminary examination.
Crystal Structure and Defects:
ENGRMSE 200 Crystalline Solids: Structure, Imperfections, and Properties
Electrical and Optical Behavior:
ENGRMSE 205 Materials Physics
Mechanical Behavior:
ENGRMSE 256A Mechanical Behavior of Engineering Materials
Thermodynamics and Kinetics:
Select one of the following:
ENGRMSE 252 Theory of Diffusion
ENGRMSE 265 Phase Transformations
Electives
Faculty advisors should be consulted on the selection of elective courses. All graduate courses offered in CBEMS are potential electives. Graduate-level
courses offered in other Engineering departments and relevant graduate courses from other schools may also be taken as electives.
Master of Science Degree
The M.S. degree reflects achievement of an advanced level of competence for professional practice of materials science and engineering. Two options
are available: a thesis option and a comprehensive examination option.
Plan I: Thesis Option
For the M.S. thesis option, students are required to complete a research study of great depth and originality and obtain approval for a complete program
of study. A committee of three full-time faculty members is appointed to guide development of the thesis. A minimum of 36 units is required for the M.S.
degree.
For the thesis option, the following are required: four required core courses; three quarters of CBEMS 298 (Department Seminar), five additional
graduate elective courses numbered 200–289 (or 200-295 if offered by other departments) approved by the graduate advisor. Up to two of these elective
courses can be substituted by up to eight units of CBEMS 296 (M.S. Thesis Research), and one of these elective courses may be substituted by an
upper-division undergraduate elective course approved by the MSE graduate advisor.
Full-time graduate students must enroll in the departmental seminar each quarter unless exempt by petition.
Plan II: Comprehensive Examination Option
For the comprehensive examination option, students are required to complete 36 units of study and a comprehensive examination.
The following are required: four required core courses; three quarters of CBEMS 298 (Department Seminar), and a minimum of five additional graduate
elective courses numbered 200–289 (or 200-295 if offered by other departments) approved by the graduate advisor. Up to two of these elective courses
may be substituted by upper-division undergraduate elective courses if these courses are approved by the MSE graduate advisor.
Research units (CBEMS 296/CBEMS 299) do not count towards the degree requirements of the Comprehensive Exam Option. Full-time graduate
students must enroll in the departmental seminar each quarter during their first year unless exempt by petition.
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NOTE: Students who entered prior to fall of 2012 should follow the course requirements outlined within the Catalogue of the year they entered. The
change in number of units per course is not intended to change the course requirements for the degree nor to have any impact in the number of courses
students are taking. As such, students will need to continue to meet the same high standards and plan of study requirements as previously required.
Students will work with their advisor to create a plan of study encompassing the equivalent topical requirements, as well as the equivalent number of
courses to the previous 36-unit requirement.
In addition to fulfilling the course requirements outlined above, it is a University requirement for the Master of Science degree that students fulfill a
minimum of 36 units of study.
Doctor of Philosophy Degree
The Ph.D. degree in Materials Science and Engineering requires a commitment on the part of the student to dedicated study and collaboration with
the faculty. Ph.D. students are selected on the basis of outstanding demonstrated potential and scholarship. Applicants must hold the appropriate
prerequisite degrees from recognized institutions of high standing. After substantial preparation, Ph.D. candidates work under the supervision of faculty
advisors. The process involves extended immersion in a research atmosphere and culminates in the production of original research results presented in
a dissertation. Milestones to be passed in the Ph.D. program in order to remain in good standing include the following: acceptance into a research group
by the faculty advisor at the end of the student’s first year of study; successful completion of the Ph.D. preliminary examination by the end of the second
year; preparation for pursuing research and the development of a research proposal culminating in passing the Qualifying Examination by the end of the
third year of the Ph.D. program. The Qualifying Examination includes faculty evaluation of a written research dossier and an oral presentation. Students
must advance to candidacy in their third year (second year for students who entered with a master’s degree).
The core course requirements for the Ph.D. are the same as for the M.S. Students must enroll in the departmental seminar each quarter during their
first year unless exempt by petition. Ph.D. students must take two additional elective courses beyond the M.S. degree requirements. These courses
are to be taken after the first year of graduate work, should be relevant to the Ph.D. dissertation topic, and must be selected in consultation with the
research advisor and approved by the MSE graduate advisor. The preliminary examination is based on the four core courses for the M.S. Students who
have completed an MSE M.S. degree elsewhere must have a written approval by the graduate advisor to waive required MSE core courses, if they have
taken the equivalent courses elsewhere.
Final examination involves the oral presentation and defense of an acceptable dissertation in a seminar attended by students and faculty. The Ph.D.
degree is granted upon the recommendation of the Doctoral Committee and the Dean of the Graduate Division. The normative time for completion of the
Ph.D. is five years (four years for students who entered with a master’s degree). The maximum time permitted is seven years.
Relationship of M.S. and Ph.D. programs. Students applying with the objective of a Ph.D. are admitted to the M.S./Ph.D. program only if they are
likely to successfully complete a Ph.D. program. These students do not formally reapply to the Ph.D. program after completing the M.S. degree.
Students who apply to the M.S.-only program must formally apply for the Ph.D. program if they desire to continue on for a Ph.D. Financial support is
usually reserved for those students who plan to complete the Ph.D. The normative time to complete M.S. and Ph.D. degrees is two and five years,
respectively.
Faculty
Nancy A. Da Silva, Ph.D. California Institute of Technology, Professor of Chemical Engineering and Materials Science; Biomedical Engineering
(molecular biotechnology)
James Earthman, Ph.D. Stanford University, Professor of Chemical Engineering and Materials Science; Biomedical Engineering (biomaterials, dental
and orthopaedic implants, green materials, nanocrystalline alloys, deformation and damage processes)
Alon A. Gorodetsky, Ph.D. California Institute of Technology, Assistant Professor of Chemical Engineering and Materials Science; Chemistry (organic
photovoltaics, electrical biosensors, nanotechnology, DNA, materials chemistry)
Allon I. Hochbaum, Ph.D. University of California, Berkeley, Assistant Professor of Chemical Engineering and Materials Science; Chemistry (nanoscale
materials and hybrid bio-inorganic devices for applications in clean energy)
Juan Hong, Ph.D. Purdue University, Professor Emeritus of Chemical Engineering and Materials Science
Enrique Lavernia, Ph.D. Massachusetts Institute of Technology, UCI Provost and Distinguished Professor of Chemical Engineering and Materials
Science (nanostructured materials, additive manufacturing, powder metallurgy, mechanical behavior)
Matthew Law, Ph.D. University of California, Berkeley, Associate Professor of Chemistry; Chemical Engineering and Materials Science (inorganic and
organometallic, physical chemistry and chemical physics, polymer, materials, nanoscience)
Han Li, Ph.D. University of California, Los Angeles, Assistant Professor of Chemical Engineering and Materials Science (synthetic biology, microbiology,
protein engineering, fermentation and microbial production processes)
Henry C. Lim, Ph.D. Northwestern University, Professor Emeritus of Chemical Engineering and Materials Science
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Martha L. Mecartney, Ph.D. Stanford University, Professor of Chemical Engineering and Materials Science (ceramics for energy applications and for use
in extreme environments, interfacial design for enhanced physical properties, transmission electron microscopy)
Farghalli A. Mohamed, Ph.D. University of California, Berkeley, Professor Emeritus of Chemical Engineering and Materials Science (mechanical
behavior of engineering materials such as metals, composites and ceramics, the correlation between behavior and microstructure, creep and
superplasticity, mechanisms responsible for strengthening and fracture)
Ali Mohraz, Ph.D. University of Michigan, Associate Professor of Chemical Engineering and Materials Science (understand and exploit colloidal
interactions, chemistry, assembly, and response to external fields to design microstructured materials with enhanced functionality for composites,
biomimetic applications, alternative energy, environmental remediation)
Daniel R. Mumm, Ph.D. Northwestern University, Associate Professor of Chemical Engineering and Materials Science (development of materials for
power generation systems, propulsion, integrated sensing, advanced vehicle concepts and platform protection)
Hung Duc Nguyen, Ph.D. North Carolina State University at Raleigh, Assistant Professor of Chemical Engineering and Materials Science (self-assembly
of biological and biomimetic nanoscale materials based on amino acids and on nucleic acids)
Mikael Nilsson, Ph.D. Chalmers University of Technology, Associate Professor of Chemical Engineering and Materials Science (actinide chemistry,
solvent extraction fundamental chemistry and process development, extraction and detection equipment development, radiolysis and phase composition
of organic solvent)
Xiaoqing Pan, Ph.D. Saarlandes University, Henry Samueli Endowed Chair and Professor of Chemical Engineering and Materials Science; Physics and
Astronomy (transmission electron microscopy and materials science)
Regina Ragan, Ph.D. California Institute of Technology, Endowed Chair for the Center for Diversity in Engineering Education and Associate Professor
of Chemical Engineering and Materials Science (exploration and development of novel material systems for nanoscale electronic and optoelectronic
devices)
Elizabeth L. Read, Ph.D. University of California, Berkeley, Assistant Professor of Chemical Engineering and Materials Science; Molecular Biology and
Biochemistry (dynamics of complex biochemical systems, regulation of immune responses)
Julie Schoenung, Ph.D. Massachusetts Institute of Technology, Professor of Chemical Engineering and Materials Science (materials selection, green
engineering, materials processing and characterization, nanostructured materials, structure-property relationships)
Frank G. Shi, Ph.D. California Institute of Technology, Professor of Chemical Engineering and Materials Science (optoelectronic devices and materials,
optoelectronic device packaging materials, optoelectronic medical devices and packaging, white LED technologies, high power LED packaging)
Vasan Venugopalan, ScD Massachusetts Institute of Technology, Department Chair and Professor of Chemical Engineering and Materials Science;
Biomedical Engineering; Mechanical and Aerospace Engineering; Surgery (laser-induced thermal, mechanical and radiative transport processes for
application in medical diagnostics, therapeutics, biotechnology, micro-electro-mechanical systems (MEMS))
Szu-Wen Wang, Ph.D. Stanford University, Associate Professor of Chemical Engineering and Materials Science; Biomedical Engineering (combining
principles of self-assembly with nature-inspired macromolecular systems to engineer new materials and therapeutic strategies)
Albert Fan Yee, Ph.D. University of California, Berkeley, Professor of Chemical Engineering and Materials Science; Biomedical Engineering; Chemistry
(materials science aspects of polymers and soft materials, particularly on how they are used to impact nanotechnology)
Affiliate Faculty
Elliot L. Botvinick, Ph.D. University of California, San Diego, Associate Professor of Surgery; Biomedical Engineering; Chemical Engineering and
Materials Science (laser microbeams, cellular mechanotransduction, mechanobiology)
Peter J. Burke, Ph.D. Yale University, Professor of Electrical Engineering and Computer Science; Biomedical Engineering; Chemical Engineering and
Materials Science (nano-electronics, bio-nanotechnology)
Michelle Digman, Ph.D. University of Illinois at Chicago, Assistant Professor of Biomedical Engineering; Chemical Engineering and Materials Science;
Developmental and Cell Biology (quantitative imaging techniques to study spatial-temporal dynamics of signaling protein networks in live cells and
tissues)
Aaron P. Esser-Kahn, Ph.D. University of California, Berkeley, Assistant Professor of Chemistry; Biomedical Engineering; Chemical Engineering and
Materials Science (chemical biology, organic and synthetic, polymer, materials, nanoscience)
Stanley B. Grant, Ph.D. California Institute of Technology, Professor of Civil and Environmental Engineering; Chemical Engineering and Materials
Science (environmental engineering, inland and coastal water quality, coagulation and filtration of colloidal contaminants, environmental microbiology)
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Anna Grosberg, Ph.D. California Institute of Technology, Assistant Professor of Biomedical Engineering; Chemical Engineering and Materials Science
(computational modeling of biological systems, biomechanics, cardiac tissue engineering)
Zhibin Guan, Ph.D. University of North Carolina at Chapel Hill, Professor of Chemistry; Biomedical Engineering; Chemical Engineering and Materials
Science (chemical biology, organic and synthetic, polymer, materials, nanoscience)
Jered Haun, Ph.D. University of Pennsylvania, Assistant Professor of Biomedical Engineering; Chemical Engineering and Materials Science
(nanotechnology, molecular engineering, computational simulations, targeted drug delivery, clinical cancer detection)
Michelle Khine, Ph.D. University of California, Berkeley, Associate Professor of Biomedical Engineering; Chemical Engineering and Materials Science
(development of novel nano- and micro-fabrication technologies and systems for single cell analysis, stem cell research, in-vitro diagnostics)
Young Jik Kwon, Ph.D. University of Southern California, Professor of Pharmaceutical Sciences; Biomedical Engineering; Chemical Engineering and
Materials Science; Molecular Biology and Biochemistry (gene therapy, drug delivery, cancer-targeted therapeutics, combined molecular imaging and
therapy, cancer vaccine)
Jaeho Lee, Ph.D. Stanford University, Assistant Professor of Mechanical and Aerospace Engineering; Chemical Engineering and Materials Science
(nanofabrication and thermoelectric energy conversion)
Guann-Pyng Li, Ph.D. University of California, Los Angeles, Director of the UCI Division of the California Institute for Telecommunications and
Information Technology (Calit2), Director of the Integrated Nanosystems Research Facility and Professor of Electrical Engineering and Computer
Science; Biomedical Engineering; Chemical Engineering and Materials Science (high-speed semiconductor technology, optoelectronic devices,
integrated circuit fabrication and testing)
Wendy F. Liu, Ph.D. Johns Hopkins University, Assistant Professor of Biomedical Engineering; Chemical Engineering and Materials Science
(biomaterials, microdevices in cardiovascular engineering, cell-cell and cell-micro-environment interactions, cell functions and controls)
John S. Lowengrub, Ph.D. Courant Institute of Mathematical Sciences, UCI Chancellor's Professor of Mathematics; Biomedical Engineering; Chemical
Engineering and Materials Science (applied and computational mathematics, mathematical and computational biology)
Ray Luo, Ph.D. University of Maryland, College Park, Professor of Molecular Biology and Biochemistry; Biomedical Engineering; Chemical Engineering
and Materials Science (protein structure, noncovalent associations involving proteins)
Marc J. Madou, Ph.D. Ghent University, UCI Chancellor's Professor of Mechanical and Aerospace Engineering; Biomedical Engineering; Chemical
Engineering and Materials Science (fundamental aspects of micro/nano-electro-mechanical systems (MEMS/NEMS), biosensors, nanofluidics,
biomimetics)
Diego Rosso, Ph.D. University of California, Los Angeles, Director of the Urban Water Research Center and Associate Professor of Civil and
Environmental Engineering; Chemical Engineering and Materials Science (environmental process engineering, mass transfer, wastewater treatment,
carbon- and energy-footprint analysis)
Timothy Rupert, Ph.D. Massachusetts Institute of Technology, Assistant Professor of Mechanical and Aerospace Engineering; Chemical Engineering
and Materials Science (mechanical behavior, nanomaterials, structure property relationships, microstructural stability, grain boundaries and interfaces,
materials characterization)
Suzanne B. Sandmeyer, Ph.D. University of Washington, Grace Beekhuis Bell Chair in Biological Chemistry and Professor of Biological Chemistry;
Chemical Engineering and Materials Science; Microbiology and Molecular Genetics (retroelements, metabolic molding, genomics)
Kenneth J. Shea, Ph.D. Pennsylvania State University, Professor of Chemistry; Chemical Engineering and Materials Science (analytical, chemical
biology, organic and synthetic, polymer, materials, nanoscience)
Lizhi Sun, Ph.D. University of California, Los Angeles, Professor of Civil and Environmental Engineering; Chemical Engineering and Materials Science
(micro- and nano-mechanics, composites and nanocomposites, smart materials and structures, multiscale modeling, elastography)
William C. Tang, Ph.D. University of California, Berkeley, Professor of Biomedical Engineering; Chemical Engineering and Materials Science; Electrical
Engineering and Computer Science (micro-electro-mechanical systems (MEMS) nanoscale engineering for biomedical applications, microsystems
integration, microimplants, microbiomechanics, microfluidics)
Lorenzo Valdevit, Ph.D. Princeton University, Associate Professor of Mechanical and Aerospace Engineering; Chemical Engineering and Materials
Science (multifunctional sandwich structures, thermal protection systems, morphing structures, active materials, MEMS, electronic packaging, cell
mechanics)
H. Kumar Wickramasinghe, Ph.D. University of London, Henry Samueli Endowed Chair in Engineering and Department Chair and Professor of
Electrical Engineering and Computer Science; Biomedical Engineering; Chemical Engineering and Materials Science (nanoscale measurements and
characterization, scanning probe microscopy, storage technology, nano-bio measurement technology)
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Yoon Jin Won, Ph.D. Stanford University, Assistant Professor of Mechanical and Aerospace Engineering; Center for Educational Partnerships (multi-
scale structures for thermal and energy applications, in particular fabrication, characterization, and integration of structured materials)
Chemical Engineering and Materials Science Courses
CBEMS 45A. Chemical Processing and Materials Balances. 4 Units.
Introduction to chemical engineering and the industries where chemical engineers play vital roles. Problem-solving skills and techniques. Quantitative
calculations and applications using mass and energy balances. Stoichiometric equations, multiple bypasses, and others in process industries.
(Design units: 0)
Prerequisite: MATH 2B and CHEM 1B and PHYSICS 7C.
Restriction: Chemical Engineering, Environmental Engineering, and Materials Science Engineering majors have first consideration for enrollment.
CBEMS 45B. Chemical Processing and Energy Balances. 3 Units.
Principles of thermodynamics: definitions, basic concepts, and laws; property relationships; construction of thermodynamic charts and tables; energy
balances; phase and chemical equilibria; combined mass and energy balances.
(Design units: 0)
Prerequisite: (CBEMS 45A or PHYSICS 7E) and MATH 3A. CBEMS 45A with a C- or better.
Overlaps with ENGRMAE 91, CBEMS 65A.
Restriction: Chemical Engineering and Materials Science Engineering majors have first consideration for enrollment.
CBEMS 45C. Chemical Engineering Thermodynamics. 4 Units.
Elements of chemical engineering thermodynamics, including equilibrium and stability; equations of state; generalized correlations of properties of
materials; properties of ideal and non-ideal mixtures; thermodynamics of real solutions; ideal and non-ideal phase equilibria; chemical equilibria for ideal
and non-ideal solutions.
(Design units: 1)
Prerequisite: (EECS 10 or ENGRMAE 10) and MATH 2D and CBEMS 45B. CBEMS 45B with a grade of C- or better.
Overlaps with ENGRMAE 115, CBEMS 65B.
Restriction: Chemical Engineering and Materials Science Engineering majors have first consideration for enrollment.
CBEMS 50L. Principles of Materials Science and Engineering. 2 Units.
Introduction to the experimental techniques to characterize the properties of engineering materials. Emphasis on understanding the influence of
microstructure on elastic, plastic, and fracture behavior. Topics include microstructure characterization, heat treatment, grain size effect, precipitation
hardening, and impact loading. Materials fee.
(Design units: 0)
Corequisite: ENGR 54.
Restriction: Materials Science Engineering majors have first consideration for enrollment.
CBEMS 65A. Thermodynamics of Materials. 4 Units.
Treatment of the laws of thermodynamics and their application in understanding properties and equilibrium states of engineering materials. Develops
relationships pertaining to multiphase equilibrium and presents graphical constructions for interpretation of phase diagrams. Statistical thermodynamics
in relation to materials phenomena.
(Design units: 0)
Prerequisite: (ENGR 1A or CHEM 1A) and PHYSICS 7C.
Overlaps with CBEMS 45B, ENGRMAE 91.
Restriction: Materials Science Engineering majors have first consideration for enrollment.
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CBEMS 65B. Diffusion in Materials. 4 Units.
Mass transfer in solids. Models of diffusion and the treatment of steady-state and non-steady state diffusion phenomena and ion-migration. Mechanisms
controlling kinetics of diffusion and the role of material structure and point defects. Diffusion in binary systems and Kirkendall effect.
(Design units: 0)
Prerequisite: CBEMS 65A. CBEMS 65A with a C- or better.
Overlaps with CBEMS 45C, ENGRMAE 115.
Restriction: Materials Science Engineering majors have first consideration for enrollment.
CBEMS 110. Reaction Kinetics and Reactor Design. 4 Units.
Introduction to quantitative analysis of chemical reactions and chemical reactor design. Reactor operations including batch, continuous stirred tank, and
tubular reactor. Homogeneous and heterogeneous reactions.
(Design units: 2)
Prerequisite: CHEM 1C and MATH 3D and CBEMS 45B and CBEMS 45C. CBEMS 45B with a grade of C- or better. CBEMS 45C with a grade of C- or
better.
Restriction: Chemical Engineering, Mechanical Engineering, and Materials Science Engineering majors have first consideration for enrollment.
CBEMS 112. Introduction to Biochemical Engineering. 3 Units.
Application of engineering principles to biochemical processes. Topics include microbial pathways, energetics and control systems, enzyme and
microbial kinetics and the design and analysis of biological reactors.
(Design units: 1)
Prerequisite: CBEMS 110 and CHEM 1C and MATH 3D.
Restriction: Chemical Engineering majors have first consideration for enrollment.
CBEMS 115. Kinetics of Biochemical Networks. 4 Units.
Principles from statistical mechanics, thermodynamics, and chemical kinetics applied to biochemical systems, from fundamental processes such as
receptor-ligand binding and enzyme catalysis, to complex cellular functions including signal transduction and gene regulation.
(Design units: 0)
Restriction: Upper-division students only.
Concurrent with CBEMS 215.
CBEMS 119. Biomaterials: Structural Biology and Assembly. 4 Units.
Application of fundamental concepts in structural biology (proteins, DNA/RNA, carbohydrates, lipids), biomolecular thermodynamics, and molecular
interactions to the design of novel biomaterials via self-assembly.
(Design units: 0)
Prerequisite: CBEMS 45C and CBEMS 110.
Restriction: Chemical Engineering and Materials Science Engineering majors have first consideration for enrollment.
Concurrent with CBEMS 219.
CBEMS 125A. Momentum Transfer. 4 Units.
Fluid statics, surface tension, Newton's law of viscosity, non-Newtonian and complex flows, momentum equations, laminar and turbulent flow, velocity
profiles, flow in pipes and around objects, piping systems design, pumps and mixing, and other applications to chemical and related industries.
(Design units: 0)
Prerequisite: CBEMS 45C and MATH 3D. CBEMS 45C with a C- or better.
Overlaps with ENGRMAE 130A, ENGRCEE 170.
Restriction: Chemical Engineering and Materials Science Engineering majors have first consideration for enrollment.
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CBEMS 125B. Heat Transfer. 3 Units.
Principles of conduction, radiation, and convection of heat; phenomenological rate laws, differential and macroscopic energy balances; heat transfer
rates, steady state and unsteady state conduction, convection; applications to chemical and related industries.
(Design units: 1)
Prerequisite: CBEMS 125A with a grade of C- or better.
Overlaps with CBEMS 120B, ENGRMAE 120.
Restriction: Chemical Engineering and Materials Science Engineering majors have first consideration for enrollment.
CBEMS 125C. Mass Transfer. 3 Units.
Molecular and continuum approaches to diffusion and convection in multi-component mixtures; steady state, quasi-steady state and transient mass
transfer; effect of reactions on mass transfer; convective mass transfer; simultaneous mass, heat and momentum transfer; applications to chemical and
related industries.
(Design units: 1)
Prerequisite: CBEMS 125B.
Overlaps with BME 150.
Restriction: Chemical Engineering majors have first consideration for enrollment.
CBEMS 128. Introduction to Numerical Methods in Engineering. 3 Units.
An introduction to the fundamentals of numerical analysis and the computer algorithms in MATLAB for the solution of engineering problems, with
emphasis on problems arising in chemical engineering thermodynamics, transport phenomena, and reaction engineering.
(Design units: 0)
Prerequisite: CBEMS 45C.
CBEMS 130. Separation Processes. 4 Units.
Application of equilibria and mass and energy balances for design of separation processes. Use of equilibrium laws for design of distillation, absorption,
stripping, and extraction equipment. Design of multicomponent separators.
(Design units: 3)
Prerequisite: CBEMS 45B and CBEMS 45C. CBEMS 45B with a C- or better. CBEMS 45C with a C- or better.
Restriction: Chemical Engineering and Materials Science Engineering majors have first consideration for enrollment.
CBEMS 133. Nuclear and Radiochemistry. 4 Units.
Advanced treatment of nuclear structure, nuclear reactions, and radioactive-decay processes. Introduction to nuclear activation analysis, isotope effects,
radiation chemistry, hot-atom chemistry, nuclear age-dating methods, nuclear reactors, and nuclear power.
(Design units: 0)
Prerequisite: (CHEM M3C or CHEM 1C or CHEM H2C) and MATH 2D.
Same as CHEM 133.
Overlaps with CHEM 170.
Restriction: Chemical Engineering, Materials Science Engineering, and Chemistry majors have first consideration for enrollment. CHEM 133 and
CHEM 170 cannot both be taken for credit.
Concurrent with CBEMS 233 and CHEM 233.
CBEMS 135. Chemical Process Control. 4 Units.
Dynamic responses and control of chemical process equipment, dynamic modeling of chemical processes, linear system analysis, analyses and design
of feedback loops and advanced control systems.
(Design units: 1)
Prerequisite: CBEMS 110 and CBEMS 125B and CBEMS 125C.
Restriction: Chemical Engineering majors have first consideration for enrollment.
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CBEMS 140A. Chemical Engineering Laboratory I. 4 Units.
Experimental study of thermodynamics, fluid mechanics, and heat and mass transfer. Operation and evaluation of process equipment, data analysis.
Materials fee.
(Design units: 1)
Prerequisite: CBEMS 110 and CBEMS 125C.
Restriction: Chemical Engineering majors have first consideration for enrollment.
CBEMS 140B. Chemical Engineering Laboratory II. 4 Units.
Continuation of the CBEMS 140A covering mass transfer operations such as distillation, absorption, extraction, etc. Rate and equilibria studies in simple
chemical systems with and without reaction. Study of chemical process. Materials fee.
(Design units: 3)
Prerequisite: CBEMS 130 and CBEMS 135 and CBEMS 140A.
Restriction: Chemical Engineering majors have first consideration for enrollment.
CBEMS 141. Nano-Scale Materials and Applications. 4 Units.
Overview of the chemistry, physics, and applications of nanometer-scale materials. Explore the effects of composition, bonding, and confinement on
physical properties of nanomaterials, their chemical syntheses, and their device physics in electronic, optoelectronic, and energy technologies.
(Design units: 1)
Prerequisite: (ENGR 1A or CHEM 1A) and MATH 2B and PHYSICS 7D.
Concurrent with CBEMS 241.
CBEMS 143. Chemistry and Technology for the Nuclear Fuel Cycle. 4 Units.
Introduces basic concepts of nuclear chemistry and focuses on chemical engineering aspects of the nuclear power industry. A broad survey of the
nuclear fuel cycle (uranium processing, reactor concepts, spent fuel treatment and repositories) will be given.
(Design units: 0)
Concurrent with CBEMS 243.
CBEMS 149A. Chemical Engineering Design I. 3 Units.
Introduction to process design; flow sheets for chemical processes; synthesis of multicomponent separation sequences and reaction paths; synthesis of
heat exchange networks; computer-aided design and simulation of processes and components pacts.
(Design units: 2)
Prerequisite: CBEMS 110 and CBEMS 125C and CBEMS 130.
Restriction: Chemical Engineering majors only.
CBEMS 149B. Chemical Engineering Design II. 3 Units.
Application of chemical engineering basics to practical design problems; process economics; process safety; environmental impacts; a major team
design project with progress reports, oral presentation, and technical report with engineering drawings and economics.
(Design units: 3)
Prerequisite: CBEMS 149A.
Restriction: Chemical Engineering majors only.
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CBEMS 154. Polymer Science and Engineering. 4 Units.
An introduction to physical aspects of polymers, including configuration and conformation of polymer chains and characterization techniques; crystallinity
visoelasticity, rheology and processing.
(Design units: 1)
Prerequisite: (ENGR 1A or CHEM 1A) and (CHEM 1B and CHEM 1C and ENGR 54).
Restriction: Chemical Engineering and Materials Science Engineering majors have first consideration for enrollment.
Concurrent with ENGRMSE 254.
CBEMS 155. Mechanical Behavior and Design Principles. 4 Units.
Principles governing structure and mechanical behavior of materials, relationship relating microstructure and mechanical response with application
to elasticity, plasticity, yielding, necking, creep, and fracture of materials. Introduction to experimental techniques to characterize the properties of
materials. Design parameters.
(Design units: 2)
Prerequisite: ENGR 54.
Same as ENGRMAE 156.
Restriction: Chemical Engineering, Materials Science Engineering, and Mechanical Engineering majors have first consideration for enrollment.
CBEMS 155L. Mechanical Behavior Laboratory. 1 Unit.
Introduction to experimental techniques to characterize mechanical properties of materials. Emphasis on correlations between property and
microstructure. Experiments include: plastic stability in tension, effect of grain size on flow stress at low and high temperatures, superplasticity,
nanostructured materials. Materials fee.
(Design units: 0)
Corequisite: CBEMS 155.
Prerequisite: ENGR 54.
Restriction: Materials Science Engineering majors have first consideration for enrollment.
CBEMS 158. Ceramic Materials. 3 Units.
A technical elective for students interested in the materials area. Topics covered include structure and properties of ceramics, and design with ceramics.
(Design units: 1)
Prerequisite: ENGR 54.
Restriction: Chemical Engineering and Materials Science Engineering majors have first consideration for enrollment.
CBEMS 160. Advanced Lab in Synthesis of Materials. 4 Units.
Synthesis and characterization of organic and inorganic materials including polymers and oxides. Techniques include electron and scanning probe
microscopy, gel permeation chromatography, X-ray diffraction, porosimetry, and thermal analysis. Materials fee.
(Design units: 0)
Prerequisite: ENGR 54 or (CHEM 131A and CHEM 131B).
Restriction: Materials Science Engineering majors have first consideration for enrollment.
CBEMS 163. Computer Techniques in Experimental Materials Research. 4 Units.
Principles and practical guidelines of automated materials testing. Computer fundamentals, programming languages, data acquisition and control
hardware, interfacint techniques, programming strategies, data analysis, data storage, safeguard procedures.
(Design units: 1)
Restriction: Chemical Engineering and Materials Science Engineering majors have first consideration for enrollment.
Concurrent with ENGRMSE 263.
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CBEMS 164. X-ray Diffraction, Electron Microscopy, and Microanalysis. 3 Units.
Material characterization using X-ray diffraction and scanning electron microscopy (SEM). Topics include X-ray diffraction and analysis; SEM imaging
and microanalysis. Materials fee.
(Design units: 1)
Prerequisite: ENGR 54.
Restriction: Materials Science Engineering and Mechanical Engineering majors have first consideration for enrollment.
CBEMS 164L. X-ray Diffraction, Electron Microscopy, and Microanalysis Lab. 2 Units.
Material characterization using X-ray diffraction and scanning electron microscopy (SEM). Topics include X-ray diffraction and analysis; SEM imaging
and microanalysis.
(Design units: 1)
Corequisite: CBEMS 164.
Prerequisite: ENGR 54.
Restriction: Materials Science Engineering majors have first consideration for enrollment.
CBEMS 165. Materials Kinetics and Phase Transformations. 3 Units.
Treatment of the kinetics of solid-state reactions and reactions at interfaces. Thermodynamics and kinetics of phase transformations, including
solidification processes, diffusional and diffusionless phase transformations.
(Design units: 0)
Prerequisite: ENGR 54 and (ENGRMAE 91 or CBEMS 45C or CBEMS 65B). ENGRMAE 91 with a grade of C- or better. CBEMS 45C with a grade of C-
or better. CBEMS 65B with a grade of C- or better.
Restriction: Materials Science Engineering majors have first consideration for enrollment.
CBEMS 169. Electronic and Optical Properties in Materials. 4 Units.
Covers the electronic, optical, and dielectric properties of crystalline and amorphous materials to provide a foundation of the underlying physical
principles governing the properties of existing and emerging electronic and photonic materials.
(Design units: 1)
Prerequisite: PHYSICS 7D and PHYSICS 7E and MATH 3A and MATH 3D.
Restriction: Materials Science Engineering majors have first consideration for enrollment.
CBEMS 174. Semiconductor Device Packaging. 3 Units.
Introduction to the semiconductor device packaging and assembly process. Electrical, thermal, optical, and mechanical aspects of package design and
reliability. Special topics on optoelectronics packaging will be covered.
(Design units: 1)
Prerequisite: CBEMS 45B.
Restriction: Chemical Engineering and Materials Science Engineering majors have first consideration for enrollment.
CBEMS 175. Design Failure Investigation. 4 Units.
Survey of mechanisms by which devices fail, including overload, fatigue, corrosion, and wear. Use of fractography and other evidence to interpret failure
modes and specify design/manufacturing changes. Students redesign failed parts or structures based on actual parts and/or case histories.
(Design units: 2)
Prerequisite: ENGR 54.
Restriction: Chemical Engineering and Materials Science Engineering majors have first consideration for enrollment.
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CBEMS 189A. Senior Design Project I. 3 Units.
Group supervised senior design projects that deal with materials selection in engineering design and that involve case studies in ethics, safety, design,
failure modes, new products, and patents. Activities conclude with a presentation of the projects. Materials fee.
(Design units: 2)
Grading Option: In progress only.
Restriction: Seniors only. Materials Science Engineering majors only. CBEMS 189A-CBEMS 189B-CBEMS 189C must be taken in the same academic
year.
CBEMS 189B. Senior Design Project II. 3 Units.
Group supervised senior design projects that deal with materials selection in engineering design and that involve case studies in ethics, safety, design,
failure modes, new products, and patents. Activities conclude with a presentation of the projects. Materials fee.
(Design units: 3)
Prerequisite: CBEMS 189A.
Grading Option: In progress only.
Restriction: Seniors only. Materials Science Engineering majors only. CBEMS 189A-CBEMS 189B-CBEMS 189C must be taken in the same academic
year.
CBEMS 189C. Senior Design Project III. 3 Units.
Group supervised senior design projects that deal with materials selection in engineering design and that involve case studies in ethics, safety, design,
failure modes, new products, and patents. Activities conclude with a presentation of the projects. Materials fee.
(Design units: 3)
Prerequisite: CBEMS 189B.
Restriction: Seniors only. Materials Science Engineering majors only. CBEMS 189A-CBEMS 189B-CBEMS 189C must be taken in the same academic
year.
CBEMS 190. Materials Selection and Design. 4 Units.
Meaning and phases of design. Design considerations. Safety issues and engineering ethics. Codes and standards. Materials selection in design.
Materials selection to meet specific requirements. Statistical considerations. Engineering economics. Seminars on materials selection and design by
industry leaders and faculty.
(Design units: 3)
Restriction: Seniors only. Materials Science Engineering majors have first consideration for enrollment.
CBEMS 191. Materials Outreach. 3 Units.
Demonstrates major concepts in Materials Science and Engineering. Concepts of materials engineering covered include deformation in crystalline
solids, effects of heat treatment on mechanical properties, thermal barrier materials, composites design, mechanical behavior of polymers,
superconductivity in ceramics.
(Design units: 1)
Prerequisite: ENGR 54.
Repeatability: May be taken for credit 4 times.
Restriction: Chemical Engineering and Materials Science Engineering majors have first consideration for enrollment.
CBEMS 195. Special Topics in Chemical Engineering and Materials Science. 1-4 Units.
Studies in selected areas of Chemical Engineering and Materials Science. Topics addressed vary each quarter.
(Design units: 0)
Prerequisite: Prerequisites vary.
Repeatability: Unlimited as topics vary.
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CBEMS 198. Group Study. 1-4 Units.
Group study of selected topics in engineering.
(Design units: 1-4)
Repeatability: May be repeated for credit unlimited times.
Restriction: Upper-division students only.
CBEMS 199. Individual Study. 1-4 Units.
For undergraduate engineering majors in supervised but independent readings, research, or design. Students taking individual study for design credit
are to submit a written paper to the instructor and to the Undergraduate Student Affairs Office in the School of Engineering.
(Design units: 1-4)
Repeatability: May be taken for credit for 8 units.
Restriction: Chemical Engineering and Materials Science Engineering majors have first consideration for enrollment.
CBEMS 199P. Individual Study. 1-4 Units.
For undergraduate Engineering majors in supervised but independent reading, research, or design. Students taking individual study for design credit are
to submit a written paper to the instructor and to the Undergraduate Student Affairs Office in The School of Engineering.
(Design units: 1-4)
Grading Option: Pass/no pass only.
Repeatability: May be repeated for credit unlimited times.
CBEMS 210. Reaction Engineering. 4 Units.
Advanced topics in reaction engineering, reactor stability analysis, diffusional effect in heterogeneous catalysis, energy balance, optimization of reactor
operation, dispersed in phase reactors.
Restriction: Graduate students only.
CBEMS 215. Kinetics of Biochemical Networks . 4 Units.
Principles from statistical mechanics, thermodynamics, and chemical kinetics applied to biochemical systems, from fundamental processes such as
receptor-ligand binding and enzyme catalysis, to complex cellular functions including signal transduction and gene regulation.
(Design units: 0)
Restriction: Graduate students only.
Concurrent with CBEMS 115
CBEMS 218. Bioengineering with Recombinant Microorganisms. 4 Units.
Engineering and biological principles important in recombinant cell technology. Host/vector selection; plasmid propagation; optimization of cloned gene
expression; metabolic engineering; protein secretion; experimental techniques; modeling of recombinant cell systems.
Restriction: Graduate students only.
CBEMS 219. Biomaterials: Structural Biology and Assembly. 4 Units.
Application of fundamental concepts in structural biology (proteins, DNA/RNA, carbohydrates, lipids), biomolecular thermodynamics, and molecular
interactions to the design of novel biomaterials via self-assembly.
Concurrent with CBEMS 119.
CBEMS 220. Transport Phenomena. 4 Units.
Heat, mass, and momentum transfer theory from the viewpoint of the basic transport equations. Steady and unsteady state; laminar and turbulent flow;
boundary layer theory, mechanics of turbulent transport with specific application to complex chemical engineering situations.
Restriction: Graduate students only.
CBEMS 221. Drug Delivery. 4 Units.
Introduction to design of drug delivery systems. Includes physicochemical and pharmacokinetic considerations in drug formulations, types of
therapeutics, routes of administration, biomaterials, and novel drug delivery systems.
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CBEMS 228. Colloid Science and Engineering. 4 Units.
An introduction to the basic foundations of colloid science, interfacial phenomena, suspensions and complex fluids, and engineering and assembly of
colloidal materials.
Restriction: Graduate students only.
CBEMS 230. Applied Engineering Mathematics I. 4 Units.
Analytical techniques applied to engineering problems in transport phenomena, process dynamics and control, and thermodynamics.
Restriction: Graduate students only.
CBEMS 232. Bioseparation Processes. 4 Units.
Recovery and purification of biologically produced proteins and chemicals. Basic principles and engineering design of various separation processes
including chromatography, electrophoresis, extraction, crystallization, and membrane separation.
Restriction: Graduate students only.
CBEMS 233. Nuclear and Radiochemistry. 4 Units.
Advanced treatment of nuclear structure, nuclear reactions, and radioactive-decay processes. Introduction to nuclear activation analysis, isotope effects,
radiation chemistry, hot-atom chemistry, nuclear age-dating methods, nuclear reactors, and nuclear power.
Same as CHEM 233.
Restriction: Graduate students only.
Concurrent with CBEMS 133 and CHEM 133.
CBEMS 240. Advanced Engineering Thermodynamics. 4 Units.
Introduction to modern thermodynamics and applications, with a focus on aspects relevant to chemical and materials engineering. Mathematical tools;
equilibrium and stability; microscope rigorous equations of state; molecular-level thermodynamics of real mixtures; and phase and chemical equilibrium.
Restriction: Graduate students only.
CBEMS 241. Nano-Scale Materials and Applications. 4 Units.
Overview of the chemistry, physics, and applications of nanometer-scale materials. Explore the effects of composition, bonding, and confinement on
physical properties of nanomaterials, their chemical syntheses, and their device physics in electronic, optoelectronic, and energy technologies.
Restriction: Graduate students only.
Concurrent with CBEMS 141.
CBEMS 242A. Physical and Geometrical Optics. 4 Units.
Focuses on the practical aspects of optics and optical engineering, starting at the fundamentals. Topics include geometrical optics, ray tracing,
polarization optics, interferometers, and diffractive optics.
Same as CHEM 242A.
Restriction: Graduate students only.
Concurrent with PHYSICS 134A.
CBEMS 242B. Applied Optics. 4 Units.
Focuses on the treatment of a wide variety of tools and techniques used in optics, particularly in research. Subjects include an introduction to lasers,
optical detection, coherent optics, spectroscopic techniques, and selected topics corresponding to the interest of the students.
Prerequisite: CHEM 242A.
Same as CHEM 242B.
CBEMS 243. Chemistry and Technology for the Nuclear Fuel Cycle. 4 Units.
Introduces basic concepts of nuclear chemistry and focuses on chemical engineering aspects of the nuclear power industry. A broad survey of the
nuclear fuel cycle (uranium processing, reactor concepts, spent fuel treatment and repositories) will be given.
Restriction: Graduate students only.
Concurrent with CBEMS 143.
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CBEMS 244. Detection and Measurement of Radiation. 4 Units.
Basic principles of detection and measurement of ionizing radiation; both theory and practical aspects of measurement techniques for alpha, beta,
gamma, and neutron radiation, properties of different detector materials, electronics and data treatments, and analysis.
Prerequisite: CHEM 233 or CBEMS 233.
Same as CHEM 244.
Restriction: Graduate students only.
CBEMS 249. Special Topics in Chemical Engineering and Materials Science. 1-4 Units.
Studies in selected areas of Chemical Engineering and Materials Science. Topics addressed vary each quarter.
Prerequisite: Prerequisites vary.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
CBEMS 280. Optoelectronics Packaging. 4 Units.
Basic and current issues in the packaging of integrated circuits (IC) and fiber-optic devices are discussed.
Restriction: Graduate students only.
CBEMS 295. Seminars in Engineering. 1-4 Units.
Seminars scheduled each year by individual faculty in major field of interest.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
CBEMS 296. Master of Science Thesis Research. 1-16 Units.
Individual research or investigation conducted in preparation for the thesis required for the M.S. degree.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
CBEMS 297. Doctor of Philosophy Dissertation Research. 1-16 Units.
Individual research or investigation conducted in preparation for the dissertation required for the Ph.D. degree.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
CBEMS 298. Seminars in Engineering. 2 Units.
Presentation of advanced topics and reports of current research efforts in chemical engineering and materials science.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
CBEMS 299. Individual Research. 1-16 Units.
Individual research or investigation under the direction of an individual faculty member.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
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Materials Science Engineering Courses
ENGRMSE 200. Crystalline Solids: Structure, Imperfections, and Properties. 4 Units.
Principles and concepts underlying the study of advanced materials including alloys, composites, ceramics, semiconductors, polymers, ferroelectrics,
and magnetics. Crystal structure and defects, surface and interface properties, thermodynamics and kinetics of phase transformations, and material
processing, related to fundamental material properties.
Restriction: Graduate students only.
ENGRMSE 205. Materials Physics. 4 Units.
Covers the electronic, optical, and dielectric properties of crystalline materials to provide a foundation of the underlying physical principles of governing
the properties of existing and emerging electronic and photonic materials.
Restriction: Graduate students only.
ENGRMSE 251. Dislocation Theory. 4 Units.
Theory of elasticity and symmetry of crystals, plasticity and slip systems, stress field of dislocation, dislocation reaction, theories of yielding and
strengthening, application of reaction-rate kinetics to thermally activated dislocation motion.
Restriction: Graduate students only.
ENGRMSE 252. Theory of Diffusion. 4 Units.
Solid-state diffusion, analysis of diffusion in solids, thermodynamics of diffusion, application of diffusion theory to phase transformation and deformation
problems.
Restriction: Graduate students only.
ENGRMSE 254. Polymer Science and Engineering. 4 Units.
An introduction to physical aspects of polymers, including configuration and conformation of polymer chains and characterization techniques; crystallinity
visoelasticity, rheology and processing.
Restriction: Graduate students only.
Concurrent with CBEMS 154.
ENGRMSE 255A. Design with Ceramic Materials. 4 Units.
Dependence of ceramic properties on bonding, crystal structure, defects, and microstructure. Ceramic manufacturing technology. Survey of physical
properties. Strength, deformation, and fracture of ceramics. Mechanical design with brittle, environment-sensitive materials exhibiting time-dependent
strengths.
Prerequisite: ENGR 54.
Restriction: Graduate students only.
ENGRMSE 256A. Mechanical Behavior of Engineering Materials. 4 Units.
Principles governing structure and mechanical behavior of materials, relationship relating microstructure and mechanical response with application to
elasticity, plasticity, creep, and fatigue, study of rate-controlling mechanisms and failure modes, fracture of materials.
Restriction: Graduate students only.
ENGRMSE 256B. Fracture of Engineering Materials. 4 Units.
Fracture mechanics and its application to engineering materials. Elastic properties of cracks, the stress intensity factor, the crack tip plastic zone, the J
integral approach, fracture toughness testing, the crack tip opening displacement, fracture at high temperatures, fatigue crack growth.
Restriction: Graduate students only.
ENGRMSE 259. Transmission Electron Microscopy. 4 Units.
The theory and operation of the transmission electron microscope (TEM), including the basic construction, electron optics, electron diffraction and
reciprocal space, formation of image and electron diffraction information, microanalysis, and specimen preparation. Includes laboratory component.
Prerequisite: ENGRMSE 200.
Restriction: Graduate students only.
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ENGRMSE 261. High Temperature Deformation of Engineering Materials. 4 Units.
Theoretical and practical aspects of creep and superplasticity in metallic and non-metallic systems are presented. Topics include: creep testing methods,
diffusional creep, deformation mechanism maps, and superplasticity in non-metallics.
Restriction: Graduate students only.
ENGRMSE 262. Grain Boundaries & Interfaces in Nanocrystalline Materials. 4 Units.
Structure and character of grain boundaries and interfaces in solids including nanocrystalline materials. Role of grain boundaries in chemical
segregation, fracture, deformation, creep, conductivity, diffusion, and grain growth. Experimental techniques and computational methods used to
characterize and model grain boundaries.
Prerequisite: ENGRMSE 200.
ENGRMSE 263. Computer Techniques in Experimental Materials Research. 4 Units.
Principles and practical guidelines of automated materials testing. Computer fundamentals, programming languages, data acquisition and control
hardware, interfacint techniques, programming strategies, data analysis, data storage, safeguard procedures.
Restriction: Graduate students only.
Concurrent with CBEMS 163.
ENGRMSE 264. Scanning Electron Microscopy. 4 Units.
The theory and operation of the scanning electron microscope (SEM) and X-ray microanalysis. Topics covered include the basic design and electron
optics, electron beam - specimen interactions, image formation and interpretation, X-ray spectrometry, and other related topics and techniques.
Prerequisite: ENGRMSE 200.
Restriction: Graduate students only.
ENGRMSE 265. Phase Transformations. 4 Units.
Advanced thermodynamics and kinetics of phase transformations and phase transitions.
Prerequisite: CBEMS 240.
Restriction: Graduate students only.
ENGRMSE 268. Principles of Coatings, Thin Films, and Multi-layers. 4 Units.
Principles and concepts underlying the engineering of coating systems, thin films, and multilayers. Microstructure control, processing approaches,
mechanical behavior, and thermomechanical characteristics and characterization. Interfacial stability, cracking, delamination, and thermal stress issues.
Control of functional properties.
Restriction: Graduate students only.
ENGRMSE 273. Electroceramics & Solid State Electrochemical Systems. 4 Units.
Theory, underlying principles, experimental techniques, and applications of electroceramics and solid-state electrochemical systems. Links solid state
physics, atomic structure, thermodynamics, defect chemistry, and transport processes to electrical properties of ceramics - spanning from insulators to
fast-ion conductors and HT superconductors.
Prerequisite: ENGRMSE 200.
Department of Civil and Environmental Engineering
Brett Sanders, Department Chair
E4130 Engineering Gateway
949-824-5333
http://www.eng.uci.edu/dept/cee
Overview
Civil Engineering is described as the art of sustainably harnessing the natural environment to meet human needs. The success of this endeavor is
evident all around us. The arid plain which greeted the early settlers in Southern California has been transformed into a thriving regional community
largely by the application of civil engineering.
The goal of the Civil Engineering curriculum is to prepare graduates for a career in practice, research, or teaching. At the undergraduate level a common
core of fundamental subjects is provided, and students are required to specialize in their senior year. Specializations are offered in General Civil
Engineering, Environmental Hydrology and Water Resource Engineering, Structural Engineering, and Transportation Systems Engineering. Graduate
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680 The Henry Samueli School of Engineering
opportunities are in three major thrust areas: structural analysis, design, and reliability; transportation systems engineering; and water resources and
environmental engineering.
The career opportunities in civil engineering are varied. Graduates may look forward to long-term careers in major corporations, public bodies, the
military, private consulting firms, or to being self-employed in private practice. History has shown a civil engineering education to be a good ground for
many administrative and managerial positions.
Environmental Engineering involves designing environmental protection or remediation strategies for multiple resources—water, air, and soil, often with
combinations of physical, chemical, and biological treatment methods in the context of a complex regulatory framework.
The goal of the Environmental Engineering curriculum is to prepare graduates with a strong basic science background, particularly in chemistry
and biology, and to provide students with a broad exposure to several environmental engineering science disciplines. Courses relating to transport
processes, water quality control, air quality control, and process design are included in the core.
Career opportunities in environmental engineering are diverse. Graduates generally find careers related to pollution control and the remediation of air,
water, and soil environments.
On This Page:
• Civil Engineering
• Environmental Engineering
Undergraduate Major in Civil Engineering
Program Educational Objectives: Graduates of the Civil Engineering program will (1) establish a Civil Engineering career in industry, government, or
academia and achieve professional licensure as appropriate; (2) demonstrate excellence and innovation in engineering problem solving and design in
a global and societal context; (3) commit to lifelong learning and professional development to stay current in technology and contemporary issues; and
(4) take on increasing levels of responsibility and leadership in technical and/or managerial roles. (Program educational objectives are those aspects of
engineering that help shape the curriculum; achievement of these objectives is a shared responsibility between the student and UCI.)
The curriculum provides the opportunity to obtain a firm foundation in engineering science and to develop the techniques of analysis and design, which
are basic for the successful practitioner. Emphasis is placed on developing problem-solving skills.
Admissions
High School Students: See School Admissions information.
Transfer Students: Preference will be given to junior-level applicants with the highest grades overall, and who have satisfactorily completed the
following required courses: one year of approved calculus, one year of calculus-based physics with laboratories (mechanics, electricity and magnetism),
completion of lower-division writing, one year of chemistry (with laboratory), and one additional approved course for the major.
Students are encouraged to complete as many of the lower-division degree requirements as possible prior to transfer. Students who enroll at UCI in
need of completing lower-division coursework may find that it will take longer than two years to complete their degrees. For further information, contact
The Henry Samueli School of Engineering at 949-824-4334.
Requirements for the B.S. Degree in Civil Engineering
All students must meet the University Requirements.
All students must meet the School Requirements.
Major Requirements
Mathematics and Basic Science Courses:
CHEM 1A General Chemistry
or
ENGR 1A General Chemistry for Engineers
CHEM 1B General Chemistry
ENGRCEE 11 Methods II: Probability and Statistics
MATH 2A- 2B Single-Variable Calculus
and Single-Variable Calculus
MATH 2D Multivariable Calculus
MATH 3A Introduction to Linear Algebra
MATH 3D Elementary Differential Equations
MATH 2E Multivariable Calculus
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University of California, Irvine 2016-2017 681
PHYSICS 7C Classical Physics
PHYSICS 7LC Classical Physics Laboratory
PHYSICS 7D Classical Physics
PHYSICS 7LD Classical Physics Laboratory
One Basic Science Elective from the following:
BIO SCI 55 Introduction to Ecology
BIO SCI 93 From DNA to Organisms
EARTHSS 1 Introduction to Earth System Science
EARTHSS 3 Oceanography
EARTHSS 5 The Atmosphere
EARTHSS 7 Physical Geology
EARTHSS 15 Introduction to Global Climate Change
EARTHSS 17 Hurricanes, Tsunamis, and Other Catastrophes
EARTHSS 19 Introduction to Modeling the Earth System
Lower-Division Technical Elective:
Select one course from two of the sections:
Section A:
ENGR 7A- 7B Introduction to Engineering I
*
and Introduction to Engineering II
Section B:
CHEM 1LE Accelerated General Chemistry Lab
CHEM 1C- 1LC General Chemistry
and General Chemistry Laboratory
Section C:
EECS 70A Network Analysis I
ENGR 54 Principles of Materials Science and Engineering
ENGRMAE 80 Dynamics
ENGRMAE 91 Introduction to Thermodynamics
Engineering Topics Courses:
ENGRCEE 20 Introduction to Computational Problem Solving
ENGRCEE 21 Computational Problem Solving
ENGRCEE 30 Statics
ENGRCEE 81A Civil Engineering Practicum I
ENGRCEE 81B Civil Engineering Practicum II
ENGRCEE 110 Methods III: Modeling, Economics, and Management
ENGRCEE 111 Methods IV: Systems Analysis and Decision-Making
ENGRCEE 121 Transportation Systems I: Analysis and Design
ENGRCEE 130 Soil Mechanics
ENGRCEE 130L Soil Mechanics Laboratory
ENGRCEE 150 Mechanics of Materials
ENGRCEE 150L Mechanics of Materials Laboratory
ENGRCEE 151A Structural Analysis
ENGRCEE 151C Reinforced Concrete Design
ENGRCEE 160 Environmental Processes
ENGRCEE 170 Introduction to Fluid Mechanics
ENGRCEE 171 Water Resources Engineering
ENGRCEE 181A- 181B- 181C Senior Design Practicum I
and Senior Design Practicum II
and Senior Design Practicum III
Engineering Design Elective:
Select one of the following:
ENGRCEE 122 Transportation Systems II: Operations & Control
ENGRCEE 123 Transportation Systems III: Planning and Forecasting
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682 The Henry Samueli School of Engineering
ENGRCEE 155 Structural Steel Design (Students completing the specialization in Structural
Engineering must take ENGRCEE 155.)
ENGRCEE 172 Groundwater Hydrology
Engineering Design elective cannot be counted toward the course requirement for a specialization.
Engineering Professional Topics Courses:
ECON 20A- 20B Basic Economics I
and Basic Economics II
ENGR 190W Communications in the Professional World
ENGRCEE 60 Contemporary and Emerging Environmental Challenges
or SOCECOL E8 Introduction to Environmental Analysis and Design
Specialization Electives:
Students must select one of the areas of specialization and complete the associated requirements, as shown below. Students select, with the approval
of a faculty advisor, any additional engineering topics courses needed to satisfy school and departmental requirements.
Specialization in General Civil Engineering:
Requires four courses, at least one course each from three of the following four options:
(1) Select one:
ENGRCEE 122 Transportation Systems II: Operations & Control
ENGRCEE 123 Transportation Systems III: Planning and Forecasting
(2) Select one:
ENGRCEE 152 Computer Methods in Structural Analysis and Design
ENGRCEE 155 Structural Steel Design
ENGRCEE 156 Foundation Design
(3) Select one:
ENGRCEE 163 Wastewater Treatment Process Design
ENGRCEE 165 Physical-Chemical Treatment Processes
ENGRCEE 169 Environmental Microbiology for Engineers
(4) Select one:
ENGRCEE 172 Groundwater Hydrology
ENGRCEE 173 Watershed Modeling
ENGRCEE 176 Hydrology
ENGRCEE 178 Fluid Mechanics of Open Channels
Specialization in Environmental Hydrology and Water Resources:
Select four of the following:
ENGRCEE 163 Wastewater Treatment Process Design
ENGRCEE 164 Carbon and Energy Footprint Analysis
ENGRCEE 165 Physical-Chemical Treatment Processes
ENGRCEE 172 Groundwater Hydrology
ENGRCEE 173 Watershed Modeling
ENGRCEE 176 Hydrology
ENGRCEE 178 Fluid Mechanics of Open Channels
or courses from an approved list
Specialization in Structural Engineering:
ENGRCEE 155 Structural Steel Design (required for Engineering Design Elective)
Select four of the following:
ENGRCEE 149 Introduction to Earthquake Engineering
ENGRCEE 151B Structural Timber Design
ENGRCEE 152 Computer Methods in Structural Analysis and Design
ENGRCEE 156 Foundation Design
ENGRMAE 155 Composite Materials and Structures
ENGRMAE 157 Lightweight Structures
or courses from an approved list
Specialization in Transportation Systems Engineering:
ENGRCEE 122 Transportation Systems II: Operations & Control
682 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 683
ENGRCEE 123 Transportation Systems III: Planning and Forecasting
Select two of the following:
EECS 70A Network Analysis I
(EECS 70A may not be used in this Specialization if used for a Lower-Division Technical Elective.)
ENGRCEE 124 Transportation Systems IV: Freeway Operations and Control
ENGRCEE 125 Transportation and the Environment
ENGRMAE 170 Introduction to Control Systems
ENGRMAE 171 Digital Control Systems
or courses from an approved list
* ENGR 7A-ENGR 7B is available only to first year students in Fall and Winter quarters. Both ENGR 7A-ENGR 7B must be taken to be counted
as either a Lower-Division Technical Elective.
In addition, students must aggregate a minimum of 22 design units. Design unit values are indicated at the end of each course description. The faculty
advisors and the Student Affairs Office can provide necessary guidance for satisfying the design requirements.
(The nominal Civil Engineering program will require 189 units of courses depending on specialization to satisfy all university and major requirements.
Because each student comes to UCI with a different level of preparation, the actual number of units will vary.)
At most an aggregate total of 6 units of 199 or H199 courses may be used to satisfy degree requirements.
Program of Study
Sample Program of Study — Civil Engineering
Freshman
Fall Winter Spring
MATH 2A MATH 2B MATH 2D
CHEM 1A or ENGR 1A PHYSICS 7C PHYSICS 7D
Lower-Division Technical Elective PHYSICS 7LC PHYSICS 7LD
General Education CHEM 1B ENGRCEE 81A
General Education Basic Science Elective
Sophomore
Fall Winter Spring
MATH 3A MATH 3D MATH 2E
ENGRCEE 20 ENGRCEE 11 ENGRCEE 21
ENGRCEE 30 ENGRCEE 81B Lower-Division Technical Elective
General Education General Education General Education
Junior
Fall Winter Spring
ENGRCEE 121 ENGRCEE 130 ENGRCEE 110
ENGRCEE 150 ENGRCEE 130L ENGRCEE 151C
ENGRCEE 150L ENGRCEE 151A ENGRCEE 160
ENGRCEE 170 ENGRCEE 171 General Education
ENGR 190W General Education
* Note: ENGR 7A-ENGR 7B is available only to first year students in Fall and Winter quarters. Both ENGR 7A-ENGR 7B must be taken to be
counted as either a Lower-Division Technical Elective.
The following sample plans of study are provided for the senior year only; the first three years are common to all specializations.
Senior-Year Sample Programs of Study — Civil Engineering
Senior: General Civil Engineering Specialization
Senior
Fall Winter Spring
ENGRCEE 181A ENGRCEE 181B ENGRCEE 181C
Engr. Design Elective ENGRCEE 111 Spec. Elective
Spec. Elective Spec. Elective Spec. Elective
General Education General Education General Education
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684 The Henry Samueli School of Engineering
Senior: Environmental Hydrology and Water Resources Specialization
Senior
Fall Winter Spring
ENGRCEE 181A ENGRCEE 181B ENGRCEE 181C
Engr. Design Elective ENGRCEE 111 Spec. Elective
Spec. Elective Spec. Elective Spec. Elective
General Education General Education General Education
Senior: Structural Engineering Specialization
Senior
Fall Winter Spring
ENGRCEE 181A ENGRCEE 181B ENGRCEE 181C
ENGRCEE 155 ENGRCEE 111 Spec. Elective
Spec. Elective Spec. Elective Spec. Elective
General Education General Education General Education
Senior: Transportation Systems Engineering
Senior
Fall Winter Spring
ENGRCEE 181A ENGRCEE 181B ENGRCEE 181C
Engr. Design Elective ENGRCEE 111 ENGRCEE 123
Spec. Elective ENGRCEE 122 Spec. Elective
General Education General Education General Education
Students must obtain approval for their program of study and must see their faculty advisor at least once each year.
The sample program of study chart shown is typical for the accredited major in Civil Engineering. Students should keep in mind that this program is
based upon a rigid set of prerequisites, beginning with adequate preparation in high school mathematics, physics, and chemistry. Therefore, the course
sequence should not be changed except for the most compelling reasons. (Students who select the Environmental Engineering specialization within the
Civil Engineering major should follow the Civil Engineering sample program.) Students must have their programs approved by their faculty advisor. Civil
Engineering majors must consult at least once every year with the academic counselors in the Student Affairs Office and with their faculty advisors.
Undergraduate Major in Environmental Engineering
Program Educational Objectives: Graduates of the Environmental Engineering program will (1) establish an Environmental Engineering career
in industry, government, or academia and achieve professional licensure as appropriate; (2) demonstrate excellence and innovation in engineering
problem solving and design in a global and societal context; (3) commit to lifelong learning and professional development to stay current in technology
and contemporary issues; and (4) take on increasing levels of responsibility and leadership in technical and/or managerial roles. (Program educational
objectives are those aspects of engineering that help shape the curriculum; achievement of these objectives is a shared responsibility between the
student and UCI.)
The curriculum includes a core of mathematics, physics, chemistry, and biology, as well as engineering mechanics and methods courses. Students may
select from a variety of environmental engineering courses to fulfill the remaining portion of the program and to focus their environmental engineering
training in one or more of the following areas: water supply and resources, waste water management, or atmospheric systems and air pollution control.
Design experiences are integrated into environmental engineering courses, and seniors enroll in a capstone design course.
Admissions
High School Students: See School Admissions information.
Transfer Students: Preference will be given to junior-level applicants with the highest grades overall, and who have satisfactorily completed the
following required courses: one year of approved calculus, one year of calculus-based physics with laboratories (mechanics, electricity and magnetism),
completion of lower-division writing, one year of general chemistry (with laboratory), and one additional approved course for the major.
Students are encouraged to complete as many of the lower-division degree requirements as possible prior to transfer. Students who enroll at UCI in
need of completing lower-division coursework may find that it will take longer than two years to complete their degrees. For further information, contact
The Henry Samueli School of Engineering at 949-824-4334.
684 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 685
Requirements for the B.S. Degree in Environmental Engineering
All students must meet the University Requirements.
All students must meet the School Requirements.
Major Requirements
Mathematics and Basic Science Courses:
CHEM 1A General Chemistry
or ENGR 1A General Chemistry for Engineers
CHEM 1B- 1C General Chemistry
and General Chemistry
CHEM 1LC- 1LD General Chemistry Laboratory
and General Chemistry Laboratory
CHEM 51A Organic Chemistry
ENGRCEE 11 Methods II: Probability and Statistics
MATH 2A- 2B Single-Variable Calculus
and Single-Variable Calculus
MATH 2D Multivariable Calculus
MATH 2E Multivariable Calculus
MATH 3A Introduction to Linear Algebra
MATH 3D Elementary Differential Equations
PHYSICS 7C Classical Physics
PHYSICS 7LC Classical Physics Laboratory
PHYSICS 7D Classical Physics
PHYSICS 7LD Classical Physics Laboratory
Two additional Basic Science Electives, one Earth System Science course and one Biological Sciences course from the following list:
BIO SCI 42 Origin of Life
BIO SCI 93 From DNA to Organisms
EARTHSS 15 Introduction to Global Climate Change
EARTHSS 19 Introduction to Modeling the Earth System
Lower-Division Engineering Elective:
Students must take one course from the following:
CBEMS 45A Chemical Processing and Materials Balances
EECS 70A Network Analysis I
ENGR 7A- 7B Introduction to Engineering I
*
and Introduction to Engineering II
ENGR 54 Principles of Materials Science and Engineering
ENGRCEE 80 Dynamics
or ENGRMAE 80 Dynamics
Engineering Topics Courses:
Students must complete a minimum of 19 units of engineering design.
Core Courses:
ENGRCEE 20 Introduction to Computational Problem Solving
ENGRCEE 21 Computational Problem Solving
ENGRCEE 30 Statics
ENGRCEE 81A Civil Engineering Practicum I
ENGRCEE 81B Civil Engineering Practicum II
ENGRMAE 91 Introduction to Thermodynamics
ENGRCEE 110 Methods III: Modeling, Economics, and Management
ENGRCEE 130- 130L Soil Mechanics
and Soil Mechanics Laboratory
ENGRCEE 150- 150L Mechanics of Materials
and Mechanics of Materials Laboratory
ENGRCEE 160 Environmental Processes
ENGRCEE 162 Introduction to Environmental Chemistry
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686 The Henry Samueli School of Engineering
ENGRCEE 170 Introduction to Fluid Mechanics
ENGRCEE 181A- 181B- 181C Senior Design Practicum I
and Senior Design Practicum II
and Senior Design Practicum III
Engineering Elective Courses:
Students must take two courses each from two of the following three groups and one course from the remaining group.
Water Supply and Resources:
EARTHSS 132 Terrestrial Hydrology
ENGRCEE 171 Water Resources Engineering
ENGRCEE 172 Groundwater Hydrology
ENGRCEE 173 Watershed Modeling
ENGRCEE 176 Hydrology
ENGRCEE 178 Fluid Mechanics of Open Channels
Environmental Processes:
ENGRCEE 163 Wastewater Treatment Process Design
ENGRCEE 164 Carbon and Energy Footprint Analysis
ENGRCEE 165 Physical-Chemical Treatment Processes
Atmospheric Systems and Air Pollution Control:
EARTHSS 112 Global Climate Change and Impacts
ENGRMAE 110 Combustion and Fuel Cell Systems
ENGRMAE 115 Applied Engineering Thermodynamics
ENGRMAE 164 Air Pollution and Control
All additional engineering topics courses needed to satisfy school and major requirements must be approved by the faculty advisor. Environmental
Engineering is an inherently interdisciplinary program. Students interested in pursuing a second degree along with Environmental Engineering may be
able to substitute appropriate course work for required courses stated above. Please consult with an Engineering academic or faculty advisor.
Engineering Professional Topics Courses:
ECON 20A- 20B Basic Economics I
and Basic Economics II
ENGR 190W Communications in the Professional World
ENGRCEE 60 Contemporary and Emerging Environmental Challenges
or SOCECOL E8 Introduction to Environmental Analysis and Design
(The nominal Environmental Engineering program requires 189 units of courses to satisfy all university and major requirements. Because each
student comes to UCI with a different level of preparation, the actual number of units will vary.)
At most an aggregate total of 6 units of 199 or H199 courses may be used to satisfy degree requirements.
* ENGR 7A-ENGR 7B is available only to first year students in Fall and Winter quarters. Both ENGR 7A-ENGR 7B must be taken to be counted
as one Lower-Division Engineering Elective course.
Program of Study
The sample program of study chart shown is typical for the major in Environmental Engineering. Students should keep in mind that this program is
based upon a sequence of prerequisites, beginning with adequate preparation in high school mathematics, physics, and chemistry. Students who are
not adequately prepared, or who wish to make changes in the sequence for other reasons, must have their programs approved by their faculty advisor.
Environmental Engineering majors must consult at least once every year with the academic counselors in the Student Affairs Office and with their faculty
advisors.
Sample Program of Study — Environmental Engineering
Freshman
Fall Winter Spring
MATH 2A MATH 2B MATH 2D
CHEM 1A or ENGR 1A CHEM 1B CHEM 1C
Lower-Division Engineering Elective PHYSICS 7C CHEM 1LC
General Education PHYSICS 7LC PHYSICS 7D
PHYSICS 7LD
ENGRCEE 81A
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University of California, Irvine 2016-2017 687
Sophomore
Fall Winter Spring
MATH 3A MATH 3D MATH 2E
CHEM 51A ENGRCEE 11 ENGRCEE 21
CHEM 1LD ENGRCEE 81B ENGRMAE 91
ENGRCEE 20 General Education General Education
ENGRCEE 30
Junior
Fall Winter Spring
ENGRCEE 150 ENGRCEE 130 ENGRCEE 110
ENGRCEE 150L ENGRCEE 130L ENGRCEE 160
ENGRCEE 170 ENGRCEE 162 Basic Science Elective
ENGR 190W Engineering Elective General Education
Basic Science Elective General Education
Senior
Fall Winter Spring
ENGRCEE 181A ENGRCEE 181B ENGRCEE 181C
Engineering Elective Engineering Elective Engineering Elective
General Education Engineering Elective General Education
General Education General Education General Education
Students must obtain approval for their program of study and must see their faculty advisor at least once each year.
On This Page:
• Civil Engineering
• Concentration in Environmental Engineering
Graduate Study in Civil Engineering
Civil Engineering addresses the technology of constructed environments and, as such, embraces a wide range of intellectual endeavors. The
Department of Civil and Environmental Engineering focuses its graduate study and research program on three areas: Structural Engineering, including
engineering mechanics, advanced composites, structural dynamics, earthquake engineering, and reliability and risk assessment; Transportation
Systems Engineering, including traffic operations and management, advanced information technology applications, travel behavior, and transportation
systems analysis; Hydrology and Water Resources Engineering, including hydrology, water resources, and remote sensing.
The Department offers the M.S. and Ph.D. degrees in Civil Engineering.
At the point of application a student is required to identify a thrust area. Specifically, the three thrust areas that have been identified for the Civil
Engineering Graduate program are: Structural Engineering, Transportation Systems Engineering, and Hydrology and Water Resources Engineering.
Once admitted, an advisor will be assigned according to the thrust area a student has chosen. Financial support through research or teaching
assistantships and a variety of fellowships and scholarships is available to qualified students.
Structural Engineering: The Structural Engineering area emphasizes the application of analytical, numerical, and experimental approaches to
the investigation of constructed facilities and systems that support or resist various loads. The objective of the program is to prepare graduates for
leadership positions in industry and academic institutions by providing an opportunity to learn state-of-the-art methodologies applied to significant
structural engineering problems. Specific interests include sensors and structural health monitoring, composites for infrastructure applications,
reliability and risk assessment of civil engineering systems, structural control, system identification and damage detection, performance-based
earthquake engineering, soil-structure interaction, smart materials and structures, multi-scale mechanistic analysis, and sustainable green materials and
infrastructural systems.
Transportation Systems Engineering: Among leading centers for transportation research, the Department of Civil and Environmental Engineering
offers a graduate research area that is distinguished by its interdisciplinary approach to the study of current and emerging urban transportation issues
and by its unique relationship with the UC Irvine Institute of Transportation Studies. The research area focuses on the planning, design, operation,
and management of complex transportation systems. Emphasis is on the development of fundamental knowledge in engineering, systems analysis,
modeling, and planning, combined with advanced computational techniques and information technologies, to address transportation problems affecting
urban travel and goods movement.
Hydrology and Water Resources Engineering: This area focuses on the distribution and transport of water among and between land, atmosphere,
and oceans, the supply of water for municipal, agricultural, and environmental uses, and water-related hazards such as flooding and drought.
Mathematical and computational modeling is germane to research activity in this area as well as professional practice, so course work is designed to
develop theory-based mathematical modeling skill, on the one hand, as well as computational modeling skill on the other. Course work emphasizes
important fundamentals such as mass, energy and momentum conservation principles, applied to hydrologic systems, and also increasingly important
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688 The Henry Samueli School of Engineering
remote sensing and information technologies. Interdisciplinary study is an important dimension to hydrology and water resources, particularly in the
areas of water quality, ecology, infrastructure systems, technology, and policy. Consequently, students are encouraged to take courses in these areas.
Master of Science Degree
The M.S. degree reflects achievement of an advanced level of competence for the professional practice of civil engineering. Two plans are available to
those working toward the M.S. degree: a thesis option and a course work option. Opportunities are available for part-time study toward the M.S. degree.
The Plan of Study for both options must be developed in consultation with a Faculty Advisor and approved by the Program Graduate Advisor.
Plan I: Thesis Option
The thesis option requires completion of 48 units of study (a maximum of ten of which can be taken for study in conjunction with the thesis research
topic); the completion of an original research project; the writing of the thesis describing it; and review by a thesis committee. Of the 48 units, a minimum
of 28 units must be in nonresearch, graduate-level approved engineering or related courses (numbered 200–289) with at least 16 of 28 units from
the CEE Department. The remaining units may be earned as graduate-level course work, individual research, or upper-division undergraduate units
(maximum ten units).
Plan II: Course Work Option
The course work option requires the completion of 48 units of study, at least 40 of which must be in nonresearch graduate-level approved engineering or
related courses (numbered 200–289) with at least 28 of 40 units from the CEE Department. The remaining eight units may be earned as graduate-level
course work, individual research, or upper-division undergraduate units.
NOTE: Students who entered prior to fall of 2012 should follow the course requirements outlined within the Catalogue of the year they entered. The
change in number of units per course is not intended to change the course requirements for the degree nor to have any impact in the number of courses
students are taking. As such, students will need to continue to meet the same high standards and plan of study requirements as previously required.
Students will work with their advisor to create a plan of study encompassing the equivalent topical requirements, as well as the equivalent number of
courses to the previous 36-unit requirement.
Concurrent Master’s Degree Program with Planning, Policy, and Design
The Department of Civil and Environmental Engineering (CEE) and the Department of Planning, Policy, and Design (PPD) in the School of Social
Ecology offer a concurrent degree program that allows students to earn both a master’s in Civil Engineering (M.S.) and a master’s in Urban and
Regional Planning (M.U.R.P.) in two years (instead of more than three years if these degrees were pursued sequentially). The concurrent degree
program requires 84 units of study and is organized around two tracks: (1) transportation systems, and (2) environmental hydrology and water
resources. The program core comprises 15 graduate courses for the transportation systems track, and 13 graduate and two undergraduate courses for
the environmental hydrology and water resources track.
Students choose between a thesis option and a comprehensive examination option. The thesis option requires completion of 84 units of study (a
maximum of ten of which may be taken in conjunction with the thesis research); completion of an original research project and the writing of a thesis
to describe it; completion of required core courses; and completion of enough units of approved electives to meet the total requirement of 84 units.
The comprehensive examination option also requires completion of 84 units of study as well as a professional report, which represents a substantial
piece of planning practice, as the capstone event. These units of study include core courses and enough units of approved electives to meet the total
requirement of 84 units, with no redundancy of core courses in either CEE or PPD. Electives may include as many as ten units of independent study or
approved undergraduate courses.
Undergraduates seeking admission to the concurrent master’s degree program should have a strong record of course work in disciplines related to civil
engineering and urban planning, and they must meet the requirements for admission in both departments. Visit the Civil and Environmental Engineering
Admissions Requirements (http://www.eng.uci.edu/dept/cee) and Planning, Policy and Design Admissions website (http://ppd.soceco.uci.edu/pages/
admissions) for more information about these requirements.
Doctor of Philosophy Degree
The Ph.D. degree indicates attainment of an original and significant research contribution to the state-of-the-art in the candidate’s field, and an ability
to communicate advanced engineering concepts. The doctoral program is tailored to the individual needs and background of the student. The detailed
program of study for each Ph.D. student is formulated in consultation with a faculty advisor who takes into consideration the objectives and preparation
of the candidate. The program of study must be approved by the faculty advisor and the Graduate Advisor of the Department.
There are no specific course requirements. Within this flexible framework, the School maintains specific guidelines that outline the milestones of a typical
doctoral program. All doctoral students should consult the Civil Engineering program’s guidelines for details, but there are several milestones to be
passed: admission to the Ph.D. program by the faculty; early assessment of the student’s research potential (this includes a preliminary examination),
research preparation, formal advancement to candidacy by passing the qualifying examination in the third year (second year for students who entered
with a master’s degree), completion of a significant research investigation, and the submission and oral defense of an acceptable dissertation. There
is no foreign language requirement. Ph.D. students have to meet departmental research requirements as a research assistant or equivalent, with or
without salary. The degree is granted upon the recommendation of the Doctoral Committee and the Dean of Graduate Studies. The normative time for
completion of the Ph.D. is five years (four years for students who entered with a master’s degree). The maximum time permitted is seven years.
688 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 689
The Institute of Transportation Studies
The Institute of Transportation Studies at Irvine (ITS) is part of a multicampus research unit of the University of California. ITS Irvine consists of faculty,
staff, and graduate and undergraduate students engaged at the forefront of knowledge in interdisciplinary transportation research and education.
Currently, the Institute involves faculty and students from The Henry Samueli School of Engineering, the School of Social Sciences, the School of Social
Ecology, The Paul Merage School of Business, and the Donald Bren School of Information and Computer Sciences. Collaborations with colleagues from
outside the University are common. The mission of the Institute is to create and disseminate significant new knowledge to help solve society’s pressing
transportation problems, both in California and globally. It achieves this through cutting-edge activities in research, education, and professional outreach.
A characteristic of ITS Irvine transportation research is a systems approach, focusing on the areas of planning, policy, economics (including pricing
and finance), operations (including traffic, transit, logistics and freight, and safety), energy and the environment, and information technologies. The
Institute has close ties to the University’s Transportation Science interdisciplinary graduate degree program. Students choosing to focus their studies in
transportation will find strong interdisciplinary opportunities between the Department and ITS. See the Office of Research section of the Catalogue for
additional information.
The Urban Water Research Center
The Urban Water Research Center focuses on five integrating water issues in urban areas: (1) supply, demand, and distribution; (2) water quality;
(3) urban ecology; (4) water reuse; and (5) institutions and public policy. In each of these areas the Center enables the issues to be addressed in an
integrated way from the points of view of biology, earth systems, economics, engineering public policy, and public health. The Center is the collaborative
effort of the Department of Civil and Environmental Engineering, the Department of Earth System Science, and the School of Social Ecology.
Graduate Concentration in Environmental Engineering
Derek Dunn-Rankin, Director and Graduate Advisor
E4130 Engineering Gateway
949-824-5333
Faculty
Amir AghaKouchak: Hydrology, hydroclimatology, data assimilation, remote sensing of critical global water resource issues
Jacob Brouwer: High-temperature electrochemical dynamics, fuel cells, renewable and sustainable energy
William J. Cooper: Environmental chemistry, advanced oxidation processes for water treatment, aquatic photochemistry of carbon cycling
Donald Dabdub: Mathematical modeling of urban and global air pollution, dynamics of atmospheric aerosols, secondary organic aerosols, impact of
energy generation on air quality, chemical reactions at gas-liquid interfaces
Kristen Davis: Coastal oceanography, fluid mechanics, and turbulent flows
Russell L. Detwiler: Groundwater hydrology, contaminant fate and transport, subsurface process modeling, groundwater/surface-water interaction
Derek Dunn-Rankin: Combustion, optical particle sizing, particle aero-dynamics, laser diagnostics and spectroscopy
Stanley B. Grant: Environmental engineering, inland and coastal water quality, coagulation and filtration of colloidal contaminants, environmental
microbiology
Kuolin Hsu: Remote sensing of precipitation, hydrologic systems modeling, stochastic hydrology, water resources systems planning
C. Sunny Jiang: Water pollution microbiology, environmental biotechnology, aquatic microbial ecology
Betty H. Olson: Molecular applications for optimizing biological processes in wastewater treatment, environmental health, drinking water microbiology
Diego Rosso: Environmental process engineering, mass transfer, wastewater treatment, carbon- and energy-footprint analysis
G. Scott Samuelsen: Energy, fuel cells, hydrogen economy, propulsion, combustion and environmental conflict; turbulent transport in complex flows,
spray physics, NOx and soot formation, laser diagnostics and experimental methods; application of engineering science to practical propulsion and
stationary systems; environmental ethics
Brett F. Sanders: Environmental and computational fluid dynamics, water resources engineering
Jean-Daniel M. Saphores: Transportation economics, planning and policy, environmental and natural resource economics and policy, quantitative
methods
Soroosh Sorooshian: Hydrology, hydrometeorology and hydroclimate modeling, remote sensing, water sources management
Jasper A. Vrugt: Artificial intelligence, computational science, hydrology, surface, unsaturated zone, groundwater, geophysics, ecology, statistics,
systems theory, numerical modeling stochastic analysis, earth systems, agriculture, soils, geomorphology, hydrogeophysics
UCI General Catalogue 2016-2017 689
690 The Henry Samueli School of Engineering
Affiliated Faculty
Nancy A. Da Silva: Bioremediation, genetic engineering
Michael Kleinman (Adjunct): Uptake and distribution of inhaled toxic materials in the respiratory tract; effects of air pollutants on cardio-pulmonary
function
Mikael Nilsson: Advanced nuclear fuel cycles, actinide chemistry, liquid-liquid extraction, process development, radiolysis, detection and detectors for
online process control
Students may pursue either the M.S. or Ph.D. degree in Engineering with a concentration in Environmental Engineering.
Environmental Engineering is an interdisciplinary program engaging faculty from departments in both Civil & Environmental Engineering and Mechanical
& Aerospace Engineering. Environmental Engineering addresses the development of strategies to control anthropogenic emissions of pollutants to the
environment; the generation of sustainable water and energy in response to climate change and population growth: and the enhancement of science
and engineering understanding, which can be translated into management strategies to face the challenge of water, energy shortage, and global climate
variability.
Environmental Engineering requires a curriculum that provides students with an understanding of fundamentals in Water, Energy, Air Quality, and
Climate.
Required Background
The program core curriculum builds on environmental engineering fundamentals such as fluid mechanics, environmental chemistry, microbial processes,
thermodynamics, hydrological and climate science and reactor theory and design. The interdisciplinary nature of the program allows students with a
variety of science and engineering backgrounds to undertake studies in this field. Students admitted to the program lacking one or more fundamental
courses can earn credit toward the M.S. degree by completing these courses at UC Irvine. Students entering the program are expected to have had
exposure to engineering-level math that includes linear algebra, differential equations and statistics.
The degree to which each student meets the program’s background requirement is determined by a faculty committee at the time of admission. Students
with an insufficient background who are offered admission will be required to take a set of appropriate prerequisite undergraduate courses before
entering the program or at the beginning of the program.
The list below is a general checklist for the required background and a list of undergraduate courses that may be used to fulfill the background
requirements.
Required Background and Sample UCI Undergraduate Courses
Engineering Level Math:
Calculus, linear algebra, differential equations, probability and statistics
MATH 2D Multivariable Calculus
MATH 3D Elementary Differential Equations
Environmental Chemistry/Microbiology (two of the following):
Aquatic chemistry, atmosphere chemistry, organic chemistry, microbiology
BIO SCI M122 General Microbiology
CBEMS 112 Introduction to Biochemical Engineering
CHEM 51A Organic Chemistry
EARTHSS 142 Atmospheric Chemistry
ENGRCEE 162 Introduction to Environmental Chemistry
Fluid Mechanics/Momentum Transport (two of the following):
Fluid statics and dynamics, thermodynamics
CBEMS 45C Chemical Engineering Thermodynamics
ENGRCEE 170 Introduction to Fluid Mechanics
ENGRMAE 91 Introduction to Thermodynamics
ENGRMAE 115 Applied Engineering Thermodynamics
ENGRMAE 130A Introduction to Fluid Mechanics
Reactor Theory/Intro. Environmental Engineering (one of the following):
Reaction kinetics, mass balance
CBEMS 45A Chemical Processing and Materials Balances
CBEMS 110 Reaction Kinetics and Reactor Design
CBEMS 125C Mass Transfer
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ENGRCEE 160 Environmental Processes
Areas of Emphasis
Water, Energy, Air Quality and Climate are areas of emphasis in the Environmental Engineering Concentration. To achieve the interdisciplinary
objectives of the Concentration, students entering the program without an M.S. degree are required to complete three core courses and three quarters
of the Environmental Engineering seminar. Students can take additional elective courses in all areas or only one area. A limited number of courses (less
than 4) outside of The Henry Samueli School of Engineering (i.e., Schools of Physical Sciences, Biological Sciences, Social Ecology, and the Program in
Public Health) can be used toward elective credits with the approval of the faculty advisor and the graduate director.
Core Requirement
Students entering the program without an M.S. degree must complete the following core requirements before petitioning for an M.S. degree.
Advanced Mathematics: Select one of the courses listed below:
CBEMS 230 Applied Engineering Mathematics I
ENGRCEE 283 Mathematical Methods in Engineering Analysis
ENGRMAE 200A Engineering Analysis I
ENGRMAE 200B Engineering Analysis II
PHYSICS 229A Computational Methods
Water: Select one of the courses listed below:
ENGRCEE 260 Desalination
ENGRCEE 261 Applied Environmental Microbiology
ENGRCEE 262 Environmental Chemistry II
ENGRCEE 263 Advanced Biological Treatment Processes
ENGRCEE 265 Physical-Chemical Treatment Processes
ENGRCEE 266 Drinking Water and Wastewater Biotechnology
ENGRCEE 271 Flow in Unsaturated Porous Media
ENGRCEE 272 Groundwater Hydrology
ENGRCEE 273 Watershed Modeling
ENGRCEE 276 Hydrology
ENGRCEE 277 Hydrologic Transport Fundamentals
ENGRCEE 278 Fluid Mechanics of Open Channels
ENGRCEE 279 Hydrologic Computational Modeling
ENGRCEE 290 Merging Models and Data
Energy, Air Quality & Climate: Select one of the courses listed below:
ENGRCEE 264 Carbon and Energy Footprint Analysis
ENGRCEE 274 Climate Data Analysis
ENGRCEE 291 Hydrologic Remote Sensing
EARTHSS 240 Atmospheric Chemistry and Physics
ENGRMAE 210 Advanced Fundamentals of Combustion
ENGRMAE 214A Fuel Cell Fundamentals and Technology
ENGRMAE 215 Advanced Combustion Technology
ENGRMAE 218 Sustainable Energy Systems
ENGRMAE 238 Experimental Fluid Dynamics
ENGRMAE 260 Current Issues Related to Tropospheric and Stratospheric Processes
ENGRMAE 261 Air Quality Modeling
ENGRMAE 284 Fundamentals of Experimental Design
Environmental Seminar: Three quarters of:
ENGRCEE 295 Seminars in Engineering
Elective Courses
Additional course requirements can be fulfilled using any of the courses listed above in the areas of emphasis. Other courses can be included with the
approval of the faculty advisor and graduate director.
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692 The Henry Samueli School of Engineering
Master of Science Degree
Two options are available for M.S. degree students: a thesis option and a comprehensive examination option. Both options require the completion of at
least 48 units of study including two units of Seminar in Engineering.
Plan I. Thesis Option
A thesis option is available to students who prefer to conduct a focused research project. Students selecting this option must complete an original
research investigation and a thesis, and obtain approval of the thesis by a thesis committee. Of the 48 required units, at least 28 units must be
nonresearch, graduate-level courses including five core courses. A maximum of 16 M.S. research units and up to ten units of upper-division
undergraduate elective courses may be applied to the degree with the prior approval of the Graduate Advisor.
Plan II. Comprehensive Examination Option
Alternatively, students may select a course work option in which they must successfully complete 48 units of study and pass a comprehensive
examination. At least 36 units must be nonresearch, graduate-level courses including five core courses. A maximum of eight M.S. research units and up
to ten units of upper-division undergraduate elective courses may be applied to the degree with the prior approval of the Graduate Advisor.
NOTE: Students who entered prior to fall of 2012 should follow the course requirements outlined within the Catalogue of the year they entered. The
change in number of units per course is not intended to change the course requirements for the degree nor to have any impact in the number of courses
students are taking. As such, students will need to continue to meet the same high standards and plan of study requirements as previously required.
Students will work with their advisor to create a plan of study encompassing the equivalent topical requirements, as well as the equivalent number of
courses to the previous 36-unit requirement.
Doctor of Philosophy Degree
The Ph.D. concentration in Environmental Engineering requires the achievement of original and significant research that advances the discipline.
Doctoral students are selected on the basis of an outstanding record of scholarship and potential for research excellence.
Each student will match with a faculty advisor, and an individual program of study is designed by the student and their faculty advisor. Students entering
with a master’s degree are not required to fulfill the core requirements. However, in preparation for a successful preliminary examination, additional
courses may be required in consultation with the graduate advisor and the program director. Students without a master’s degree may be admitted
into the Ph.D. program. However, these students will be required to complete the course work option requirements for the master’s degree before
registering for the preliminary exam. Within this flexible framework, the School maintains specific guidelines that outline the milestones of a typical
doctoral program. There are several milestones to be passed: admission to the Ph.D. program by the faculty, passage within the first two years of
a preliminary examination, formal advancement to candidacy by passing a qualifying examination in the third year (or second year for students who
entered with a master’s degree), completion of a significant research investigation, and the submission and oral defense of an acceptable dissertation.
During their research project, students are expected to enroll in at least 12 units of independent research per quarter.
The preliminary examination committee is comprised of three core examiners from different areas of Environmental Engineering. Students who fail
the preliminary examination in the first year may retake the examination the following year. Students who fail the second attempt will not be allowed
to continue in the program. Committees for Ph.D. qualifying examinations must have five members. Three members of this committee must be core
faculty in the Environmental Engineering program. One member must be a UC faculty member from outside the Environmental Engineering program.
The student's faculty advisor serves as the technical chair of the committee. The qualifying examination follows campus and The Henry Samueli School
of Engineering guidelines and consists of an oral and written presentation of original work completed thus far, and a coherent plan for completing a
body of original research. The student’s dissertation topic must be approved by the student’s doctoral committee. The degree is granted upon the
recommendation of the doctoral committee and the Dean of Graduate Division. The normative time for completion of the Ph.D. is five years (four years
for students who entered with a master’s degree). The maximum time permitted is seven years.
Faculty
Amir Aghakouchak, Ph.D. University of Stuttgart, Assistant Professor of Civil and Environmental Engineering (hydrology, hydroclimatology, data
assimilation, remote sensing of critical global water resource issues)
Alfredo H.-S. Ang, Ph.D. University of Illinois at Urbana-Champaign, Professor Emeritus of Civil and Environmental Engineering (structural and
earthquake engineering, risk and reliability engineering)
William J. Cooper, Ph.D. University of Miami, Professor of Civil and Environmental Engineering; Biomedical Engineering; Planning, Policy, and Design
(environmental chemistry, advanced oxidation processes for water treatment, aquatic photochemistry of carbon cycling)
Kristen A. Davis, Ph.D. Stanford University, Assistant Professor of Civil and Environmental Engineering; Earth System Science (coastal oceanography,
fluid mechanics, turbulent flows)
Russell L. Detwiler, Ph.D. University of Colorado Boulder, Associate Professor of Civil and Environmental Engineering (groundwater hydrology,
contaminant fate and transport, subsurface process modeling, groundwater/surface-water interaction)
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University of California, Irvine 2016-2017 693
Stanley B. Grant, Ph.D. California Institute of Technology, Professor of Civil and Environmental Engineering; Chemical Engineering and Materials
Science (environmental engineering, inland and coastal water quality, coagulation and filtration of colloidal contaminants, environmental microbiology)
Gary L. Guymon, Ph.D. University of California, Davis, Professor Emeritus of Civil and Environmental Engineering (water resources, groundwater,
modeling uncertainty)
Kuo-Lin Hsu, Ph.D. University of Arizona, Associate Professor in Residence of Civil and Environmental Engineering (remote sensing of precipitation,
hydrologic systems modeling, stochastic hydrology, water resources systems planning)
R. (Jay) Jayakrishnan, Ph.D. University of Texas at Austin, Professor of Civil and Environmental Engineering (transportation systems analysis)
C. Sunny Jiang, Ph.D. University of South Florida, Professor of Civil and Environmental Engineering; Environmental Health Sciences (water pollution
microbiology, environmental biotechnology, aquatic microbial ecology)
Wenlong Jin, Ph.D. University of California, Davis, Associate Professor of Civil and Environmental Engineering (intelligent transportation systems, traffic
flow theory, transportation network analysis)
Anne Lemnitzer, Ph.D. University of California, Los Angeles, Assistant Professor of Civil and Environmental Engineering (geotechnical and earthquake
engineering, soil structure interaction, RC design, seismic monitoring)
Mo Li, Ph.D. University of Michigan, Assistant Professor of Civil and Environmental Engineering (responsive materials, multifunctional materials and
structures, fracture mechanics, infrastructure sustainability)
Michael G. McNally, Ph.D. University of California, Irvine, Professor of Civil and Environmental Engineering; Planning, Policy, and Design (travel
behavior, transportation systems analysis)
Ayman S. Mosallam, Ph.D. Catholic University of America, Professor of Civil and Environmental Engineering (advanced composites and hybrid systems,
seismic repair and rehabilitation of structures, blast mitigation and diagnostic/prognostic techniques for infrastructure security)
Farzad Naeim, Ph.D. University of Southern California, Adjunct Professor of Civil and Environmental Engineering (theory and practice of structural
engineering, earthquake engineering and earthquake resistant design, applied performance-based analysis and design of structures, design of seismic
protective systems)
Betty H. Olson, Ph.D. University of California, Berkeley, Professor of Civil and Environmental Engineering (molecular applications for optimizing
biological processes in wastewater treatment, environmental health, drinking water microbiology)
Gerard C. Pardoen, Ph.D. Stanford University, Professor Emeritus of Civil and Environmental Engineering (structural analysis, experimental structural
dynamics)
Mohammad Javad Abdolhosseini Qomi, Ph.D. Massachusetts Institute of Technology, Assistant Professor of Civil and Environmental Engineering
(mechanics and physics of materials at nano- and meso-scales)
Wilfred W. Recker, Ph.D. Carnegie Mellon University, Professor of Civil and Environmental Engineering (transportation systems modeling, traffic control,
and urban systems analysis)
Stephen G. Ritchie, Ph.D. Cornell University, Director of the Institute of Transportation Studies and Professor of Civil and Environmental Engineering
(transportation engineering, advanced traffic management and control systems, development and application of emerging technologies in transportation)
Diego Rosso, Ph.D. University of California, Los Angeles, Director of the Urban Water Research Center and Associate Professor of Civil and
Environmental Engineering; Chemical Engineering and Materials Science (environmental process engineering, mass transfer, wastewater treatment,
carbon- and energy-footprint analysis)
Brett F. Sanders, Ph.D. University of Michigan, Department Chair and Professor of Civil and Environmental Engineering; Planning, Policy, and Design
(environmental hydrodynamics, computational fluid dynamics, coastal water quality)
Jean-Daniel M. Saphores, Ph.D. Cornell University, Professor of Civil and Environmental Engineering; Economics; Planning, Policy, and Design
(transportation economics, planning and policy, environmental and natural resource economics and policy, quantitative methods)
Jan W. Scherfig, Ph.D. University of California, Berkeley, Professor Emeritus of Civil and Environmental Engineering (water reclamation, waste
treatment processes, environmental engineering)
Robin Shepherd, Ph.D. University of Canterbury, Professor Emeritus of Civil and Environmental Engineering (structural dynamics, earthquake-resistant
design)
Masanobu Shinozuka, Ph.D. Columbia University, Professor Emeritus of Civil and Environmental Engineering (continuum mechanics, structural
dynamics, system reliability, risk assessment, remote sensing and GIS for disaster assessment)
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694 The Henry Samueli School of Engineering
Soroosh Sorooshian, Ph.D. University of California, Los Angeles, Director of the Center for Hydrometeorology and Remote Sensing and UCI
Distinguished Professor of Civil and Environmental Engineering; Earth System Science
Lizhi Sun, Ph.D. University of California, Los Angeles, Professor of Civil and Environmental Engineering; Chemical Engineering and Materials Science
(micro- and nano-mechanics, composites and nanocomposites, smart materials and structures, multiscale modeling, elastography)
Roberto Villaverde, Ph.D. University of Illinois at Urbana-Champaign, Professor Emeritus of Civil and Environmental Engineering (structural dynamics
and earthquake engineering)
Jasper A. Vrugt, Ph.D. University of Amsterdam, Assistant Professor of Civil and Environmental Engineering; Earth System Science
Jann N. Yang, DSc Columbia University, Professor Emeritus of Civil and Environmental Engineering (system identification and damage detection,
structural health monitoring, structural control, earthquake engineering, structural dynamics)
Farzin Zareian, Ph.D. Stanford University, Associate Professor of Civil and Environmental Engineering (structural engineering, performance-based
earthquake engineering, structural reliability, structural control)
Affiliate Faculty
Jacob Brouwer, Ph.D. Massachusetts Institute of Technology, Associate Professor of Mechanical and Aerospace Engineering; Civil and Environmental
Engineering (high-temperature electrochemical dynamics, fuel cells, renewable and sustainable energy)
Donald Dabdub, Ph.D. California Institute of Technology, Professor of Mechanical and Aerospace Engineering; Civil and Environmental Engineering
(mathematical modeling of urban and global air pollution, dynamics of atmospheric aerosols, secondary organic aerosols, impact of energy generation
on air quality, chemical reactions at gas-liquid interfaces)
Derek Dunn-Rankin, Ph.D. University of California, Berkeley, Professor of Mechanical and Aerospace Engineering; Civil and Environmental Engineering;
Environmental Health Sciences (combustion, optical particle sizing, particle aero-dynamics, laser diagnostics and spectroscopy)
G. Scott Samuelsen, Ph.D. University of California, Berkeley, Director of Advanced Power and Energy Program, Research Professor and Professor
Emeritus of Mechanical and Aerospace Engineering; Civil and Environmental Engineering (energy, fuel cells, hydrogen economy, propulsion,
combustion and environmental conflict, turbulent transport in complex flows, spray physics, NOx and soot formation, laser diagnostics and experimental
methods, application of engineering science to practical propulsion and stationary systems, environmental ethics)
Courses
ENGRCEE 11. Methods II: Probability and Statistics. 4 Units.
Modeling and analysis of engineering problems under uncertainty. Engineering applications of probability and statistical concepts and methods.
(Design units: 0)
Prerequisite: (ENGRCEE 20 or EECS 10 or EECS 12 or ENGRMAE 10 or CSE 41 or I&C SCI 31) and MATH 3A.
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
ENGRCEE 20. Introduction to Computational Problem Solving. 4 Units.
Introduction to computer programming within a numerical computing environment (MATLAB or similar) including types of data representation, graphical
display of data, and development of modular programs with application to engineering analysis and problem solving.
(Design units: 1)
Corequisite: MATH 3A.
Overlaps with BME 60B.
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
ENGRCEE 21. Computational Problem Solving. 4 Units.
Engineering analysis and problem solving using MATLAB (or similar), including matrix algebra, solving systems of linear and nonlinear equations,
numerical integration of ordinary differential equations (ODEs) and coupled ODEs, and analysis of numerical errors.
(Design units: 1)
Corequisite: MATH 3D.
Prerequisite: ENGRCEE 20 and MATH 3A.
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
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ENGRCEE 30. Statics. 4 Units.
Addition and resolution of forces, distributed forces, equivalent system of forces centroids, first moments, moments and products on inertia, equilibrium
of rigid bodies, trusses, beams, cables. Course may be offered online.
(Design units: 0)
Corequisite: MATH 2D.
Prerequisite: MATH 2D and PHYSICS 7C.
Same as ENGR 30, ENGRMAE 30.
Restriction: School of Engineering majors have first consideration for enrollment.
ENGRCEE 55. Land Measurements and Analysis. 4 Units.
Introduction to surveying and land measurements. Use of the level and transit equipment, legal descriptions, subdivisions, topographic surveys, mapping
vertical and horizontal curves. Analysis of surveying field data using manual methods, computer programs, and the COGO software system. Laboratory
sessions.
(Design units: 0)
Restriction: Civil Engineering majors have first consideration for enrollment.
ENGRCEE 60. Contemporary and Emerging Environmental Challenges. 4 Units.
Introduces contemporary and emerging environmental challenges, illustrates links between human behavior, environmental policy and engineering
practices, examines policy options in the context of current institutions, and introduces tools and frameworks to reach sound economic, social, and
environmental solutions.
(Design units: 0)
(III)
ENGRCEE 80. Dynamics. 4 Units.
Introduction to the kinetics and dynamics of particles and rigid bodies. The Newton-Euler, Work/Energy, and Impulse/Momentum methods are explored
for ascertaining the dynamics of particles and rigid bodies. An engineering design problem using these fundamental principles is also undertaken.
Course may be offered online.
(Design units: 0.5)
Prerequisite: MATH 2D and PHYSICS 7C.
Same as ENGR 80, ENGRMAE 80.
Restriction: School of Engineering majors have first consideration for enrollment.
ENGRCEE 81A. Civil Engineering Practicum I. 3 Units.
Introduction to civil engineering through presentations on structural, environmental, water, and transportation systems. Introduction to graphics.
Graphical visualization and communication using hand and computer sketching. Fundamentals of Computer Aided Design (CAD) using AutoCad.
Laboratory sessions. Materials fee.
(Design units: 2)
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
ENGRCEE 81B. Civil Engineering Practicum II. 3 Units.
Principles of surveying; fundamentals of Geographic Information Systems (GIS); introduction to the state-of-the-art and future areas of the profession,
including applications of advanced technology and computers; Introduction to visualization and communication of design concepts; laboratory sessions.
Materials fee.
(Design units: 1)
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
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ENGRCEE 110. Methods III: Modeling, Economics, and Management. 4 Units.
Analysis, modeling, and management of civil engineering systems. Statistics and system performance studies, probabilistic models and simulation, basic
economics and capital investments, project elements and organization, managerial concepts and network technique, project scheduling. Emphasis on
real-world examples. Laboratory sessions.
(Design units: 1)
Prerequisite: ENGRCEE 11.
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
ENGRCEE 111. Methods IV: Systems Analysis and Decision-Making. 4 Units.
Analysis and optimization for decision-making in civil and infrastructural systems. Topics include linear programming formulations and solution
algorithms, network models, and logistical models. Emphasis is on project-level and managerial decision-making and selection from alternative designs.
(Design units: 1)
Prerequisite: MATH 3A and MATH 3D.
Restriction: Civil Engineering majors have first consideration for enrollment.
ENGRCEE 121. Transportation Systems I: Analysis and Design. 4 Units.
Introduction to analysis and design of fundamental transportation system components, basic elements of geometric and pavement design, vehicle flow
and elementary traffic, basic foundations of transportation planning and forecasting. Laboratory sessions.
(Design units: 2)
Prerequisite: ENGRCEE 11 and ENGRCEE 81A.
Restriction: Civil Engineering majors have first consideration for enrollment.
ENGRCEE 122. Transportation Systems II: Operations & Control. 4 Units.
Introduction to fundamentals of urban traffic engineering, including data collection, analysis, and design. Traffic engineering studies, traffic flow theory,
traffic control devices, traffic signals, capacity and level of service analysis of freeways and urban streets. Laboratory sessions.
(Design units: 2)
Prerequisite: ENGRCEE 11 and ENGRCEE 121.
Restriction: Civil Engineering majors have first consideration for enrollment.
ENGRCEE 123. Transportation Systems III: Planning and Forecasting. 4 Units.
Theoretical foundations of transportation planning, design, and analysis methods. Theory and application of aggregate and disaggregate models for
land use development, trip generation, destination, mode, and route choice. Transportation network analysis. Planning, design, and evaluation of system
alternatives.
(Design units: 2)
Corequisite: ENGRCEE 110.
Prerequisite: ENGRCEE 121.
Restriction: Civil Engineering majors have first consideration for enrollment.
Concurrent with ENGRCEE 223.
ENGRCEE 124. Transportation Systems IV: Freeway Operations and Control. 4 Units.
Fundamentals of traffic on urban freeways, including data collection analysis, and design. Traffic engineering studies, traffic flow theory, freeway traffic
control devices, capacity, and level of service analysis of freeways and highways. Laboratory sessions.
(Design units: 2)
Prerequisite: ENGRCEE 121.
Restriction: Civil Engineering majors have first consideration for enrollment.
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ENGRCEE 125. Transportation and the Environment. 4 Units.
Analysis of the impacts of motor vehicle transportation on the environment. Introduction to life cycle analysis applied to transportation. Basic economic
tools for transportation externalities. Transportation planning, urban form, health, and the environment. Transportation sustainability.
(Design units: 0)
Restriction: Civil Engineering majors have first consideration for enrollment.
ENGRCEE 130. Soil Mechanics. 4 Units.
Mechanics of soils, composition and classification of soils, compaction, compressibility and consolidation, shear strength, seepage, bearing capacity,
lateral earth pressure, retaining walls, piles.
(Design units: 0)
Prerequisite: ENGRCEE 150 and ENGRCEE 170.
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
ENGRCEE 130L. Soil Mechanics Laboratory. 1 Unit.
Laboratory procedures of soil testing for engineering problems. Materials fee.
(Design units: 0)
Corequisite: ENGRCEE 130.
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
ENGRCEE 149. Introduction to Earthquake Engineering. 4 Units.
Plate tectonics. Structural dynamics. Earthquake magnitude, intensity, and frequency. Seismic damage to structures. Earthquake load prediction
including response spectra, normal mode, and direct integration techniques. The basis of building code earthquake load requirements for buildings.
(Design units: 2)
Prerequisite: ENGRCEE 11 and ENGRCEE 20 and ENGRCEE 151A.
Restriction: Civil Engineering majors have first consideration for enrollment.
ENGRCEE 150. Mechanics of Materials. 4 Units.
Stresses and strains, strain-stress diagrams, axial deformations, torsion, bending and shear stresses in beams, shear force and bending moment
diagrams, combined stresses, principal stresses, Mohr's circle, deflection of beams, columns.
(Design units: 1)
Prerequisite: ENGRCEE 30.
Overlaps with ENGR 150, ENGRMAE 150.
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
ENGRCEE 150L. Mechanics of Materials Laboratory. 1 Unit.
Experimental methods and fundamentals for mechanics of materials analysis. Materials fee.
(Design units: 0)
Corequisite: ENGRCEE 150.
Prerequisite: ENGRCEE 30.
Overlaps with ENGRMAE 150L.
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
ENGRCEE 151A. Structural Analysis. 4 Units.
Fundamentals of structural analysis and loading. Deformation of statically determinate and indeterminate structures. Influence lines. Structural systems.
(Design units: 0)
Prerequisite: ENGRCEE 150.
Restriction: Civil Engineering majors have first consideration for enrollment.
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ENGRCEE 151B. Structural Timber Design. 4 Units.
Design of timber structures. Beams, columns, beam-columns, roof, and connections.
(Design units: 3)
Prerequisite: ENGRCEE 151A.
Restriction: Civil Engineering majors have first consideration for enrollment.
ENGRCEE 151C. Reinforced Concrete Design. 4 Units.
Ultimate strength design. Design of reinforced concrete beam sections. Design for shear and deflection. Design of columns. Design of isolated and
combined footings. Laboratory sessions. Materials fee.
(Design units: 3)
Prerequisite: ENGRCEE 151A.
Restriction: Civil Engineering majors have first consideration for enrollment.
ENGRCEE 152. Computer Methods in Structural Analysis and Design. 4 Units.
Matrix techniques for indeterminate framed structures. Computer implementation using the stiffness method. Software packages for design of reinforced
concrete, steel, and/or timber structures.
(Design units: 2)
Prerequisite: ENGRCEE 151C.
Restriction: Civil Engineering majors have first consideration for enrollment.
ENGRCEE 155. Structural Steel Design. 4 Units.
Design in steel of tension members, beams, columns, welded and bolted connections; eccentrically loaded and moment resistant joints; plate girders.
Plastic design; load and resistance factor design. Composite construction; introduction to computer-aided design.
(Design units: 4)
Prerequisite: ENGRCEE 151A.
Restriction: Civil Engineering majors have first consideration for enrollment.
ENGRCEE 156. Foundation Design. 4 Units.
Applications of soil mechanics principles to the analysis and design of shallow foundations, retaining walls, pile foundations, and braced cuts. Design
criteria: bearing capacity, working loads and tolerable settlements, structural integrity of the foundation element. Damage from construction operations.
(Design units: 3)
Prerequisite: ENGRCEE 130 and ENGRCEE 151C.
Restriction: Civil Engineering majors have first consideration for enrollment.
ENGRCEE 160. Environmental Processes. 4 Units.
Introduction to environmental processes in air and water, mass balances, and transport phenomena. Fundamentals of water-quality engineering
including water and wastewater treatment.
(Design units: 1)
Prerequisite: CHEM 1B and ENGRCEE 170.
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
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ENGRCEE 162. Introduction to Environmental Chemistry. 4 Units.
Basic concepts from general, physical, and analytical chemistry as they relate to environmental engineering. Particular emphasis on the fundamentals of
equilibrium and kinetics as they apply to acid-base chemistry, gas solubility, and redox reactions. Laboratory sessions. Materials fee.
(Design units: 0)
Prerequisite: (ENGR 1A or CHEM 1A) and CHEM 1B and (CHEM 1LC or CHEM 1LE) and CHEM 51A.
Restriction: Chemical Engineering, Civil Engineering, Environmental Engineering, and Mechanical Engineering majors have first consideration for
enrollment.
ENGRCEE 163. Wastewater Treatment Process Design. 4 Units.
Design of biological treatment processes. Topics include attached and suspended growth, aeration, anaerobic systems, process control, and economics.
Design projects included. Materials fee.
(Design units: 4)
Prerequisite: ENGRCEE 160.
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
ENGRCEE 164. Carbon and Energy Footprint Analysis. 4 Units.
Process design for wastewater treatment. Mass- and energy-balance analysis applied to water and wastewater treatment systems. Case studies include
analysis of water supply, treatment, reclamation, and reuse.
(Design units: 2)
Prerequisite: ENGRCEE 160.
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
Concurrent with ENGRCEE 264.
ENGRCEE 165. Physical-Chemical Treatment Processes. 4 Units.
Theory and dynamics of physical and chemical separation processes in water and wastewater treatment. Topics include coagulation, sedimentation,
filtration, gas-transfer, membrane separations, and adsorption.
(Design units: 2)
Prerequisite: ENGRCEE 160 and (ENGRMAE 91 or CBEMS 45C).
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
Concurrent with ENGRCEE 265.
ENGRCEE 169. Environmental Microbiology for Engineers. 4 Units.
Fundamental and applied principles of microbiology. Structures and functions of microorganisms, the microbiology of water, wastewater and soil used in
environmental engineering, and the impact of microorganisms on human and environmental health.
(Design units: 0)
Prerequisite: ENGRCEE 160.
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
ENGRCEE 170. Introduction to Fluid Mechanics. 4 Units.
Thermodynamic and mechanical fluid properties; fluid statics; control volume and differential approaches for mass, momentum, and energy; dimensional
analysis and similarity.
(Design units: 1)
Corequisite: MATH 2E.
Prerequisite: PHYSICS 7C and ENGRCEE 20.
Overlaps with ENGRMAE 130A, CBEMS 125A.
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
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ENGRCEE 171. Water Resources Engineering. 4 Units.
Principles governing the analysis and design of water resource systems including pressurized pipelines, pipe networks, channels, and ground water.
Coverage of fluid mass, momentum and energy conservation, flow resistance, and related laboratory measurements in different systems. Materials fee.
(Design units: 2)
Prerequisite: ENGRCEE 170.
Restriction: Chemical Engineering, Civil Engineering, and Environmental Engineering majors have first consideration for enrollment.
ENGRCEE 172. Groundwater Hydrology. 4 Units.
Topics include conservation of fluid mass, storage properties of porous media, matrix compressibility, boundary conditions, flow nets, well hydraulics,
groundwater chemistry, and solute transport. Design projects and computer applications included.
(Design units: 2)
Prerequisite: ENGRCEE 170.
Restriction: Chemical Engineering, Civil Engineering, and Environmental Engineering majors have first consideration for enrollment.
Concurrent with ENGRCEE 272.
ENGRCEE 173. Watershed Modeling. 4 Units.
Basic principles of hydrologic modeling are practiced. Concepts of watershed delineation, land use change impact, design studies, and GIS tools are
discussed. Focus on the USACE (HEC) software tools (HEC-HMS, and HEC-RAS) along with their associated GIS interfaces.
(Design units: 1)
Prerequisite: ENGRCEE 170 and ENGRCEE 176.
Restriction: Civil Engineering, Environmental Engineering, and Mechanical Engineering majors have first consideration for enrollment.
Concurrent with ENGRCEE 273.
ENGRCEE 176. Hydrology. 4 Units.
Elements of the hydrologic cycle including precipitation, infiltration, evapotranspiration, ground water, and runoff. Unit Hydrograph theory and routing
methods. Introduction to precipitation/runoff relationship and watershed modeling. Statistical methods and flood frequency analysis.
(Design units: 2)
Prerequisite: ENGRCEE 170 or ENGRMAE 130A.
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
Concurrent with ENGRCEE 276.
ENGRCEE 178. Fluid Mechanics of Open Channels. 4 Units.
Fundamentals of fluid motion in open channels. Navier-Stokes equations and one-dimensional momentum and energy principles. Topics include rapidly
varied flow, flow resistance and turbulence, gradually varied flow, unsteady flow, and computational methods for channel flow modeling.
(Design units: 1)
Prerequisite: (ENGRCEE 20 or ENGRMAE 10) and (ENGRCEE 170 or ENGRMAE 130A).
Restriction: Civil Engineering and Environmental Engineering majors have first consideration for enrollment.
Concurrent with ENGRCEE 278.
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ENGRCEE 181A. Senior Design Practicum I. 2 Units.
Team designs land development project including infrastructural, environmental, circulation aspects. Focus on traffic impact studies, design of roads,
geometry, signals, geotechnical and hydrological analysis, design of structural elements, economic analysis. Oral/Written interim and final design
reports. Laboratory sessions.
(Design units: 1)
Corequisite: ENGRCEE 121 or ENGRCEE 151C or ENGRCEE 162 or ENGRCEE 171.
Prerequisite: ENGRCEE 81A and ENGRCEE 81B and ENGRCEE 110. ENGRCEE 181A and ENGRCEE 181B and ENGRCEE 181C must be taken in
the same academic year.
Restriction: Civil Engineering and Environmental Engineering majors only.
ENGRCEE 181B. Senior Design Practicum II. 2 Units.
Team designs land development project including infrastructural, environmental, circulation aspects. Focus on traffic impact studies, design of roads,
geometry, signals, geotechnical and hydrological analysis, design of structural elements, economic analysis. Oral/Written interim and final design
reports. Laboratory sessions.
(Design units: 2)
Corequisite: ENGRCEE 130.
Prerequisite: ENGRCEE 181A. ENGRCEE 181A and ENGRCEE 181B and ENGRCEE 181C must be taken in the same academic year.
Grading Option: In progress only.
Restriction: Civil Engineering and Environmental Engineering majors only.
ENGRCEE 181C. Senior Design Practicum III. 2 Units.
Team designs land development project including infrastructural, environmental, circulation aspects. Focus on traffic impact studies, design of roads,
geometry, signals, geotechnical and hydrological analysis, design of structural elements, economic analysis. Oral/Written interim and final design
reports. Laboratory sessions.
(Design units: 2)
Prerequisite: ENGRCEE 181B. ENGRCEE 181A and ENGRCEE 181B and ENGRCEE 181C must be taken in the same academic year.
Restriction: Civil Engineering and Environmental Engineering majors only.
ENGRCEE 195. Special Topics in Civil and Environmental Engineering. 1-4 Units.
Studies in selected areas of Civil and Environmental Engineering. Topics addressed vary each quarter.
(Design units: 1-4)
Prerequisite: Prerequisites vary.
Repeatability: Unlimited as topics vary.
ENGRCEE 198. Group Study. 1-4 Units.
Group study of selected topics in Civil and Environmental Engineering.
(Design units: 1-4)
Repeatability: May be repeated for credit unlimited times.
Restriction: Upper-division students only.
ENGRCEE 199. Individual Study. 1-4 Units.
For undergraduate Engineering majors in supervised but independent reading, research, or design. Students taking individual study for design credit are
to submit a written paper to the instructor and to the Undergraduate Student Affairs Office in the School of Engineering.
(Design units: 1-4)
Repeatability: May be taken for credit for 8 units.
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702 The Henry Samueli School of Engineering
ENGRCEE 199P. Individual Study. 1-4 Units.
Supervised independent reading, research, or design for undergraduate Engineering majors. Students taking individual study for design credit are to
submit a written paper to the instructor and to the Undergraduate Student Affairs Office in the School of Engineering.
(Design units: 1-4)
Grading Option: Pass/no pass only.
Repeatability: May be repeated for credit unlimited times.
ENGRCEE 220A. Travel Demand Analysis I. 4 Units.
Fundamentals of transportation systems analysis. Theoretical aspects of travel demand. Travel behavior. Modeling of performance characteristics and
costs of transportation modes. In-depth presentation of travel demand modeling techniques. Development of travel choice models including mode, route,
and destination choice. Equilibrium.
Restriction: Graduate students only.
ENGRCEE 220B. Travel Demand Analysis II. 4 Units.
Methods of discrete choice analysis and their applications in the modeling of transportation systems. Emphasis on the development of a sound
understanding of theoretical aspects of discrete choice modeling that are useful in many applications in travel demand analysis.
Prerequisite: ENGRCEE 220A.
Restriction: Graduate students only.
ENGRCEE 220C. Travel Demand Analysis III: Activity-based Approaches. 4 Units.
The methodological underpinnings of activity-based travel demand modeling. Presents methodologies within the context of a generalization of discrete
choice modeling approaches, emphasizing the distinctions that separtate these two approaches and presenting appropriate mathematical and statistical
tools to address these distinctions.
Prerequisite: ENGRCEE 220A.
Restriction: Graduate students only.
ENGRCEE 221A. Transportation Systems Analysis I. 4 Units.
Introduction to mathematical methods and models to address logistics and urban transportation problems. Techniques include stochastic models,
queueing theory, linear programming, and introductory non-linear optimization.
Restriction: Graduate students only.
ENGRCEE 221B. Transportation Systems Analysis II. 4 Units.
Advanced mathematical methods and models to address logistics and urban transportation problems. Topics include network flows, advanced
optimization techniques, network models, and heuristic algorithms.
Prerequisite: ENGRCEE 221A.
Restriction: Graduate students only.
ENGRCEE 222. Transit Systems Planning. 4 Units.
Planning methods for public transportation in urban areas. Technological and operating characteristics of vehicles, facilities, and systems. Short-range
planning techniques: data collection and analysis, demand analysis, mode choice, operational strategies, financial analysis. Design of systems to
improve performance.
Restriction: Graduate students only.
ENGRCEE 223. Transportation Systems III: Planning and Forecasting. 4 Units.
Theoretical foundations of transportation planning, design, and analysis methods. Theory and application of aggregate and disaggregate models for
land use development, trip generation, destination, mode, and route choice. Transportation network analysis. Planning, design, and evaluation of system
alternatives.
Restriction: Graduate students only.
Concurrent with ENGRCEE 123.
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ENGRCEE 224A. Transportation Data Analysis I. 4 Units.
Statistical analysis of transportation data sources. Analysis of categorical and ordinal data. Regression and advanced multivariate analysis methods
such as discriminant analysis, canonical correlation, and factor analysis. Sampling techniques, sample error and bias, survey instrument design.
Restriction: Graduate students only.
ENGRCEE 225A. Transportation Planning Models I. 4 Units.
Analytical techniques for the study of interactions between transportation systems design and the spatial distribution of urban activities. Development of
models of demographic and economic activity, land use, and facility location. Forecasting exogenous inputs to existing transportation models.
ENGRCEE 225B. Transportation Planning Models II. 4 Units.
Design and application of comprehensive transportation models. Network development, demand modeling, and equilibrium assignment. Model
calibration, validation, prediction, and evaluation. Regional modeling, site impact analysis, and circulation studies. Design of transportation alternatives.
Restriction: Graduate students only.
ENGRCEE 226A. Traffic Flow Theory I. 4 Units.
Traffic measurement and fundamental speed-density-flow relationships. Kinematic models. Shock waves. Statistical-kinetic theory of traffic. Introductory
car-following principles and stability. Gap acceptance. Platoon dispersion. Two-fluid model. Queueing process. Multi-regime and catastrophe models.
Higher-order continuum models. Microscopic and macroscopic simulation.
Restriction: Graduate students only.
ENGRCEE 226B. Traffic Flow Theory II. 4 Units.
Advanced mathematical analysis of vehicular flow. Detailed treatise on car-following models. Fourier and Laplace analysis of stability problems.
Perturbation analysis. Derivation of macroscopic traffic flow relationships from microscopic considerations. Advanced hydrodynamic theory.
Prerequisite: ENGRCEE 226A.
Restriction: Graduate students only.
ENGRCEE 228A. Urban Transportation Networks I. 4 Units.
Analytical approaches and algorithms to the formulation and solution of the equilibrium assignment problem for transportation networks. Emphasis
on user equilibrium (UE) comparison with system optimal, mathematical programming formulation, supply functions, estimation. Estimating origin-
destination matrices, network design problems.
Prerequisite: ENGRCEE 220A.
Restriction: Graduate students only.
ENGRCEE 228B. Urban Transportation Networks II. 4 Units.
Advanced analysis, optimization, and modeling of transportation networks. Topics include advanced static and dynamic traffic assignment algorithms,
linear and nonlinear multi-commodity network flow optimization, network simplex, and network control problems.
Prerequisite: ENGRCEE 221A and ENGRCEE 228A
Restriction: Graduate students only.
ENGRCEE 229A. Traffic Systems Operations and Control I. 4 Units.
Introduction to operation, control and analysis of arterial and freeway traffic systems. Control concepts, traffic stream principles, detectors, local
controllers, system masters, traffic signal and ramp metering timing principles, traffic measurement technologies, traffic delay principles.
Restriction: Graduate students only.
ENGRCEE 229B. Traffic Systems Operations and Control II. 4 Units.
Advanced topics related to operation, control, and analysis of arterial and freeway traffic systems. Control concepts, traffic stream principles, detectors,
local controllers, system masters, traffic signal and ramp metering timing principles.
Prerequisite: ENGRCEE 229A.
Restriction: Graduate students only.
ENGRCEE 231. Foundation Engineering. 4 Units.
Essentials for design and analysis of structural members that transmit superstructure loads to the ground. Topics include subsurface investigations,
excavation, dewatering, bracing, footing, mat foundations, piles and pile foundations, caissons and cofferdams, other special foundations.
Restriction: Graduate students only.
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ENGRCEE 232. Geotech Earthquake Engineering. 4 Units.
In-situ and laboratory determination of dynamic soil properties, liquefaction of soil, cyclic softening of clays, seismic compression and settlement
analyses, ground improvement methods, seismic slope stability, introduction to soil structure interaction.
(Design units: 0)
Restriction: Graduate students only.
ENGRCEE 242. Advanced Strength of Materials. 4 Units.
Beams on elastic foundations. Combined axial and lateral loads. Curved beams. Unsymmetric bending. Shear center. Stresses and strains. Basic
equations for theory of elasticity. Energy principles. Theory of torsion. Combined bending and torsion.
Restriction: Graduate students only.
ENGRCEE 243. Mechanics of Composite Materials. 4 Units.
Stress-strain relationship for orthotropic materials; invariant properties of an orthotropic lamina; biaxial strength theory for an orthotropic lamina;
mechanics of materials approach to stiffness; elasticity approach to stiffness; classical lamination theory; strength of laminates; statistical theory of
fatigue damage.
Restriction: Graduate students only.
ENGRCEE 245. Experimental Modal Analysis. 4 Units.
A thorough coverage of modal analysis techniques including digital signal processing concepts, structural dynamics theory, modal parameter estimation
techniques, and application of modal measurement methods suitable for practical vibration analysis problems.
Prerequisite: ENGRCEE 247.
Restriction: Graduate students only.
ENGRCEE 247. Structural Dynamics. 4 Units.
Vibration of discrete and continuous mass elastic systems. Isolation and transmissability. Dynamic recording instruments. Introduction to nonlinear
theory of vibration. Response of structures to earthquake, traffic, and wind loads. Response spectra concepts. Normal mode analysis. Numerical
integration techniques.
Restriction: Graduate students only.
ENGRCEE 249. Earthquake Engineering. 4 Units.
Earthquake magnitude, intensity, and frequency. Seismic damage to structures. Earthquake load prediction including response spectra, normal mode,
and direct integration techniques. The basis of building code earthquake load requirements for buildings. Seismic response of special structures. Lifeline
engineering.
Restriction: Graduate students only.
ENGRCEE 250. Finite Element Method in Structural Engineering. 4 Units.
Finite element concepts in structural engineering including variational formulations, shape functions, elements assembly, convergence and computer
programming. Stiffness of truss, beam, and frame members, two- and three-dimensional solids, plate and shell elements. Static, vibration, stability, and
inelastic analysis.
Restriction: Graduate students only.
ENGRCEE 254. Advanced Reinforced Concrete Behavior and Design. 4 Units.
Flexural strength of reinforced concrete elements. Flexural ductility of unconfined and confined members with axial loads. Shear and torsional behaviors.
Strength of reinforced concrete ductile frames and shear walls. Reinforced concrete detailing.
Restriction: Graduate students only.
ENGRCEE 255. Advanced Behavior and Design of Steel Structures. 4 Units.
Advanced principles of structural steel design. Analysis and design of beam-column members, braced and unbraced frames for buildings, and plate
girders. Review of seismic design provisions. Design of connections.
Restriction: Graduate students only.
ENGRCEE 258. Earthquake Resistant Structural Design. 4 Units.
Objectives of seismic design. Cyclic load-distortion characteristics of typical structural elements. Desirable structural form. Ductility and methods of
achieving it. Use of energy dissipators. Project involving design of multistory, multibay rigid-jointed plane frame.
Restriction: Graduate students only.
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ENGRCEE 259. Structural Stability. 4 Units.
Structural stability emphasizing the behavior of simple structural components that illustrate various modes of instability: Euler columns, beam columns,
and instability of simple frames. Energy methods. Beam torsion and lateral instability. Elementary matrix methods compatible with finite element models.
Restriction: Graduate students only.
ENGRCEE 260. Desalination. 4 Units.
Introduction of state of technology, costs and benefits, environmental issues, and implementation issues related to desalination. Emphasis on membrane
processes and biofouling prevention.
Restriction: Graduate students only.
ENGRCEE 261. Applied Environmental Microbiology. 4 Units.
Microbes in the environment and their impact on human interactions. Microbiological application in solving environmental engineering problems.
Restriction: Graduate students only.
ENGRCEE 262. Environmental Chemistry II. 4 Units.
Advanced concepts from physical and organic chemistry as they relate to environmental engineering. Emphasis on equilibrium and kinetics as they
apply to redox reactions, coordination, absorption, gas phase reactions, and ion exchange.
Restriction: Graduate students only.
ENGRCEE 263. Advanced Biological Treatment Processes. 4 Units.
Analysis of biological processes in natural and engineered systems. Biological treatment processes, both aerobic and anaerobic, with emphasis on
suspended growth systems including design consideration. Containment degradation or control covered. Includes laboratory on molecular tools used in
wastewater treatment.
Restriction: Graduate students only.
ENGRCEE 264. Carbon and Energy Footprint Analysis. 4 Units.
Process design for wastewater treatment. Mass- and energy- balance analysis applied to water and wastewater treatment systems. Case studies
include analysis of water supply, treatment, reclamation, and reuse.
Restriction: Graduate students only.
Concurrent with ENGRCEE 164.
ENGRCEE 265. Physical-Chemical Treatment Processes. 4 Units.
Theory and dynamics of physical and chemical separation processes in water and wastewater treatment. Topics include coagulation, sedimentation,
filtration, gas transfer, membrane separations, and absorption.
Restriction: Graduate students only.
Concurrent with ENGRCEE 165.
ENGRCEE 266. Drinking Water and Wastewater Biotechnology. 4 Units.
Water and wastewater microbiology. Engineering principles, molecular aspects, and overview of microorganisms of importance to public health. Topics
include aerobic and anaerobic wastewater treatment and disinfection of pathogens in water, wastewaters, and biosolids.
Restriction: Graduate students only.
ENGRCEE 271. Flow in Unsaturated Porous Media. 4 Units.
Fluid flow in the unsaturated zone (zone of aeration) of the subsurface. Soil-water physics, flow in regional groundwater systems, miscible displacement,
mathematical modeling techniques.
Restriction: Graduate students only.
ENGRCEE 272. Groundwater Hydrology. 4 Units.
Topics include conservation of fluid mass, storage properties or porous media, matrix compressibility, boundary conditions, flow nets, well hydraulics,
groundwater chemistry, and solute transport. Includes introduction to advanced topics in porous media. Design projects and computer applications
included.
Restriction: Graduate students only.
Concurrent with ENGRCEE 172.
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706 The Henry Samueli School of Engineering
ENGRCEE 273. Watershed Modeling. 4 Units.
Basic principles of hydrologic modeling are practiced. Concepts of watershed delineation, land use change impact, design studies, and GIS tools are
discussed. Focus on the USACE (HEC) software tools (HEC-HMS and HEC-RAS) along with their associated GIS interfaces.
Restriction: Graduate students only.
Concurrent with ENGRCEE 173.
ENGRCEE 274. Climate Data Analysis. 4 Units.
Trend analysis; statistical indices for diagnosing and detecting changes in extremes; nonstationary processes; extreme value analysis; multivariate
extreme value methods; tail dependence estimation; uncertainties in observed and projected changes in climate extremes.
ENGRCEE 275. Topics in Coastal Engineering. 4 Units.
Linear wave theory. Wave properties: particle kinematics, energy propagation, shoaling, refraction, reflection, diffraction, and breaking. Wave statistics
and spectra. Selected topics from: design of coastal structures; harbor engineering; littoral transport and shoreline morphology; and hydrodynamics of
estuaries.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
ENGRCEE 276. Hydrology. 4 Units.
Elements of the hydrologic cycle including precipitation, infiltration, evapotranspiration, ground water, and runoff. Unit Hydrograph theory and routing
methods. Introduction to precipitation/runoff relationship and watershed modeling. Statistical methods and flood frequency analysis. Discussion section
covers advanced topics.
Restriction: Graduate students only.
Concurrent with ENGRCEE 176.
ENGRCEE 277. Hydrologic Transport Fundamentals. 4 Units.
Process description, mathematical and numerical modeling of transport processes in surface and ground water. Topics include advection, molecular
diffusion, Taylor dispersion, mechanical dispersion in porous media, shear flow dispersion in channels, and turbulent jets and plumes.
Prerequisite: ENGRMAE 278.
Restriction: Graduate students only.
ENGRCEE 278. Fluid Mechanics of Open Channels. 4 Units.
Fundamentals of fluid motion in open channels. Navier-Stokes equations and one-dimensional momentum and energy principles. Topics include rapidly
varied flow, flow resistance and turbulence, gradually varied flow, unsteady flow, and computational methods for channel flow modeling.
Restriction: Graduate students only.
Concurrent with ENGRCEE 178.
ENGRCEE 279. Hydrologic Computational Modeling. 4 Units.
Computational modeling of multi-dimensional flow and scalar transport problems in surface and ground water. Topics include mathematical model
formulation, numerical method selection, serial and parallel implementation, model verification and validation.
Prerequisite: ENGRCEE 272 and ENGRCEE 277 and ENGRCEE 278.
Restriction: Graduate students only.
ENGRCEE 281. Structural Reliability. 4 Units.
Applications of probability theory to reliability analysis of engineering structures. Theory of structural reliability. Estimation of static random loads.
Reliability analysis of structural components and system. Monte Carlo simulation.
Restriction: Graduate students only.
ENGRCEE 283. Mathematical Methods in Engineering Analysis. 4 Units.
Matrices; vector calculus; eigenvalue problems; Fourier analysis; partial differential equations; special functions; numerical analysis; finite difference
method.
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University of California, Irvine 2016-2017 707
ENGRCEE 284. Engineering Decision and Risk Analysis. 4 Units.
Develops applications of statistical decision theory in engineering. Presents the fundamental tools used in engineering decision making and analysis of
risk under conditions of uncertainty. All concepts are presented and illustrated thoroughly with engineering problems.
Restriction: Graduate students only.
ENGRCEE 285. Reliability of Engineering Systems I. 4 Units.
Develops the basic concepts for the definition and assessment of safety and reliability of engineering systems. Includes probabilistic modeling of
engineering problems, assessment of component reliability, systems reliability, and introduction to probability-based design.
Restriction: Graduate students only.
ENGRCEE 287. Random Vibrations. 4 Units.
Stationary stochastic processes. Spectral analysis. Stochastic response of linear, single, and multi-degrees of freedom systems. Probabilistic approach
to dynamic response of structures to random loadings.
Prerequisite: ENGRCEE 281 or ENGRCEE 284.
Restriction: Graduate students only.
ENGRCEE 289. Analysis of Hydrologic Systems. 4 Units.
Application of systems theory in hydrologic, land surface, biogeochemical modeling. Design, identification, and calibration of conceptual models.
Principles of dynamic systems, modeling approaches, theory of linear systems, mathematical concepts of differential calculus, theoretical concepts of
parameter estimation and optimization theory.
ENGRCEE 290. Merging Models and Data. 4 Units.
Introduction to optimization and data assimilation methods for model calibration and uncertainty quantification. Local, global and multi-method search.
Bayesian analysis using Monte Carlo simulation with Random Walk Metropolis, and adaptive samplers. Filtering methods for recursive inference.
Illustration using environmental models.
Restriction: Graduate students only.
ENGRCEE 291. Hydrologic Remote Sensing. 4 Units.
Introduction to principles of remote sensing and application in hydrology. Review of sensor systems, thermal and multispectral image processing, and
image classification. Examples from remote sensing of hydrologic processes such as precipitation, soil moisture, and vegetation are covered.
Prerequisite: ENGRCEE 276.
Restriction: Graduate students only.
ENGRCEE 295. Seminars in Engineering. 1-4 Units.
Seminars scheduled each year by individual faculty in major field of interest.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
ENGRCEE 296. Master of Science Thesis Research. 1-16 Units.
Individual research or investigation conducted in preparation of the thesis required for the M.S. degree in Engineering.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
ENGRCEE 297. Doctor of Philosophy Dissertation Research. 1-16 Units.
Individual research or investigation conducted in preparation for the dissertation required for the Ph.D. degree in Engineering.
Repeatability: May be repeated for credit unlimited times.
ENGRCEE 298. Special Topics in Civil Engineering. 1-4 Units.
Presentation of advanced topics and special research areas in civil engineering.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
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708 The Henry Samueli School of Engineering
ENGRCEE 299. Individual Research. 1-16 Units.
Individual research or investigation under the direction of an individual faculty member.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
Department of Electrical Engineering and Computer Science
H. Kumar Wickramsinghe, Department Chair
2213 Engineering Hall
949-824-4821
http://www.eng.uci.edu/dept/eecs
Overview
Electrical Engineering and Computer Science is a broad field encompassing such diverse subject areas as computer systems, distributed computing,
computer networks, control, electronics, photonics, digital systems, circuits (analog, digital, mixed-mode, and power electronics), communications,
signal processing, electromagnetics, and physics of semiconductor devices. Knowledge of the mathematical and natural sciences is applied to the
theory, design, and implementation of devices and systems for the benefit of society. The Department offers three undergraduate degrees: Electrical
Engineering, Computer Engineering, as well as Computer Science and Engineering. Computer Science and Engineering is offered in conjunction with
the Donald Bren School of Information and Computer Sciences; information is available in the Interdisciplinary Studies section of the Catalogue.
Some electrical engineers focus on the study of electronic devices and circuits that are the basic building blocks of complex electronic systems. Others
study power electronics and the generation, transmission, and utilization of electrical energy. A large group of electrical engineers studies the application
of these complex systems to other areas, including medicine, biology, geology, and ecology. Still another group studies complex electronic systems such
as automatic controls, telecommunications, wireless communications, and signal processing.
Computer engineers are trained in various fields of computer science and engineering. They engage in the design and analysis of digital computers and
networks, including software and hardware. Computer design includes topics such as computer architecture, VLSI circuits, computer graphics, design
automation, system software, data structures and algorithms, distributed computing, and computer networks. Computer Engineering courses include
programming in high-level languages such as Python, C++ and Java; use of software packages for analysis and design; design of system software such
as operating systems; design of hardware/software interfaces and embedded systems; and application of computers in solving engineering problems.
Laboratories in both hardware and software experiences are integrated within the Computer Engineering curriculum.
The undergraduate curriculum in Electrical Engineering and Computer Engineering provides a solid foundation for future career growth, enabling
graduates’ careers to grow technically, administratively, or both. Many electrical and computer engineers will begin work in a large organizational
environment as members of an engineering team, obtaining career satisfaction from solving meaningful problems that contribute to the success of the
organization’s overall goal. As their careers mature, technical growth most naturally results from the acquisition of an advanced degree and further
development of the basic thought processes instilled in the undergraduate years. Administrative growth can result from the development of management
skills on the job and/or through advanced degree programs in management.
Graduates of Electrical Engineering, Computer Engineering, and Computer Science and Engineering will find a variety of career opportunities in areas
including wireless communication, voice and video coding, biomedical electronics, circuit design, optical devices and communication, semiconductor
devices and fabrication, power systems, power electronics, computer hardware and software design, computer networks, design of computer-based
control systems, application software, data storage and retrieval, computer graphics, pattern recognition, computer modeling, parallel computing, and
operating systems.
On This Page:
• Computer Engineering
• Computer Science and Engineering
• Electrical Engineering
Undergraduate Major in Computer Engineering
Program Educational Objectives: Graduates of the Computer Engineering program will (1) be engaged in professional practice at or beyond the entry
level or enrolled in high-quality graduate programs building on a solid foundation in engineering, mathematics, the sciences, humanities and social
sciences, and experimental practice as well as modern engineering methods; (2) be innovative in the design, research and implementation of systems
and products with strong problem solving, communication, teamwork, leadership, and entrepreneurial skills; (3) proactively function with creativity,
integrity and relevance in the ever-changing global environment by applying their fundamental knowledge and experience to solve real-world problems
with an understanding of societal, economic, environmental, and ethical issues. (Program educational objectives are those aspects of engineering that
help shape the curriculum; achievement of these objectives is a shared responsibility between the student and UCI.)
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The undergraduate Computer Engineering curriculum includes a core of mathematics, physics, and chemistry. Engineering courses in fundamental
areas fill in much of the remaining curriculum.
Admissions
High School Students: See School Admissions information.
Transfer Students: Preference will be given to junior-level applicants with the highest grades overall, and who have satisfactorily completed the
following required courses: one year of approved calculus, one year of calculus-based physics with laboratories (mechanics, electricity and magnetism),
completion of lower-division writing, one course in computational methods (e.g., C, C++), and two additional approved courses for the major.
Students are encouraged to complete as many of the lower-division degree requirements as possible prior to transfer. Students who enroll at UCI in
need of completing lower-division coursework may find that it will take longer than two years to complete their degrees. For further information, contact
The Henry Samueli School of Engineering at 949-824-4334.
Requirements for the B.S. Degree in Computer Engineering
All students must meet the University Requirements.
All students must meet the School Requirements.
Major Requirements:
Mathematics and Basic Science Courses:
EECS 55 Engineering Probability
EECS 70LA Network Analysis I Laboratory
EECS 145 Electrical Engineering Analysis
I&C SCI 6D Discrete Mathematics for Computer Science
MATH 2A- 2B Single-Variable Calculus
and Single-Variable Calculus
MATH 2D Multivariable Calculus
MATH 3A Introduction to Linear Algebra
MATH 3D Elementary Differential Equations
PHYSICS 7C Classical Physics
PHYSICS 7LC Classical Physics Laboratory
PHYSICS 7D- 7E Classical Physics
and Classical Physics
PHYSICS 7LD Classical Physics Laboratory
One additional math or basic science elective from the following:
I&C SCI 6B Boolean Algebra and Logic
MATH 2E Multivariable Calculus
PHYSICS 51A Modern Physics
PHYSICS 52A Fundamentals of Experimental Physics
or other courses as approved by faculty advisor.
Engineering Topics Courses:
Students must complete a minimum of 26 units of engineering design.
Core Courses:
EECS 1 Introduction to Electrical Engineering and Computer Engineering
EECS 12 Introduction to Programming
EECS 20 Computer Systems and Programming in C
EECS 22 Advanced C Programming
EECS 22L Software Engineering Project in C Language
EECS 31 Introduction to Digital Systems
EECS 31L Introduction to Digital Logic Laboratory
EECS 40 Object-Oriented Systems and Programming
EECS 50 Discrete-Time Signals and Systems
EECS 70A Network Analysis I
EECS 70B Network Analysis II
EECS 70LB Network Analysis II Laboratory
EECS 111 System Software
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710 The Henry Samueli School of Engineering
EECS 112 Organization of Digital Computers
EECS 112L Organization of Digital Computers Laboratory
EECS 113 Processor Hardware/Software Interfaces
EECS 114 Engineering Data Structures and Algorithms
EECS 118 Introduction to Knowledge Management for Software and Engineering
EECS 119 VLSI
EECS 148 Computer Networks
EECS 150 Continuous-Time Signals and Systems
EECS 159A- 159B- 159CW Senior Design Project I
and Senior Design Project II
and Senior Design Project III
EECS 170A Electronics I
EECS 170LA Electronics I Laboratory
EECS 170B Electronics II
EECS 170LB Electronics II Laboratory
With the approval of a faculty advisor, students select any additional engineering topics courses needed to satisfy school and department
requirements.
Engineering Elective Courses:
Select, with approval of a faculty advisor, a minimum of three courses of engineering topics.
COMPSCI 142A Compilers and Interpreters
EECS 101 Introduction to Machine Vision
EECS 116 Introduction to Data Management
EECS 117 Parallel Computer Systems
EECS 141A Communication Systems I
EECS 141B Communication Systems II
EECS 152A Digital Signal Processing
EECS 152B Digital Signal Processing Design and Laboratory
EECS 199 Individual Study (up to 3 graded units)
ENGR 7A- 7B Introduction to Engineering I
and Introduction to Engineering II (*)
* ENGR 7A and ENGR 7B can be counted as 4 units of Engineering Electives. ENGR 7A and ENGR 7B is available only to first year students in Fall
and Winter quarters. Both ENGR 7A and ENGR 7B must be taken to be counted as an Engineering Elective.
At most an aggregate total of 6 units of EECS 199 may be used to satisfy degree requirements; EECS 199 is open to students with a 3.0 GPA or higher.
(The nominal Computer Engineering program will require 191 units of courses to satisfy all university and major requirements. Because each student
comes to UCI with a different level of preparation, the actual number of units will vary.)
Planning a Program of Study
The sample program of study chart shown is typical for the major in Computer Engineering. Students should keep in mind that this program is based
upon a sequence of prerequisites, beginning with adequate preparation in high school mathematics, physics, and chemistry. Students who are not
adequately prepared, or who wish to make changes in the sequence for other reasons, must have their program approved by their advisor. Computer
Engineering majors must consult at least once every year with the academic counselors in the Student Affairs Office and with their faculty advisor.
Sample Program of Study — Computer Engineering
Freshman
Fall Winter Spring
MATH 2A MATH 2B MATH 2D
EECS 12 I&C SCI 6D PHYSICS 7D
General Education PHYSICS 7C- 7LC PHYSICS 7LD
General Education General Education EECS 1
EECS 20
EECS 31
Sophomore
Fall Winter Spring
MATH 3A MATH 3D EECS 40
PHYSICS 7E EECS 22L EECS 50
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EECS 22 EECS 55 EECS 70B
EECS 31L EECS 70A EECS 70LB
Math./Science Elective EECS 70LA General Education
Junior
Fall Winter Spring
EECS 112 EECS 112L EECS 111
EECS 114 EECS 150 EECS 113
EECS 145 EECS 170B EECS 118
EECS 170A EECS 170LB General Education
EECS 170LA General Education
Senior
Fall Winter Spring
EECS 159A EECS 159B EECS 159CW
EECS 119 General Education Engineering Elective
EECS 148 General Education General Education
Engineering Elective Engineering Elective
Students must obtain approval for their program of study and must see their faculty advisor at least once each year.
Undergraduate Major in Computer Science and Engineering (CSE)
This program is administered jointly by the Department of Electrical Engineering and Computer Science (EECS) in The Henry Samueli School of
Engineering and the Department of Computer Science in the Donald Bren School of Information and Computer Sciences. For information, see the
Interdisciplinary Studies section of the Catalogue.
Requirements for the B.S. Degree in Computer Science and Engineering
All students must meet the University Requirements.
Major Requirements: See the Interdisciplinary Studies section of the Catalogue.
Undergraduate Major in Electrical Engineering
Program Educational Objectives: Graduates of the Electrical Engineering program will (1) engage in professional practice in academia, industry, or
government; (2) promote innovation in the design, research and implementation of products and services in the field of electrical engineering through
strong communication, leadership and entrepreneurial skills; (3) engage in life-long learning in the field of electrical engineering. (Program educational
objectives are those aspects of engineering that help shape the curriculum; achievement of these objectives is a shared responsibility between the
student and UCI.)
The undergraduate Electrical Engineering curriculum is built around a basic core of humanities, mathematics, and natural and engineering science
courses. It is arranged to provide the fundamentals of synthesis and design that will enable graduates to begin careers in industry or to go on to
graduate study. UCI Electrical Engineering students take courses in network analysis, electronics, electronic system design, signal processing, control
systems, electromagnetics, and computer engineering. They learn to design circuits and systems to meet specific needs and to use modern computers
in problem analysis and solution.
Electrical Engineering majors have the opportunity to select a specialization in Electro-optics and Solid-State Devices; and Systems and Signal
Processing. In addition to the courses offered by the Department, the major program includes selected courses from the Donald Bren School of
Information and Computer Sciences.
Admissions
High School Students: See School Admissions information.
Transfer Students: Preference will be given to junior-level applicants with the highest grades overall, and who have satisfactorily completed the
following required courses: one year of approved calculus, one year of calculus-based physics with laboratories (mechanics, electricity and magnetism),
completion of lower-division writing, one course in computational methods (e.g., C, C++), and two additional approved courses for the major.
Students are encouraged to complete as many of the lower-division degree requirements as possible prior to transfer. Students who enroll at UCI in
need of completing lower-division coursework may find that it will take longer than two years to complete their degrees. For further information, contact
The Henry Samueli School of Engineering at 949-824-4334.
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712 The Henry Samueli School of Engineering
Requirements for the B.S. Degree in Electrical Engineering
All students must meet the University Requirements.
All students must meet the School Requirements.
Major Requirements:
Mathematics and Basic Science Courses:
CHEM 1A General Chemistry
EECS 55 Engineering Probability
EECS 70LA Network Analysis I Laboratory
EECS 145 Electrical Engineering Analysis
MATH 2A- 2B Single-Variable Calculus
and Single-Variable Calculus
MATH 2D Multivariable Calculus
MATH 2E Multivariable Calculus
MATH 3A Introduction to Linear Algebra
MATH 3D Elementary Differential Equations
PHYSICS 7C Classical Physics
PHYSICS 7LC Classical Physics Laboratory
PHYSICS 7D- 7E Classical Physics
and Classical Physics
PHYSICS 7LD Classical Physics Laboratory
PHYSICS 51A Modern Physics
Engineering Topics Courses:
Students must complete each of the following courses and accumulate a minimum of 28 units of engineering design:
EECS 1 Introduction to Electrical Engineering and Computer Engineering
EECS 10 Computational Methods in Electrical and Computer Engineering
EECS 31 Introduction to Digital Systems
EECS 31L Introduction to Digital Logic Laboratory
EECS 50 Discrete-Time Signals and Systems
EECS 70A Network Analysis I
EECS 70B Network Analysis II
EECS 70LB Network Analysis II Laboratory
EECS 150 Continuous-Time Signals and Systems
EECS 159A- 159B- 159CW Senior Design Project I
and Senior Design Project II
and Senior Design Project III
EECS 160A Introduction to Control Systems
EECS 160LA Control Systems I Laboratory
EECS 170A Electronics I
EECS 170LA Electronics I Laboratory
EECS 170B Electronics II
EECS 170LB Electronics II Laboratory
EECS 170C Electronics III
EECS 170LC Electronics III Laboratory
EECS 180A Engineering Electromagnetics I
Electrical Engineering Specialization:
Students must satisfy the requirements for one of the five specializations listed below.
Technical Elective Courses:
In addition to a specialization, and with approval of a faculty advisor, students must select a minimum of three other technical elective courses,
comprising of at least 10 units. At least one of these courses must be from outside the student’s specialization. All EECS courses not required for the
major are approved as technical electives. Four (4) units of 199 course work count as one technical elective. ENGR 7A and ENGR 7B can be counted
as 4 units of Technical Electives. ENGR 7A and ENGR 7B is available only to first year students in Fall and Winter quarters. Both ENGR 7A and
ENGR 7B must be taken to be counted as a Technical Elective.
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University of California, Irvine 2016-2017 713
At most an aggregate total of 6 units of EECS 199 may be used to satisfy degree requirements; EECS 199 is open to students with a 3.0 GPA or higher.
(The nominal Electrical Engineering program will require 188-191 units of courses to satisfy all university and major requirements. Because each student
comes to UCI with a different level of preparation, the actual number of units will vary.)
Specialization in Electronic Circuit Design:
Requires:
EECS 170D Integrated Electronic Circuit Design
EECS 170E Analog and Communications IC Design
and select four of the following:
EECS 166A Industrial and Power Electronics
EECS 166B Advanced Topics in Industrial and Power Electronics
EECS 174 Semiconductor Devices
EECS 176 Fundamentals of Solid-State Electronics and Materials
EECS 179 Microelectromechanical Systems (MEMS)
EECS 182 Monolithic Microwave Integrated Circuit (MMIC) Analysis and Design
EECS 188 Optical Electronics
Specialization in Semiconductors and Optoelectronics:
Requires:
EECS 174 Semiconductor Devices
EECS 188 Optical Electronics
PHYSICS 52A Fundamentals of Experimental Physics
and select three of the following:
EECS 170D Integrated Electronic Circuit Design
EECS 176 Fundamentals of Solid-State Electronics and Materials
EECS 179 Microelectromechanical Systems (MEMS)
EECS 180B Engineering Electromagnetics II
EECS 180C Engineering Electromagnetics III
ENGR 54 Principles of Materials Science and Engineering
Specialization in RF, Antennas and Microwaves:
Requires:
EECS 144 Antenna Design for Wireless Communication Links
EECS 180B Engineering Electromagnetics II
EECS 182 Monolithic Microwave Integrated Circuit (MMIC) Analysis and Design
and select three of the following:
EECS 170D Integrated Electronic Circuit Design
EECS 170E Analog and Communications IC Design
EECS 180C Engineering Electromagnetics III
EECS 188 Optical Electronics
PHYSICS 52A Fundamentals of Experimental Physics
Specialization in Digital Signal Processing:
Requires:
EECS 22 Advanced C Programming
EECS 152A Digital Signal Processing
EECS 152B Digital Signal Processing Design and Laboratory
and select three of the following:
EECS 20 Computer Systems and Programming in C
EECS 101 Introduction to Machine Vision
EECS 112 Organization of Digital Computers
EECS 141A Communication Systems I
EECS 141B Communication Systems II
EECS 160B Sampled-Data and Digital Control Systems
Specialization in Communications:
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714 The Henry Samueli School of Engineering
Requires:
EECS 141A Communication Systems I
EECS 141B Communication Systems II
and select four of the following:
EECS 20 Computer Systems and Programming in C
EECS 22 Advanced C Programming
EECS 144 Antenna Design for Wireless Communication Links
EECS 148 Computer Networks
EECS 152A Digital Signal Processing
EECS 152B Digital Signal Processing Design and Laboratory
EECS 170E Analog and Communications IC Design
EECS 188 Optical Electronics
Program of Study
Listed below are sample programs for each of the five specializations within Electrical Engineering. These sample programs are typical for the
accredited major in Electrical Engineering. Students should keep in mind that this program is based upon a rigid set of prerequisites, beginning with
adequate preparation in high school mathematics, physics, and chemistry. Therefore, the course sequence should not be changed except for the most
compelling reasons. Students who are not adequately prepared, or who wish to make changes in the sequence for other reasons, must have their
programs approved by their advisor. Electrical Engineering majors must consult with the academic counselors in the Student Affairs Office and with their
faculty advisors at least once a year.
Sample Program of Study — Electrical Engineering (Electronic Circuit Design Specialization)
Freshman
Fall Winter Spring
MATH 2A MATH 2B MATH 2D
EECS 10 PHYSICS 7C PHYSICS 7D
General Education PHYSICS 7LC PHYSICS 7LD
General Education CHEM 1A EECS 1
General Education EECS 31
Sophomore
Fall Winter Spring
MATH 3A MATH 3D MATH 2E
PHYSICS 7E EECS 55 PHYSICS 51A
EECS 31L EECS 70A EECS 50
General Education EECS 70LA EECS 70B
General Education EECS 70LB
Junior
Fall Winter Spring
EECS 145 EECS 150 EECS 170C
EECS 170A EECS 170B EECS 170LC
EECS 170LA EECS 170LB Spec. Elective
Spec. Elective EECS 180A General Education
General Education Spec. Elective General Education
Senior
Fall Winter Spring
EECS 159A EECS 159B EECS 159CW
EECS 160A EECS 170E Technical Elective
EECS 160LA Technical Elective General Education
EECS 170D Technical Elective
Spec. Elective
Students must obtain approval for their program of study and must see their faculty advisor at least once each year.
Sample Program of Study — Electrical Engineering (Semiconductors and Optoelectronics)
Freshman
Fall Winter Spring
MATH 2A MATH 2B MATH 2D
EECS 10 PHYSICS 7C PHYSICS 7D
General Education PHYSICS 7LC PHYSICS 7LD
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University of California, Irvine 2016-2017 715
General Education CHEM 1A EECS 1
General Education EECS 31
Sophomore
Fall Winter Spring
MATH 3A MATH 3D MATH 2E
PHYSICS 7E EECS 55 PHYSICS 51A
PHYSICS 52A EECS 70A EECS 50
EECS 31L EECS 70LA EECS 70B
General Education EECS 70LB
Junior
Fall Winter Spring
EECS 145 EECS 150 EECS 170C
EECS 170A EECS 170B EECS 170LC
EECS 170LA EECS 170LB EECS 188
General Education EECS 174 Spec. Elective
General Education EECS 180A General Education
Senior
Fall Winter Spring
EECS 159A EECS 159B EECS 159CW
EECS 160A Spec. Elective General Education
EECS 160LA Technical Elective Technical Elective
General Education Technical Elective
Spec. Elective
Students must obtain approval for their program of study and must see their faculty advisor at least once each year.
Sample Program of Study — Electrical Engineering (RF, Antennas and Microwaves)
Freshman
Fall Winter Spring
MATH 2A MATH 2B MATH 2D
EECS 10 PHYSICS 7C PHYSICS 7D
General Education PHYSICS 7LC PHYSICS 7LD
General Education CHEM 1A EECS 1
General Education EECS 31
Sophomore
Fall Winter Spring
MATH 3A MATH 3D MATH 2E
PHYSICS 7E EECS 55 PHYSICS 51A
EECS 31L EECS 70A EECS 50
General Education EECS 70LA EECS 70B
General Education EECS 70LB
Junior
Fall Winter Spring
EECS 145 EECS 150 EECS 144
EECS 170A EECS 170B EECS 170C
EECS 170LA EECS 170LB EECS 170LC
General Education EECS 180A EECS 180B
General Education Spec. Elective Spec. Elective
Senior
Fall Winter Spring
EECS 159A EECS 159B EECS 159CW
EECS 160A General Education General Education
EECS 160LA Technical Elective Technical Elective
EECS 182 Technical Elective
Spec. Elective
Students must obtain approval for their program of study and must see their faculty advisor at least once each year.
Sample Program of Study — Electrical Engineering (Digital Signal Processing Specialization)
Freshman
Fall Winter Spring
MATH 2A MATH 2B MATH 2D
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716 The Henry Samueli School of Engineering
EECS 10 PHYSICS 7C PHYSICS 7D
General Education PHYSICS 7LC PHYSICS 7LD
General Education CHEM 1A EECS 1
General Education EECS 31
Sophomore
Fall Winter Spring
MATH 3A MATH 3D MATH 2E
PHYSICS 7E EECS 55 PHYSICS 51A
EECS 22 EECS 70A EECS 50
EECS 31L EECS 70LA EECS 70B
General Education EECS 70LB
Junior
Fall Winter Spring
EECS 145 EECS 150 EECS 170C
EECS 152A EECS 152B EECS 170LC
EECS 170A EECS 170B Spec. Elective
EECS 170LA EECS 170LB General Education
Spec. Elective Spec. Elective
Senior
Fall Winter Spring
EECS 159A EECS 159B EECS 159CW
EECS 160A EECS 180A Technical Elective
EECS 160LA Technical Elective General Education
Technical Elective General Education General Education
General Education
Students must obtain approval for their program of study and must see their faculty advisor at least once each year.
Sample Program of Study — Electrical Engineering (Communication Specialization)
Freshman
Fall Winter Spring
MATH 2A MATH 2B MATH 2D
EECS 10 PHYSICS 7C PHYSICS 7D
General Education PHYSICS 7LC PHYSICS 7LD
General Education CHEM 1A EECS 1
General Education EECS 31
Sophomore
Fall Winter Spring
MATH 3A MATH 3D MATH 2E
PHYSICS 7E EECS 55 PHYSICS 51A
EECS 31L EECS 70A EECS 50
General Education EECS 70LA EECS 70B
General Education EECS 70LB
Junior
Fall Winter Spring
EECS 145 EECS 150 EECS 170C
EECS 170A EECS 170B EECS 170LC
EECS 170LA EECS 170LB Spec. Elective
Spec. Elective EECS 180A Spec. Elective
General Education Spec. Elective General Education
Senior
Fall Winter Spring
EECS 159A EECS 159B EECS 159CW
EECS 141A EECS 141B Technical Elective
EECS 160A Technical Elective General Education
EECS 160LA General Education
Technical Elective
Students must obtain approval for their program of study and must see their faculty advisor at least once each year.
On This Page:
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University of California, Irvine 2016-2017 717
• Electrical and Computer Engineering
• Doctor of Philosophy Degree General Requirements
• Graduate Specialization in Teaching
• Program in Law and Graduate Studies
Graduate Study in Electrical and Computer Engineering
The Department offers M.S. and Ph.D. degrees in Electrical and Computer Engineering with a concentration in Electrical Engineering and in Computer
Engineering. Because most graduate courses are not repeated every quarter, students should make every effort to begin their graduate program in the
fall.
Detailed descriptions of the two concentrations are as follows.
Electrical Engineering Concentration (EE)
The Electrical Engineering faculty study the following areas: optical and solid-state devices, including quantum electronics and optics, integrated electro-
optics and acoustics, design of semiconductor devices and materials, analog and mixed-signal IC design, microwave and microwave devices, and
scanning acoustic microscopy; systems engineering and signal processing, including communication theory, machine vision, signal processing, power
electronics, neural networks, communications networks, systems engineering, and control systems. Related communication networks topics are also
addressed by the Networked Systems M.S. and Ph.D. degrees (listed in the Interdisciplinary Studies section of the Catalogue).
Computer Engineering Concentration (CPE)
The concentration in Computer Engineering provides students with a solid base in the design, development, and evaluation of computer systems. Thrust
areas include computer architecture, software, and embedded systems, but the program is highly customizable to the specific interests of the student.
The research activities of the faculty in this concentration include parallel and distributed computer systems, distributed software architectures and
databases, ultra-reliable real-time computer systems, VLSI architectures, reconfigurable computing, computer design automation, low-power design,
embedded systems, computer communication protocols, computer networks, security, programming languages for parallel/distributed processing,
knowledge management, service-oriented architectures, and software engineering.
Master of Science Degree General Requirements
Two plans are offered for the M.S. degree: a thesis option and a comprehensive examination option. For either option, students are required to develop
a complete program of study with advice from their faculty advisor. The graduate advisor must approve the study plan. Part-time study toward the M.S.
degree is available. The program of study must be completed within four calendar years from first enrollment.
Plan I: Thesis Option
The thesis option requires completion of 12 courses of study; an original research investigation; the completion of an M.S. thesis; and approval of the
thesis by a thesis committee. The thesis committee is composed of three full-time faculty members with the faculty advisor of the student serving as the
chair. Required undergraduate core courses and graduate seminar courses, such as EECS 290, EECS 292, EECS 293, EECS 294, and EECS 295,
may not be counted toward the 12 courses. No more than one course of EECS 299 and one undergraduate elective course may be counted toward
the 12 courses. Up to four of the required 12 courses may be from EECS 296 (M.S. Thesis Research) with the approval of the student’s thesis advisor.
Additional concentration-specific requirements are as follows; a list of core and concentration courses is given at the end of this section.
Electrical Engineering Concentration:
At least seven concentration courses in the Electrical Engineering Concentration (EE) must be completed. All courses must be completed with a
grade of B (3.0) or better.
Computer Engineering Concentration:
Three core courses in the Computer Engineering Concentration (CPE) must be completed with a grade of B (3.0) or better; EECS 211, EECS 213,
and EECS 215. At least four additional concentration or approved courses must also be completed.
Plan II: Comprehensive Examination Option
The comprehensive examination option requires the completion of 12 courses and a comprehensive examination. Only one EECS 299 course can be
counted if the EECS 299 course is four or more units. Undergraduate core courses and graduate seminar courses, such as EECS 290, EECS 292,
EECS 293, EECS 294, and EECS 295, may not be counted toward the 12 courses requirement. No more than two of undergraduate elective courses
may be counted. In fulfillment of the comprehensive examination element of the M.S. degree program, students will complete one term paper-length
report on the current state-of-the-art of a technical field corresponding to the concentration area. The term paper is completed as part of the end-of-
course requirements for one of the following three alternatives 1) EECS 290 Curricular Practical Training, 2) EECS 294 Electrical Engineering and
Computer Science Colloquium, or 3) EECS 299 Individual Research taken under the graduate advisor which will involve reviewing an IEEE journal
publication in the concentration area and submitting a review summary as the term-paper. Any of the three alternatives may be taken for 1 unit and
completed with a satisfactory grade to fulfill the comprehensive exam requirements. Additional concentration-specific requirements are as follows; a list
of core and concentration courses is given at the end of this section.
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718 The Henry Samueli School of Engineering
Electrical Engineering Concentration:
Students enrolled in the Electrical Engineering (EE) concentration who choose the Comprehensive Examination option must select one of the
following plans of study.
Circuits and Devices Plan of Study:
Select four of the following:
EECS 270A Advanced Analog Integrated Circuit Design I
EECS 270B Advanced Analog Integrated Circuit Design II
EECS 277A Advanced Semiconductor Devices I
EECS 277B Advanced Semiconductor Devices II
EECS 280A Advanced Engineering Electromagnetics I
EECS 285A Optical Communications
At least five additional courses from the list of EE concentration courses must be completed. All must be completed with a grade of B (3.0) or better.
Systems Plan of Study:
1
Select four of the following:
EECS 240 Random Processes
EECS 241A Digital Communications I
EECS 250 Digital Signal Processing I
EECS 251A Detection, Estimation, and Demodulation Theory
EECS 260A Linear Systems I
EECS 267A Industrial and Power Electronics
At least five additional courses from the list of EE concentration courses must be completed. All must be completed with a grade of B (3.0) or better.
1
If all six courses are not offered in an academic year, students who graduate in that year can petition to replace the courses that are not offered
by EECS 242 and/or EECS 244.
List of Concentration Courses for
Electrical Engineering Concentration:
EECS 202A- 202B Principles of Imaging
and Techniques in Medical Imaging I: X-ray, Nuclear, and NMR Imaging
EECS 203A Digital Image Processing
EECS 210 Modeling and Rendering for Image Synthesis
EECS 213 Computer Architecture
EECS 215 Design and Analysis of Algorithms
EECS 217 VLSI System Design
EECS 240 Random Processes
EECS 241A- 241B Digital Communications I
and Digital Communications II
EECS 242 Information Theory
EECS 243 Error Correcting Codes
EECS 244 Wireless Communications
EECS 245 Space-Time Coding
EECS 248A Computer and Communication Networks
EECS 250 Digital Signal Processing I
EECS 251A- 251B Detection, Estimation, and Demodulation Theory
and Detection, Estimation, and Demodulation Theory
EECS 260A Linear Systems I
EECS 261A Linear Optimization Methods
EECS 267A- 267B Industrial and Power Electronics
and Topics in Industrial and Power Electronics
EECS 270A- 270B Advanced Analog Integrated Circuit Design I
and Advanced Analog Integrated Circuit Design II (and Advanced Analog
Integrated Circuit Design II)
EECS 270C Design of Integrated Circuits for Broadband Applications
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EECS 270D Radio-Frequency Integrated Circuit Design
EECS 272 Topics in Electronic System Design
EECS 274 Biomedical Microdevices (MEMOS)
EECS 275A- 275B Very Large Scale Integration (VLSI) Project
and Very Large Scale Integration (VLSI) Project Testing
EECS 277A Advanced Semiconductor Devices I
EECS 277B Advanced Semiconductor Devices II
EECS 277C Nanotechnology
EECS 278 Micro-System Design
EECS 279 Micro-Sensors and Actuators
EECS 280A Advanced Engineering Electromagnetics I
EECS 280B Advanced Engineering Electromagnetics II
EECS 282 Monolithic Microwave Integrated Circuit (MMIC) Analysis and Design II
EECS 285A Optical Communications
EECS 285B Lasers and Photonics
List of Concentration Courses for
Computer Engineering Concentration:
Three core courses in the Computer Engineering Concentration (CPE) must be completed with a grade of B (3.0) or better: EECS 211, EECS 213,
and EECS 215. At least five additional concentration or approved courses must also be completed.
Computer Engineering Concentration:
EECS 210 Modeling and Rendering for Image Synthesis
1
EECS 211 Advanced System Software
1
EECS 213 Computer Architecture
1
EECS 215 Design and Analysis of Algorithms
EECS 217 VLSI System Design
EECS 219 Distributed Software Architecture and Design
EECS 221 Topics in Computer Engineering
EECS 222 Embedded System Modeling
EECS 223 Real-Time Computer Systems
EECS 225 Embedded Systems Design
EECS 226 Embedded System Software
EECS 227 Cyber-Physical System Design
EECS 230 Energy Efficiency
EECS 248A Computer and Communication Networks
COMPSCI 233 Networking Laboratory
COMPSCI 234 Advanced Networks
COMPSCI 236 Wireless and Mobile Networking
1
This course is also a core course.
In addition to fulfilling the course requirements outlined above, it is a University requirement for the Master of Science degree that students fulfill a
minimum of 36 units of study.
Doctor of Philosophy Degree General Requirements
The doctoral program in Electrical and Computer Engineering is tailored to the individual background and interest of the student. There are several
milestones to pass: admission to the Ph.D. program by the Graduate Committee; Ph.D. preliminary examination on the background and potential for
success in the doctoral program; departmental teaching requirement which can be satisfied through service as a teaching assistant or equivalent;
original research work; development of a research report and dissertation proposal; advancement to Ph.D. candidacy in the third year (second year
for students who entered with a master’s degree) through the Ph.D. qualifying examination conducted on behalf of the Irvine Division of the Academic
Senate; completion of a significant research investigation; and completion and approval of a dissertation. A public Ph.D. dissertation defense is also
required. During the Ph.D. study, four quarters of EECS 290, EECS 294, or EECS 299 (taken with the graduate advisor) must be completed.
The Ph.D. preliminary examination is conducted twice a year, in the spring and fall quarters. Detailed requirements for each concentration are specified
in the departmental Ph.D. preliminary examination policies, available from the EECS Graduate Admissions Office. A student who already has an M.S.
on enrollment must pass the Ph.D. preliminary examination within one complete academic year cycle after entering the Ph.D. program. A student who
UCI General Catalogue 2016-2017 719
720 The Henry Samueli School of Engineering
does not already have an M.S. on enrollment must pass the Ph.D. preliminary examination within two complete academic year cycles after entering
the Ph.D. program. A student has only two chances to take and pass the Ph.D. preliminary examination. A student who fails the Ph.D. preliminary
examination twice will be asked to withdraw from the program, or will be dismissed from the program, and may not be readmitted into the program.
The Ph.D. degree is granted upon the recommendation of the Doctoral Committee and the Dean of Graduate Studies. Part-time study toward the Ph.D.
degree is not permitted. The normative time for completion of the Ph.D. is five years (four years for students who entered with a master’s degree). The
maximum time permitted is seven years.
Graduate Specialization in Teaching
The graduate specialization in Teaching will allow Engineering Ph.D. students to receive practical training in pedagogy designed to enhance their
knowledge and skill set for future teaching careers. Students will gain knowledge and background in college-level teaching and learning from a variety
of sources, and experience in instructional practices. Students completing the specialization in Teaching must fulfill all of their Ph.D. requirements
in addition to the specialization requirements. Upon fulfillment of the requirements, students will be provided with a certificate of completion. Upon
receipt of the certificate of completion, the students can then append "Specialization in Teaching" to their curricula vitae. For details visit the Graduate
Specialization in Teaching website (http://engineering.uci.edu/current/graduate/specialization-in-teaching).
The graduate specialization in Teaching is available only for certain degree programs and concentrations:
• Ph.D. degree in Biomedical Engineering
• Ph.D. degree in Electrical and Computer Engineering
• Ph.D. degree in Engineering with a concentration in Materials and Manufacturing Technology
Program in Law and Graduate Studies (J.D./M.S.-ECE; J.D./Ph.D.-ECE)
Highly qualified students interested in combining the study of law with graduate qualifications in the ECE program are invited to undertake concurrent
degree study under the auspices of UC Irvine's Program in Law and Gradate Studies (PLGS). Students in this program pursue a coordinated curriculum
leading to a J.D. degree from the School of Law in conjunction with a Master's or Ph.D. degree in the ECE program. Additional information is available
from the PLGS Program Director's Office, 949-824-4158, or by email to [email protected]. A full description of the program, with links to all relevant
application information can be found at the School of Law Concurrent Degree Programs website (http://www.law.uci.edu/academics/interdisciplinary-
studies/concurrent-degrees.html) and in the Law School section of the Catalogue.
Faculty
Mohammad A. Al Faruque, Ph.D. University of Kaiserslautern, Assistant Professor of Electrical Engineering and Computer Science (system-level
design, embedded systems, cyber-physical-systems, multi-core systems)
Nicolaos G. Alexopoulos, Ph.D. University of Michigan, Professor Emeritus of Electrical Engineering and Computer Science (high-frequency integrated
circuit antennas, wireless communication, materials)
Animashree Anandkumar, Ph.D. Cornell University, Assistant Professor of Electrical Engineering and Computer Science; Computer Science (statistical
inference and learning of graphical models, scalable network algorithms)
Ender Ayanoglu, Ph.D. Stanford University, Professor of Electrical Engineering and Computer Science (communication systems, communication theory,
communication networks)
Nader Bagherzadeh, Ph.D. University of Texas at Austin, Professor of Electrical Engineering and Computer Science; Computer Science (parallel
processing, computer architecture, computer graphics, VLSI design)
Neil J. Bershad, Ph.D. Rensselaer Polytechnic Institute, Professor Emeritus of Electrical Engineering and Computer Science (communication and
information theory, signal processing)
Ozdal Boyraz, Ph.D. University of Michigan, Associate Professor of Electrical Engineering and Computer Science (silicon photonics and optical
communications systems)
Peter J. Burke, Ph.D. Yale University, Professor of Electrical Engineering and Computer Science; Biomedical Engineering; Chemical Engineering and
Materials Science (nano-electronics, bio-nanotechnology)
Filippo Capolino, Ph.D. University of Florence, Associate Professor of Electrical Engineering and Computer Science (optics/electromagnetics in
nanostructures and sensors, antennas/microwaves, RF and wireless systems)
Aparna Chandramowlishwaran, Ph.D. Georgia Institute of Technology, Assistant Professor of Electrical Engineering and Computer Science (parallel
programming models, domain specific compilers, algorithm-architecture co-design, n-body particle methods, scientific and high-performance computing)
Pai H. Chou, Ph.D. University of Washington, Professor of Electrical Engineering and Computer Science; Computer Science (embedded systems,
wireless sensor systems, medical devices, real-time systems, hardware/software co-synthesis)
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University of California, Irvine 2016-2017 721
Jose B. Cruz, Ph.D. University of Illinois at Urbana-Champaign, Professor Emeritus of Electrical Engineering and Computer Science
Franco De Flaviis, Ph.D. University of California, Los Angeles, Professor of Electrical Engineering and Computer Science (microwave systems, wireless
communications, electromagnetic circuit simulations)
Brian C. Demsky, Ph.D. Massachusetts Institute of Technology, Associate Professor of Electrical Engineering and Computer Science; Computer
Science (compiler programming, language software engineering, fault tolerance)
Rainer B. Doemer, Ph.D. Dortmund University, Associate Professor of Electrical Engineering and Computer Science; Computer Science (system-level
design, embedded computer systems, design methodologies, specification and modeling languages)
Ahmed Eltawil, Ph.D. University of California, Los Angeles, Associate Professor of Electrical Engineering and Computer Science (design of system and
VLSI architectures for broadband wireless communication, implementations and architectures for digital processing)
Leonard A. Ferrari, Ph.D. University of California, Irvine, Professor Emeritus of Electrical Engineering and Computer Science (machine vision, signal
processing, computer graphics)
Daniel D. Gajski, Ph.D. University of Pennsylvania, Professor Emeritus of Electrical Engineering and Computer Science (embedded systems, software/
hardware design, design methodologies and tools, science of design)
Jean-Luc Gaudiot, Ph.D. University of California, Los Angeles, Professor of Electrical Engineering and Computer Science; Computer Science (parallel
processing, computer architecture, processor architecture)
Ramon A. Gomez, Ph.D. University of California, Los Angeles, Assistant Adjunct Professor of Electrical Engineering and Computer Science (radio
frequency systems, circuit design)
Michael M. Green, Ph.D. University of California, Los Angeles, Professor of Electrical Engineering and Computer Science (analog/mixed-signal IC
design, broadband circuit design, theory of nonlinear circuits)
Glenn E. Healey, Ph.D. Stanford University, Professor of Electrical Engineering and Computer Science (machine vision, computer engineering, image
processing, computer graphics, intelligent machines)
Payam Heydari, Ph.D. University of Southern California, Professor of Electrical Engineering and Computer Science (design and analysis of analog, RF
and mixed-signal integrated circuits, analysis of signal integrity and high-frequency effects of on-chip interconnects in high-speed VLSI circuits)
Syed A. Jafar, Ph.D. Stanford University, Professor of Electrical Engineering and Computer Science (wireless communication and information theory)
Hamid Jafarkhani, Ph.D. University of Maryland, College Park, Conexant-Broadcom Chair in the Center for Pervasive Communications and UCI
Chancellor's Professor of Electrical Engineering and Computer Science (communication theory, coding, wireless networks, multimedia networking)
Stuart A. Kleinfelder, Ph.D. Stanford University, Professor of Electrical Engineering and Computer Science (first integrated sensor/readout arrays for
visual, IR, X-ray, charged particles)
Fadi J. Kurdahi, Ph.D. University of Southern California, Director, Center for Embedded Computer Systems and Professor of Electrical Engineering and
Computer Science; Computer Science (VLSI system design, design automation of digital systems)
Tomas Lang, Ph.D. Stanford University, Professor Emeritus of Electrical Engineering and Computer Science (numerical processors and
multiprocessors, parallel computer systems)
Chin C. Lee, Ph.D. Carnegie Mellon University, Professor of Electrical Engineering and Computer Science (bonding technology, electronic packaging,
acoustics, microwaves, semiconductor devices, thermal management)
Henry P. Lee, Ph.D. University of California, Berkeley, Professor of Electrical Engineering and Computer Science (photonics, fiber-optics and compound
semiconductors)
Guann-Pyng Li, Ph.D. University of California, Los Angeles, Director of the UCI Division of the California Institute for Telecommunications and
Information Technology (Calit2), Director of the Integrated Nanosystems Research Facility and Professor of Electrical Engineering and Computer
Science; Biomedical Engineering; Chemical Engineering and Materials Science (high-speed semiconductor technology, optoelectronic devices,
integrated circuit fabrication and testing)
Kwei-Jay Lin, Ph.D. University of Maryland, College Park, Professor of Electrical Engineering and Computer Science; Computer Science (real-time
systems, distributed systems, service-oriented computing)
Athina Markopoulou, Ph.D. Stanford University, Associate Professor of Electrical Engineering and Computer Science; Computer Science (networking—
reliability and security, multimedia networking, measurement and control, design and analysis of network protocols and algorithms, internet reliability and
security, multimedia streaming, network measurements and control)
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722 The Henry Samueli School of Engineering
Henry Samueli, Ph.D. University of California, Los Angeles, Adjunct Professor of Electrical Engineering and Computer Science (digital signal processing,
communications systems engineering, CMOS integrated circuit design for applications in high-speed data transmission systems)
Phillip C-Y Sheu, Ph.D. University of California, Berkeley, Professor of Electrical Engineering and Computer Science; Biomedical Engineering; Computer
Science (database systems, interactive multimedia systems)
Jack Sklansky, Sc.D. Columbia University, Professor Emeritus of Electrical Engineering and Computer Science (digital radiology, pattern recognition,
medical imaging, neural learning, computer engineering)
Keyue M. Smedley, Ph.D. California Institute of Technology, Professor of Electrical Engineering and Computer Science (power electronics and analog
circuit design)
Allen R. Stubberud, Ph.D. University of California, Los Angeles, Professor Emeritus of Electrical Engineering and Computer Science
A. Lee Swindlehurst, Ph.D. Stanford University, Professor of Electrical Engineering and Computer Science (signal processing, estimation and detection
theory, applications in wireless communications, geo-positioning, radar, sonar, biomedicine)
Harry H. Tan, Ph.D. University of California, Los Angeles, Professor Emeritus of Electrical Engineering and Computer Science (communication and
information theory, stochastic processes)
Chen S. Tsai, Ph.D. Stanford University, UCI Chancellor's Professor of Electrical Engineering and Computer Science (integrated and fiber optics,
devices and materials, integrated acoustooptics and magnetooptics, integrated microwave magnetics, Ultrasonic Atomization for Nanoparticles
Synthesis, silicon photonics)
Wei Kang (Kevin) Tsai, Ph.D. Massachusetts Institute of Technology, Professor Emeritus of Electrical Engineering and Computer Science (data
communication networks, control systems)
Zhiying Wang, Ph.D. California Institute of Technology, Assistant Professor of Electrical Engineering and Computer Science (information theory, coding
for storage, compression and computation for genomic data)
H. Kumar Wickramasinghe, Ph.D. University of London, Henry Samueli Endowed Chair in Engineering and Department Chair and Professor of
Electrical Engineering and Computer Science; Biomedical Engineering; Chemical Engineering and Materials Science (nanoscale measurements and
characterization, scanning probe microscopy, storage technology, nano-bio measurement technology)
Homayoun Yousefi'zadeh, Ph.D. University of Southern California, Adjunct Professor of Electrical Engineering and Computer Science (communications
networks)
Affiliate Faculty
Lubomir Bic, Ph.D. University of California, Irvine, Professor of Computer Science; Electrical Engineering and Computer Science (parallel and distributed
computing, mobile agents)
Elaheh Bozorgzadeh, Ph.D. University of California, Los Angeles, Associate Professor of Computer Science; Electrical Engineering and Computer
Science (design automation and synthesis for embedded systems, VLSI CAD, reconfigurable computing)
Carter Butts, Ph.D. Carnegie Mellon University, Professor of Sociology; Electrical Engineering and Computer Science; Statistics (mathematical
sociology, social networks, quantitative methodology, human judgment and decision making, economic sociology)
Zhongping Chen, Ph.D. Cornell University, Professor of Biomedical Engineering; Electrical Engineering and Computer Science; Otolaryngology; Surgery
(biomedical optics, optical coherence tomography, bioMEMS, biomedical devices)
Nikil D. Dutt, Ph.D. University of Illinois at Urbana–Champaign, UCI Chancellor's Professor of Computer Science; Cognitive Sciences; Electrical
Engineering and Computer Science (embedded systems, computer architecture, electronic design automation, software systems, brain-inspired
architectures and computing)
Magda S. El Zarki, Ph.D. Columbia University, Professor of Computer Science; Electrical Engineering and Computer Science; Informatics
(telecommunications, networks, wireless communication, video transmission)
Charless C. Fowlkes, Ph.D. University of California, Berkeley, Associate Professor of Computer Science; Cognitive Sciences; Electrical Engineering and
Computer Science (computer vision, machine learning, computational biology)
Michael S. Franz, Ph.D. Swiss Federal Institute of Technology in Zurich, Professor of Computer Science; Electrical Engineering and Computer Science
(systems software, particularly compilers and virtual machines, trustworthy computing, software engineering)
Michael T. Goodrich, Ph.D. Purdue University, UCI Chancellor's Professor of Computer Science; Electrical Engineering and Computer Science
(computer security, algorithm design, data structures, Internet algorithmics, geometric computing, graphic drawing)
722 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 723
Gultekin Gulsen, Ph.D. Bogazici University, Associate Professor of Radiological Sciences; Biomedical Engineering; Electrical Engineering and Computer
Science; Physics and Astronomy (in vivo molecular imaging, diffuse optical tomography, fluorescence tomography, photo-magnetic imaging, multi-
modality imaging)
Ian G. Harris, Ph.D. University of California, San Diego, Associate Professor of Computer Science; Electrical Engineering and Computer Science
(hardware/software covalidation, manufacturing test)
Dan S. Hirschberg, Ph.D. Princeton University, Professor of Computer Science; Electrical Engineering and Computer Science (analyses of algorithms,
concrete complexity, data structures, models of computation)
Scott A. Jordan, Ph.D. University of California, Berkeley, Professor of Computer Science; Electrical Engineering and Computer Science (pricing and
differentiated services in the Internet, resource allocation in wireless networks, telecommunications policy)
Frithjof Kruggel, M.D. Ludwig Maximilian University of Munich, Professor of Biomedical Engineering; Electrical Engineering and Computer Science
(biomedical signal and image processing, anatomical and functional neuroimaging in humans, structure-function relationship in the human brain)
Marco Levorato, Ph.D. University of Padua, Assistant Professor of Computer Science; Electrical Engineering and Computer Science
Aditi Majumder, Ph.D. University of North Carolina at Chapel Hill, Professor of Computer Science; Electrical Engineering and Computer Science (novel
displays and cameras for computer graphics and visualization, human-computer interaction, applied computer vision)
Gopi Meenakshisumdaram, Ph.D. University of North Carolina at Chapel Hill, Professor of Computer Science; Electrical Engineering and Computer
Science (geometry and topology for computer graphics, image-based rendering, object representation, surface reconstruction, collision detection, virtual
reality, telepresence)
Zoran Nenadic, Ph.D. Washington University, Associate Professor of Biomedical Engineering; Electrical Engineering and Computer Science (adaptive
biomedical signal processing, control algorithms for biomedical devices, brain-machine interfaces, modeling and analysis of biological neural networks)
Alexandru Nicolau, Ph.D. Yale University, Department Chair and Professor of Computer Science; Electrical Engineering and Computer Science
(architecture, parallel computation, programming languages and compilers)
Eric Potma, Ph.D. University of Groningen, Associate Professor of Chemistry; Electrical Engineering and Computer Science (analytical, chemical
biology, physical chemistry and chemical physics)
Isaac D. Scherson, Ph.D. Weizmann Institute of Science, Professor of Computer Science; Electrical Engineering and Computer Science (parallel
computing architectures, massively parallel systems, parallel algorithms, interconnection networks, performance evaluation)
Andrei M. Shkel, Ph.D. University of Wisconsin-Madison, Professor of Mechanical and Aerospace Engineering; Biomedical Engineering; Electrical
Engineering and Computer Science (design and advanced control of micro-electro-mechanical systems (MEMS), precision micro-sensors and actuators
for telecommunication and information technologies, MEMS-based health monitoring systems, disposable diagnostic devices, prosthetic implants)
William C. Tang, Ph.D. University of California, Berkeley, Professor of Biomedical Engineering; Chemical Engineering and Materials Science; Electrical
Engineering and Computer Science (micro-electro-mechanical systems (MEMS) nanoscale engineering for biomedical applications, microsystems
integration, microimplants, microbiomechanics, microfluidics)
Xiangmin Xu, Ph.D. Vanderbilt University, Associate Professor of Anatomy and Neurobiology; Biomedical Engineering; Electrical Engineering and
Computer Science (local cortical circuits)
Courses
EECS 1. Introduction to Electrical Engineering and Computer Engineering. 1 Unit.
Introduction to the fields of Electrical Engineering and Computer Engineering, including possible careers in both traditional and new emerging areas.
Background on both the Electrical Engineering and the Computer Engineering majors, curriculum requirements, specializations, and faculty research
interests.
(Design units: 0)
Restriction: Computer Engineering and Electrical Engineering majors have first consideration for enrollment.
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EECS 10. Computational Methods in Electrical and Computer Engineering. 4 Units.
An introduction to computers and structured programming. Binary Data Representation. Hands-on experience with a high-level structured programming
language. Introduction to algorithm efficiency. Applications of structured programming in solving engineering problems. Programming laboratory.
(Design units: 0)
Corequisite: MATH 2A.
Prerequisite: MATH 2A.
Overlaps with ENGRMAE 10, EECS 12, ENGRCEE 20, BME 60B, I&C SCI 31, CSE 41.
Restriction: School of Engineering majors have first consideration for enrollment.
EECS 12. Introduction to Programming. 4 Units.
An introduction to computers and programming. Python programming syntax/style, types. Numbers and sequences. Control flow. I/O and errors/
exceptions. Function calling, parameter passing, formal arguments, return values. Variable scoping. Programming laboratory.
(Design units: 0)
Corequisite: MATH 2A.
Overlaps with EECS 10, ENGRMAE 10, ENGRCEE 20, BME 60B, I&C SCI 31, CSE 41.
Restriction: School of Engineering majors have first consideration for enrollment.
EECS 20. Computer Systems and Programming in C. 4 Units.
Introduction to computing systems. Data representation and operations. Simple logic design. Basic computer organization. Instruction set architecture
and assembly language programming. Introduction to C functions, data structures, pointers. Programming laboratory.
(Design units: 1)
Prerequisite: EECS 12.
Restriction: Computer Engineering majors have first consideration for enrollment.
EECS 22. Advanced C Programming. 3 Units.
C language programming concepts. Control flow, function calls, recursion. Basic and composite data types, static and dynamic data structures. Program
modules and compilation units. Preprocessor macros. C standard libraries.
(Design units: 1)
Prerequisite: EECS 10 or EECS 20.
Restriction: Computer Engineering and Electrical Engineering majors have first consideration for enrollment.
EECS 22L. Software Engineering Project in C Language. 3 Units.
Hands-on experience with the ANSI-C programming language. Medium-sized programming projects, team work. Software specification, documentation,
implementation, testing. Definition of data structures and application programming interface. Creation of program modules, linking with external libraries.
Rule-based compilation, version control.
(Design units: 3)
Prerequisite: EECS 22.
EECS 31. Introduction to Digital Systems. 4 Units.
Digital representation of information. Specification, analysis, design and optimization or combinational and sequential logic, register-transfer components
and register-transfer systems with datapaths and controllers. Introduction to high-level and algorithmic state-machines and custom processors. Course
may be offered online.
(Design units: 2)
Prerequisite: CSE 41 or I&C SCI 31 or EECS 10 or EECS 12 or ENGRMAE 10 or CSE 21 or I&C SCI 21 or I&C SCI H21.
Same as CSE 31.
Restriction: Computer Engineering, Computer Science and Engineering, Electrical Engineering majors have first consideration for enrollment.
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University of California, Irvine 2016-2017 725
EECS 31L. Introduction to Digital Logic Laboratory. 3 Units.
Introduction to common digital integrated circuits: gates, memory circuits, MSI components. Operating characteristics, specifications, applications.
Design of simple combinational and sequential digital systems (arithmetic processors game-playing machines). Construction and debugging techniques
using hardware description languages and CAD tools. Materials fee. Course may be offered online.
(Design units: 3)
Prerequisite: (EECS 31 or CSE 31) and (EECS 10 or EECS 12 or (CSE 22 or I&C SCI 22) or (CSE 42 or I&C SCI 32)).
Same as CSE 31L.
Restriction: Computer Engineering, Computer Science and Engineering, and Electrical Engineering majors have first consideration for enrollment.
EECS 40. Object-Oriented Systems and Programming. 4 Units.
Primitive types and expressions. The class and method definition. Information hiding and encapsulation. Objects and reference. Overloading.
Constructors. Inheritance basics. Programming with inheritance. Dynamic binding and polymorphism. Exception handling. An overview of streams and
file input/output. Programming laboratory.
(Design units: 2)
Prerequisite: EECS 22L.
Restriction: Computer Engineering majors have first consideration for enrollment.
EECS 50. Discrete-Time Signals and Systems. 4 Units.
Analysis of discrete-time linear-time-invariant (DTLTI) systems in the time domain and using z-transforms. Introduction to techniques based on Discrete-
Time, Discrete, and Fast Fourier Transforms. Examples of their application to digital signal processing and digital communications.
(Design units: 0)
Prerequisite: EECS 70A or CSE 70A.
Same as CSE 50.
Restriction: Computer Engineering, Computer Science and Engineering, and Electrical Engineering majors have first consideration for enrollment.
EECS 55. Engineering Probability. 4 Units.
Sets and set operations; nature of probability, sample spaces, fields of events, probability measures; conditional probability, independence, random
variables, distribution functions, density functions, conditional distributions and densities; moments, characteristic functions, random sequences,
independent and Markov sequences.
(Design units: 0)
Prerequisite: MATH 2D.
Restriction: Computer Engineering and Electrical Engineering majors have first consideration for enrollment.
EECS 70A. Network Analysis I. 4 Units.
Modeling and analysis of electrical networks. Basic network theorems. Sinusoidal steady state and transient analysis of RLC networks and the
impedance concept. Course may be offered online.
(Design units: 1)
Corequisite: MATH 3D.
Prerequisite: PHYSICS 7D and (EECS 10 or EECS 12 or ENGRMAE 10 or CSE 41 or I&C SCI 31).
Same as CSE 70A.
Overlaps with ENGRMAE 60.
Restriction: Aerospace Engineering, Biomedical Engineering, Civil Engineering, Computer Engineering, Electrical Engineering, Environmental
Engineering, Materials Science Engineering, and Mechanical Engineering majors have first consideration for enrollment.
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726 The Henry Samueli School of Engineering
EECS 70B. Network Analysis II. 4 Units.
Laplace transforms, complex frequency, and the s-plane. Network functions and frequency response, including resonance. Bode plots. Two-port network
characterization.
(Design units: 1)
Corequisite: EECS 70LB.
Prerequisite: (BME 60B or EECS 10 or EECS 12 or CSE 41 or I&C SCI 31 or ENGRCEE 20 or ENGRMAE 10) and EECS 70A.
Restriction: Computer Engineering, Electrical Engineering, and Materials Science Engineering majors have first consideration for enrollment.
EECS 70LA. Network Analysis I Laboratory. 1 Unit.
Laboratory to accompany EECS 70A.
(Design units: 0)
Corequisite: EECS 70A.
Prerequisite: PHYSICS 7D and EECS 10.
EECS 70LB. Network Analysis II Laboratory. 1 Unit.
Laboratory to accompany EECS 70B. Materials fee.
(Design units: 1)
Corequisite: EECS 70B.
Prerequisite: (BME 60B or EECS 10 or EECS 12 or CSE 41 or I&C SCI 31 or ENGRCEE 20 or ENGRMAE 10) and EECS 70A.
Restriction: Computer Engineering and Electrical Engineering majors have first consideration for enrollment.
EECS 101. Introduction to Machine Vision. 3 Units.
The use of digital computers for the analysis of visual scenes; image formation and sensing, color, segmentation, shape estimation, motion, stereo,
pattern classification, computer architectures, applications. Computer experiments are used to illustrate fundamental principles.
(Design units: 2)
Prerequisite: EECS 150 or EECS 50 or CSE 50.
Restriction: Electrical Engineering, Computer Engineering, and Computer Science and Engineering majors have first consideration for enrollment.
EECS 111. System Software. 4 Units.
Multiprogramming, interrupt, processes, kernel, parallelism, critical sections, deadlocks, communication, multiprocessing, multilevel memory
management, binding, name management, file systems, protection, resource allocation, scheduling. Experience with concurrent programming,
synchronization mechanisms, interprocess communication.
(Design units: 2)
Prerequisite: EECS 112 and (CSE 46 or I&C SCI 46 or EECS 114).
Overlaps with COMPSCI 143A.
Restriction: Computer Engineering and Electrical Engineering majors have first consideration for enrollment.
EECS 112. Organization of Digital Computers. 4 Units.
Building blocks and organization of digital computers, the arithmetic, control, and memory units, and input/out devices and interfaces. Microprogramming
and microprocessors.
(Design units: 4)
Prerequisite: EECS 31L or CSE 31L.
Same as CSE 132.
Overlaps with COMPSCI 152.
Restriction: Computer Engineering, Computer Science and Engineering, and Electrical Engineering majors have first consideration for enrollment.
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University of California, Irvine 2016-2017 727
EECS 112L. Organization of Digital Computers Laboratory. 3 Units.
Specification and implementation of a processor-based system using a hardware description language such as VHDL. Hands-on experience with design
tools including simulation, synthesis, and evaluation using testbenches.
(Design units: 3)
Prerequisite: EECS 112 or CSE 132.
Same as CSE 132L.
Restriction: Computer Engineering and Computer Science and Engineering majors have first consideration for enrollment.
EECS 113. Processor Hardware/Software Interfaces. 4 Units.
Hardware/software interfacing, including memory and bus interfaces, devices, I/O, and compiler code generation/instruction scheduling. Experience
microcontroller programming and interfacing. Specific compiler code generation techniques cover including local variable and register allocations,
instruction dependence and scheduling, and code optimization.
(Design units: 3)
Prerequisite: EECS 112 or CSE 132.
Restriction: Computer Engineering, Electrical Engineering, and Computer Science and Engineering majors have first consideration for enrollment.
EECS 114. Engineering Data Structures and Algorithms. 4 Units.
Introduces abstract behavior of classes data structures, alternative implementations, informal analysis of time and space efficiency. Also introduces
classic algorithms and efficient algorithm design techniques (recursion, divide-and-conquer, branch-and-bound, dynamic programming).
(Design units: 2)
Prerequisite: EECS 40.
Restriction: Computer Engineering majors have first consideration for enrollment.
EECS 116. Introduction to Data Management. 4 Units.
Introduction to the design of databases and the use of database management systems (DBMS) for applications. Topics include entity-relationship
modeling for design, relational data model, relational algebra, relational design theory, and Structured Query Language (SQL) programming.
(Design units: 1)
Prerequisite: I&C SCI 23 or CSE 23 or I&C SCI H23 or I&C SCI 46 or CSE 46 or IN4MATX 45 or I&C SCI 33 or CSE 43 or EECS 114. I&C SCI 23 with a
grade of C or better. CSE 23 with a grade of C or better. I&C SCI H23 with a grade of C or better. I&C SCI 46 with a grade of C or better. CSE 46 with a
grade of C or better. IN4MATX 45 with a grade of C or better. I&C SCI 33 with a grade of C or better. CSE 43 with a grade of C or better.
Same as COMPSCI 122A.
Restriction: School of Information and Computer Sciences majors and Computer Engineering majors have first consideration for enrollment.
EECS 117. Parallel Computer Systems. 3 Units.
General introduction to parallel computing focusing on parallel algorithms and architectures. Parallel models: Flynn's taxonomy, dataflow models.
Parallel architectures: systolic arrays, hypercube architecture, shared memory machines, dataflow machines, reconfigurable architectures. Parallel
algorithms appropriate to each machine type area also discussed.
(Design units: 1)
Prerequisite: EECS 20 and EECS 112 or CSE 132.
Restriction: Computer Engineering and Computer Science and Engineering majors have first consideration for enrollment.
EECS 118. Introduction to Knowledge Management for Software and Engineering. 4 Units.
Introduction of basic concepts in knowledge engineering and software engineering. Knowledge representation and reasoning, search planning, software
life cycle, requirements engineering, software design languages, declarative programing, testing, maintenance, and connections between knowledge
engineering and software engineering.
(Design units: 2)
Prerequisite: EECS 40.
Restriction: Computer Engineering majors have first consideration for enrollment.
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EECS 119. VLSI. 4 Units.
Design techniques for Very Large Scale Integrated (VLSI) systems and chips. Review CMOS and related process technologies; primitives such as logic
gates and larger design blocks; layout; floor planning; design hierarchy, component interfaces; use of associated CAD tools for design.
(Design units: 4)
Prerequisite: (EECS 112 or CSE 132) and EECS 170B.
Overlaps with CSE 112, EECS 170D.
EECS 141A. Communication Systems I. 3 Units.
Introduction to analog communication systems including effects of noise. Modulation-demodulation for AM, DSB-SC, SSB, VSB, QAM, FM, PM, and
PCM with application to radio, television, and telephony. Signal processing as applied to communication systems.
(Design units: 1)
Prerequisite: EECS 55 and EECS 150.
Restriction: Computer Engineering, Electrical Engineering, and Computer Science and Engineering majors have first consideration for enrollment.
EECS 141B. Communication Systems II. 3 Units.
Signal space analysis. Optimum receivers for digital communication. Maximum a posteriori and maximum likelihood detection. Matched filter and
correlation receiver. PAM, QAM, PSK, FSK, and MSK and their performance. Introduction to equalization, synchronization, information theory, and error
control codes.
(Design units: 1)
Prerequisite: EECS 141A.
Restriction: Computer Engineering, Electrical Engineering, and Computer Science and Engineering majors have first consideration for enrollment.
EECS 144. Antenna Design for Wireless Communication Links. 4 Units.
Analysis and synthesis of antennas and antenna arrays. Adaptive arrays and digital beam forming for advanced wireless links. Friis transmission
formula. Wireless communication equations for cell-site and mobile antennas, interference, slow and fast fading in mobile communication.
(Design units: 0)
Prerequisite: EECS 180A.
EECS 145. Electrical Engineering Analysis. 4 Units.
Vector calculus, complex functions and linear algebra with applications to electrical engineering problems.
(Design units: 0)
Prerequisite: MATH 3D.
Restriction: Computer Engineering and Electrical Engineering majors have first consideration for enrollment.
EECS 148. Computer Networks. 4 Units.
Computer network architectures, protocols, and applications. Internet congestion control, addressing, and routing. Local area networks. Multimedia
networking.
(Design units: 2)
Prerequisite: EECS 55 or STATS 67.
Same as COMPSCI 132.
Restriction: Computer Engineering and Computer Science and Engineering majors have first consideration for enrollment.
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EECS 150. Continuous-Time Signals and Systems. 4 Units.
Characteristics and properties of continuous-time (analog) signals and systems. Analysis of linear time-invariant continuous-time systems using
differential equation convolutional models. Analysis of these systems using Laplace transforms, Fourier series, and Fourier transforms. Examples from
applications to telecommunications. Formerly EECS 150A.
(Design units: 0)
Prerequisite: (EECS 70A or CSE 70A) and EECS 145.
Restriction: Computer Engineering and Electrical Engineering majors have first consideration for enrollment.
EECS 152A. Digital Signal Processing. 3 Units.
Nature of sampled data, sampling theorem, difference equations, data holds, z-transform, w-transform, digital filters, Butterworth and Chebychev filters,
quantization effects.
(Design units: 2)
Prerequisite: EECS 50 or CSE 50.
Same as CSE 135A.
Restriction: Computer Engineering, Electrical Engineering, and Computer Science and Engineering majors have first consideration for enrollment.
EECS 152B. Digital Signal Processing Design and Laboratory. 3 Units.
Design and implementation of algorithms on a DSP processor and using computer simulation. Applications in signal and image processing,
communications, radar, etc. Materials fee.
(Design units: 3)
Prerequisite: EECS 152A or CSE 135A.
Same as CSE 135B.
Restriction: Computer Engineering, Electrical Engineering, and Computer Science and Engineering majors have first consideration for enrollment.
EECS 159A. Senior Design Project I. 3 Units.
Teaches problem definition, detailed design, integration, and testability with teams of students specifying, designing, building, and testing complex
systems. Lectures include engineering values, discussions, and ethical ramifications of engineering decisions. Materials fee.
(Design units: 3)
Prerequisite: EECS 113 or EECS 170C or CSE 145A or COMPSCI 145A.
Same as CSE 181A.
Restriction: Electrical Engineering, Computer Engineering, and Computer Science and Engineering majors have first consideration for enrollment.
EECS 159A-EECS 159B-EECS 159CW/CSE 181A-CSE 181B-CSE 181CW must be taken in the same academic year.
EECS 159B. Senior Design Project II. 3 Units.
Teaches problem definition, detailed design, integration and testability with teams of students specifying, designing, building, and testing complex
systems. Lectures include engineering values, discussions, and ethical ramifications of engineering decisions Materials fee.
(Design units: 3)
Prerequisite: EECS 159A or CSE 181A.
Same as CSE 181B.
Restriction: Electrical Engineering, Computer Engineering, and Computer Science and Engineering majors have first consideration for enrollment.
EECS 159A-EECS 159B-EECS 159CW/CSE 181A-CSE 181B-CSE 181CW must be taken in the same academic year.
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EECS 159CW. Senior Design Project III. 3 Units.
Completion, documentation, and presentation of senior design projects. Teaches engineering documentation and presentation skills. Students write
comprehensive project reports individually and participate in a presentation of project results.
(Design units: 0)
Prerequisite: (EECS 159A and EECS 159B) or (CSE 181A and CSE 181B). Satisfactory completion of the Lower-Division Writing requirement.
Same as CSE 181CW.
Overlaps with ENGR 190W.
Restriction: Electrical Engineering, Computer Engineering, and Computer Science and Engineering majors have first consideration for enrollment.
EECS 159A-EECS 159B-EECS 159CW/CSE 181A-CSE 181B-CSE 181CW must be taken in the same academic year.
(Ib)
EECS 160A. Introduction to Control Systems. 4 Units.
Modeling, stability, and specifications of feedback control systems. Root locus, Bode plots, Nyquist criteria, and state-space methods for dynamic
analysis and design.
(Design units: 2)
Corequisite: EECS 160LA.
Prerequisite: (EECS 10 or ENGRMAE 10) and EECS 150 and EECS 170B and EECS 170LB.
Restriction: Electrical Engineering majors have first consideration for enrollment.
EECS 160B. Sampled-Data and Digital Control Systems. 3 Units.
Sampled-data and digital control systems. Sampling process and theory of digital signals; z-transform and modeling; stability; z-plane, frequency
response, state-space techniques of digital control system synthesis.
(Design units: 2)
Prerequisite: EECS 31 and EECS 160A and EECS 160LA.
Restriction: Electrical Engineering majors have first consideration for enrollment.
EECS 160LA. Control Systems I Laboratory. 1 Unit.
Laboratory accompanying EECS 160A. Materials fee.
(Design units: 1)
Corequisite: EECS 160A.
Restriction: Electrical Engineering majors have first consideration for enrollment.
EECS 161. Electric Machines and Drives. 3 Units.
Magnetic circuits and transformers. Fundamentals of energy conversion. Application to synchronous, induction, commutator, and special purpose
machines. Electric Drives.
(Design units: 2)
Corequisite: EECS 161L.
Prerequisite: EECS 70B.
Restriction: Electrical Engineering majors have first consideration for enrollment.
EECS 161L. Electric Machines and Drives Laboratory. 1 Unit.
Laboratory exercises supplementing the content of EECS 161.
(Design units: 0)
Corequisite: EECS 161.
Restriction: Electrical Engineering majors have first consideration for enrollment.
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EECS 163. Power Systems. 4 Units.
Generation, transmission, and use of electrical energy. Fault calculation, protection, stability, and power flow.
(Design units: 1)
Corequisite: EECS 163L.
Prerequisite: EECS 70B.
Restriction: Electrical Engineering majors have first consideration for enrollment.
EECS 163L. Power Systems Laboratory. 1 Unit.
Experiments and field trips relevant to studies in power systems. Materials fee.
(Design units: 0)
Corequisite: EECS 163.
Restriction: Electrical Engineering majors have first consideration for enrollment.
EECS 166A. Industrial and Power Electronics. 4 Units.
Power switching devices, pulse width modulation (PWM) methods, switching converter topologies, control, and magnetics. Materials fee.
(Design units: 2)
Prerequisite: EECS 170C and EECS 160A.
Restriction: Electrical Engineering majors have first consideration for enrollment.
Concurrent with EECS 267A.
EECS 166B. Advanced Topics in Industrial and Power Electronics. 3 Units.
Practical design of switching converters, electromagnetic compatibility, thermal management, and/or control methods.
(Design units: 1)
Prerequisite: EECS 166A.
Restriction: Electrical Engineering majors have first consideration for enrollment.
EECS 170A. Electronics I. 4 Units.
The properties of semiconductors, electronic conduction in solids, the physics and operation principles of semiconductor devices such as diodes and
transistors, transistor equivalent circuits, and transistor amplifiers.
(Design units: 1)
Corequisite: PHYSICS 7E.
Prerequisite: PHYSICS 7D and EECS 70A.
Restriction: Computer Engineering and Electrical Engineering majors have first consideration for enrollment.
EECS 170B. Electronics II. 4 Units.
Design and analysis of single-stage amplifiers, biasing circuits, inverters, logic gates, and memory elements based on CMOS transistors.
(Design units: 2)
Corequisite: EECS 170LB.
Prerequisite: EECS 70B and EECS 170A and EECS 170LA.
Restriction: Computer Engineering, Electrical Engineering, and Materials Science Engineering majors have first consideration for enrollment.
EECS 170C. Electronics III. 4 Units.
Principles of operation, design, and utilization of integrated circuit modules, including multi-stage amplifiers, operational amplifiers and logic circuits.
(Design units: 2)
Corequisite: EECS 170LC.
Prerequisite: EECS 170B and EECS 170LB.
Restriction: Electrical Engineering majors have first consideration for enrollment.
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EECS 170D. Integrated Electronic Circuit Design. 4 Units.
Design and fabrication of modern digital integrated circuits. Fabrication of CMOS process, transistor-level design simulation, functional characteristics of
basic digital integrated circuits, and different logic families including the static and dynamic logic, layout, and extraction of digital circuits.
(Design units: 4)
Prerequisite: EECS 170C and EECS 170LC.
Overlaps with EECS 119, CSE 112.
Restriction: Electrical Engineering and Computer Engineering majors have first consideration for enrollment.
EECS 170E. Analog and Communications IC Design. 4 Units.
Advanced topics in design of analog and communications integrated circuits. Topics include: implementation of passive components in integrated
circuits; overview of frequency response of amplifiers, bandwidth estimation techniques, high-frequency amplifier design; design of radio-frequency
oscillators.
(Design units: 3)
Prerequisite: EECS 170C.
EECS 170LA. Electronics I Laboratory. 1 Unit.
Laboratory accompanying EECS 170A to perform experiments on semiconductor material properties, semiconductor device physics and operation
principles, and transistor amplifiers to improve experimental skills and to enhance the understanding of lecture materials.
(Design units: 1)
Corequisite: EECS 170A and PHYSICS 7E.
Prerequisite: PHYSICS 7D and EECS 70B.
Restriction: Computer Engineering, Electrical Engineering, and Materials Science Engineering majors have first consideration for enrollment.
EECS 170LB. Electronics II Laboratory. 1 Unit.
Laboratory accompanying EECS 170B.
(Design units: 1)
Corequisite: EECS 170B.
Prerequisite: EECS 170A and EECS 170LA.
Restriction: Computer Engineering and Electrical Engineering majors have first consideration for enrollment.
EECS 170LC. Electronics III Laboratory. 1 Unit.
Laboratory accompanying EECS 170C to provide hands-on training in design of digital/analog circuits/subsystems. Materials fee.
(Design units: 1)
Corequisite: EECS 170C.
Prerequisite: EECS 170B and EECS 170LB.
Restriction: Electrical Engineering majors have first consideration for enrollment.
EECS 174. Semiconductor Devices. 4 Units.
Metal-semiconductor junctions, diodes, bipolar junction transistors, MOS structures, MOSFETs, CMOS technology, LEDs, and laser diodes.
(Design units: 1)
Prerequisite: EECS 170A.
Restriction: Electrical Engineering and Materials Science Engineering majors have first consideration for enrollment.
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EECS 176. Fundamentals of Solid-State Electronics and Materials. 4 Units.
Physical properties of semiconductors and the roles materials play in device operation. Topics include: crystal structure, phonon vibrations, energy band,
transport phenomenon, optical properties and quantum confinement effect essential to the understanding of electronic, optoelectronic and nanodevices.
(Design units: 1)
Prerequisite: EECS 170A.
Restriction: Electrical Engineering and Materials Science Engineering majors have first consideration for enrollment.
EECS 179. Microelectromechanical Systems (MEMS). 4 Units.
Small-scale machines, small-scale phenomena, MEMS fabrication, MEMS CAD tools, MEMS devices and packaging, MEMS testing.
(Design units: 2)
Restriction: Biomedical Engineering and Electrical Engineering majors have first consideration for enrollment. Upper-division students only.
EECS 180A. Engineering Electromagnetics I. 4 Units.
Electrostatics, magnetostatics, and electromagnetic fields: solutions to problems in engineering applications; transmission lines, Maxwell's equations and
phasors, plane wave propagation, reflection, and transmission. Formerly EECS 180.
(Design units: 1)
Corequisite: MATH 2D and MATH 3D.
Prerequisite: PHYSICS 7E and EECS 145.
Restriction: Biomedical Engineering, Electrical Engineering, and Materials Science Engineering majors have first consideration for enrollment.
EECS 180B. Engineering Electromagnetics II. 4 Units.
Time-varying electromagnetic fields, plane waves, polarization, guidance of waves like rectangular waveguides and microstrips, optical fibers resonant
cavities, skin effects and losses, spherical waves, radiation and reception of waves, antenna basics. Formerly EECS 187.
(Design units: 1)
Prerequisite: EECS 180A.
Restriction: Electrical Engineering majors have first consideration for enrollment.
EECS 180C. Engineering Electromagnetics III. 4 Units.
ropagation in anisotropic media. Propagation in ferrites and non-reciprocal devices. Scattering and dispersion. Electromagnetic properties of materials.
Scattering of small nanoparticles. Spherical waves. Cross section of large and small objects. Radar equation. Coherent and incoherent radiation.
(Design units: 0)
Prerequisite: EECS 180B.
Restriction: Electrical Engineering majors have first consideration for enrollment.
EECS 182. Monolithic Microwave Integrated Circuit (MMIC) Analysis and Design. 4 Units.
Design of microwave amplifiers including low-noise amplifiers, multiple stage amplifiers, power amplifiers, and introduction to broadband amplifiers. The
goal is to provide the basic knowledge for the design of microwave amplifiers ranging from wireless system to radar system.
(Design units: 3)
Prerequisite: EECS 180A.
EECS 188. Optical Electronics. 4 Units.
Photodiodes and optical detection, photometry and radiometry, geometric optics, lens theory, imaging system, EM wave propagation, optical
waveguides and fibers, heterojunction structures, laser theory, semiconductor lasers, and optical transmission system.
(Design units: 1)
Prerequisite: EECS 180A.
Restriction: Electrical Engineering majors have first consideration for enrollment.
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EECS 195. Special Topics in Electrical and Computer Engineering. 1-4 Units.
Studies special topics in selected areas of Electrical and Computer Engineering. Topics addressed vary each quarter.
(Design units: 1-4)
Prerequisite: Prerequisites vary.
Repeatability: Unlimited as topics vary.
EECS 198. Group Study. 1-4 Units.
Group study of selected topics in Electrical and Computer Engineering.
(Design units: 1-4)
Repeatability: May be repeated for credit unlimited times.
Restriction: Upper-division students only.
EECS 199. Individual Study. 1-4 Units.
For undergraduate Engineering majors in supervised but independent reading, research, or design. Students taking Individual study for design credit are
to submit a written paper to the instructor and to the Undergraduate Student Affairs Office in the School of Engineering.
(Design units: 1-4)
Repeatability: May be taken for credit for 8 units.
EECS 199P. Individual Study. 1-4 Units.
For undergraduate Engineering majors in supervised but independent reading, research, or design. Students taking individual study for design credit are
to submit a written paper to the instructor and to the Student Affairs Office in the School of Engineering.
(Design units: 1-4)
Grading Option: Pass/no pass only.
Repeatability: May be repeated for credit unlimited times.
EECS 202A. Principles of Imaging. 4 Units.
Linear systems, probability and random processes, image processing, projecting imaging, tomographic imaging.
Same as PHYSICS 233A.
Restriction: Graduate students only.
Concurrent with PHYSICS 147A.
EECS 202B. Techniques in Medical Imaging I: X-ray, Nuclear, and NMR Imaging. 4 Units.
Ionizing radiation, planar and tomographic radiographic and nuclear imaging, magnetism, NMR, MRI imaging.
Prerequisite: EECS 202A.
Same as PHYSICS 233B.
Restriction: Graduate students only.
Concurrent with PHYSICS 147B.
EECS 202C. Techniques in Medical Imaging II: Ultrasound, Electrophysiological, Optical. 4 Units.
Sound and ultrasound, ultrasonic imaging, physiological electromagnetism, EEG, MEG, ECG, MCG, optical properties of tissues, fluorescence and
bioluminescence, MR impedance imaging, MR spectroscopy, electron spin resonance and ESR imaging.
Prerequisite: EECS 202B.
Same as PHYSICS 233C.
Restriction: Graduate students only.
Concurrent with PHYSICS 147C.
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EECS 203A. Digital Image Processing. 4 Units.
Pixel-level digital image representation and elementary operations; Fourier and other unitary transforms; compression, enhancement, filtering, and
restoration; laboratory experience is provided.
Restriction: Graduate students only.
EECS 210. Modeling and Rendering for Image Synthesis. 4 Units.
Provides the fundamental understanding of mathematical and physical models used in image synthesis applications: geometric models, physics of color
image formation, polygon approximations, ray tracing, and radiosity.
EECS 211. Advanced System Software. 4 Units.
Study of operating systems including interprocess communication, scheduling, resource management, concurrency, reliability, validation, protection and
security, and distributed computing support. System software design languages and modeling analysis.
Restriction: Graduate students only.
EECS 213. Computer Architecture. 4 Units.
Problems in hardware, firmware (microprogram), and software. Computer architecture for resource sharing, real-time applications, parallelism,
microprogramming, and fault tolerance. Various architectures based on cost/performance and current technology.
Restriction: Graduate students only.
EECS 215. Design and Analysis of Algorithms. 4 Units.
Computer algorithms from a practical standpoint. Algorithms for symbolic and numeric problems such as sorting, searching, graphs, and network flow.
Analysis includes algorithm time and space complexity.
EECS 217. VLSI System Design. 4 Units.
Overview of integrated fabrication, circuit simulation, basic device physics, device layout, timing; MOS logic design; layout generation, module
generation, techniques for very large scale integrated circuit design.
Restriction: Graduate students only.
EECS 219. Distributed Software Architecture and Design. 4 Units.
Practical issues for reducing the software complexity, lowering cost, and designing and implementing distributed software applications. Topics include
the distributed object model distributed environment, platform-independent software agents and components, the middleware architecture for distributed
real-time and secure services.
Prerequisite: EECS 211.
Restriction: Graduate students only.
EECS 220. Advanced Digital Signal Processing Architecture. 4 Units.
Study the latest DSP architectures for applications in communication (wired and wireless) and multimedia processing. Emphasis given to understanding
the current design techniques and to evaluate the performance, power, and application domain of the latest DSP processors.
Prerequisite: EECS 213.
Restriction: Graduate students only.
EECS 221. Topics in Computer Engineering. 4 Units.
New research results in computer engineering.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
EECS 222. Embedded System Modeling. 4 Units.
Computational models for embedded systems. System-level specification and description languages. Concepts, requirements, examples. Embedded
system models at different levels of abstraction. Modeling of test benches, design under test, IP components. Discrete event simulation, semantics, and
algorithms. Formerly EECS 222A.
Restriction: Graduate students only.
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EECS 223. Real-Time Computer Systems. 4 Units.
Time bases, clock synchronization, real-time communication protocols, specification of requirements, task scheduling. Validation of timelines, real-time
configuration management.
Prerequisite: EECS 211 and EECS 213.
Restriction: Graduate students only.
EECS 225. Embedded Systems Design. 4 Units.
Embedded systems design flow and methodology. Design space exploration. Co-design of hardware and software, embedded architecture and network
exploration and synthesis. System software/hardware interface generation. Real-time constraints, specification-to-architecture mapping, design tools and
methodologies. Formerly EECS 222B. Course may be offered online.
Restriction: Graduate students only.
EECS 226. Embedded System Software. 4 Units.
Embedded system software concepts, requirements, examples, for engineering applications such as multi-media and automotive. Software generation
methodology. Algorithmic specification, design constraints. Embedded operating systems. Static, dynamic, real-time scheduling. Input/output, interrupt
handling. Code generation, compilation, instruction set simulation. Formerly EECS 222C.
Restriction: Graduate students only.
EECS 227. Cyber-Physical System Design. 4 Units.
Model-based design of cyber-physical systems including, e.g., plant, sensing, control, actuation, embedded hardware/software, communication,
real-time analysis, various levels of simulation (MILS, SILS, HILS), tools and methodologies for automatic synthesis, and application from various
interdisciplinary domains.
(Design units: 0)
Restriction: Graduate students only.
EECS 228. Program Analysis. 4 Units.
Advance study of programming languages, compliers, and interpreters. Static and dynamic program analysis and its use in compilation, optimization,
garbage collection, bug finding, and parallelization.
Prerequisite: EECS 215 or COMPSCI 260.
Restriction: Graduate students only.
EECS 229. Low Power SoC Design. 4 Units.
From an inverter to server centers, low-power design theory and practice in modern systems-on-chip (SoC), energy efficient design time and runtime
methods are surveyed at circuit, RTL, and architecture levels. Lab assignments will help students quantify tradeoffs and design practices.
Prerequisite: EECS 217.
Restriction: Graduate students only.
EECS 230. Energy Efficiency. 4 Units.
Green energy sources for production, transmission, storage, and utilization of electricity, with a special focus on solar, wind, and nuclear energy
production. Study of newly developed renewable sources of energy including capital cost, product cost, environmental issues, and technical feasibility.
EECS 240. Random Processes. 4 Units.
Extensions of probability theory to random variables varying with time. General properties of stochastic processes. Convergence. Estimation, including
nonlinear and linear minimum mean square error and maximum likelihood. Spectral density and linear filters. Poisson processes and discrete-time
Markov chains.
Restriction: Graduate students only.
EECS 241A. Digital Communications I. 4 Units.
Concepts and applications of digital communication systems. Baseband digital transmission of binary, multiamplitude, and multidimensional signals.
Introduction to and performance analysis of different modulation schemes.
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EECS 241B. Digital Communications II. 4 Units.
Concepts and applications of equalization, multi-carrier modulation, spread spectrum and CDMA. Digital communications through fading memory
channels.
Prerequisite: EECS 241A.
Restriction: Graduate students only.
EECS 242. Information Theory. 4 Units.
Fundamental capabilities and limitations of information sources and information transmission systems. Analytical framework for modeling and evaluating
communication systems: entropy, mutual information asymptotic equipartition property, entropy rates of a stochastic process, data compression, channel
capacity, differential entropy, the Gaussian channel.
Prerequisite: EECS 240.
EECS 243. Error Correcting Codes. 4 Units.
Different techniques for error correcting codes and analyzing their performance. Linear block codes; cyclic codes; convolutional codes. Minimum
distance; optimal decoding; Viterbi decoding; bit error probability. Coding gain; trellis coded modulation.
Prerequisite: EECS 240.
Restriction: Graduate students only.
EECS 244. Wireless Communications. 4 Units.
Introduction to wireless communications systems. Wireless channel modeling. Single carries, spread spectrum, and multi-carrier wireless modulation
schemes. Diversity techniques. Multiple-access schemes. Transceiver design and system level tradeoffs. Brief overview of GSM, CDMA, (IS-95) and
2.5, 3G cellular schemes.
Prerequisite: EECS 241B.
Restriction: Graduate students only.
EECS 245. Space-Time Coding. 4 Units.
A fundamental study of: Capacity of MIMO Channels, space-time code design criteria, space-time block codes, space-time trellis codes, differential
detection for multiple antennas, spatial multiplexing, BLAST.
Prerequisite: EECS 242.
Restriction: Graduate students only.
EECS 246. Network Coding: Theory and Applications. 4 Units.
Theoretical frameworks for network coding: linear, algebraic and random network coding; linear programming and combinatorial frameworks. Network
code design. Benefits and costs. Practical network coding. Applications to wireless networks, content distribution, security, and other areas.
Prerequisite: EECS 248A or NET SYS 201 or COMPSCI 232.
Same as NET SYS 256.
Restriction: Graduate students only.
EECS 248A. Computer and Communication Networks. 4 Units.
Network architecture of the Internet, telephone networks, cable networks, and cell phone networks. Network performance models. Network performance
models. Advanced concepts and implementations of flow and congestion control, addressing, internetworking, forwarding, routing, multiple access,
streaming, and quality-of-service.
Prerequisite: EECS 148 or COMPSCI 132.
Same as COMPSCI 232, NET SYS 201.
Restriction: Graduate students only.
EECS 250. Digital Signal Processing I. 4 Units.
Fundamental principles of digital signal processing, sampling, decimation and interpolation, discrete Fourier transforms and FFT algorithms, transversal
and recursive filters, discrete random processes, and finite-word effects in digital filters.
Restriction: Graduate students only.
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EECS 251A. Detection, Estimation, and Demodulation Theory. 4 Units.
Fundamentals of hypothesis testing and Bayes and Maximum Likelihood Estimation. ARMA and state variable models for random time series analysis.
Wiener and Kalman filtering and prediction. Adaptive algorithms for identification and tracking of parameters of time-varying models.
Prerequisite: EECS 240.
EECS 251B. Detection, Estimation, and Demodulation Theory. 4 Units.
Fundamentals of hypothesis testing and Bayes and Maximum Likelihood Estimation. ARMA and state variable models for random time series analysis.
Wiener and Kalman filtering and prediction. Adaptive algorithms for identification and tracking of parameters of time-varying models.
Prerequisite: EECS 240.
EECS 260A. Linear Systems I. 4 Units.
State-space representation of continuous-time and discrete-time linear systems. Controllability, observability, stability. Realization of rational transfer
functions.
Restriction: Graduate students only.
EECS 261A. Linear Optimization Methods. 4 Units.
Formulation, solution, and analysis of linear programming and linear network flow problems. Simplex methods, dual ascent methods, interior point
algorithms, and auction algorithms. Duality theory and sensitivity analysis. Shortest path, max-flow, assignment, and minimum cost flow problems.
Restriction: Graduate students only.
EECS 267A. Industrial and Power Electronics. 4 Units.
Power switching devices, pulse width modulation (PWM) methods, switching converter topologies, control, and magnetics. Materials fee.
Restriction: Graduate students only.
Concurrent with EECS 166A.
EECS 267B. Topics in Industrial and Power Electronics. 4 Units.
Practical design of switching converters, electromagnetic compatibility, thermal management, and/or control methods.
Prerequisite: EECS 267A.
Restriction: Graduate students only.
EECS 270A. Advanced Analog Integrated Circuit Design I. 4 Units.
Basic transistor configurations; differential pairs; active load/current sources; supply/temperature-independent biasing; op-amp gain and output stages;
amplifier frequency response and stability compensation; nonidealities in op-amps; noise and dynamic range in analog circuits.
Restriction: Graduate students only.
EECS 270B. Advanced Analog Integrated Circuit Design II. 4 Units.
Advanced transistor modeling issues; discrete-time and continuous-time analog Integrated Circuit (IC) filters; phase-locked loops; design of ICs
operating at radio frequencies; low-voltage/low-power design techniques; A/D and D/A converters; AGC circuits.
Prerequisite: EECS 270A.
Restriction: Graduate students only.
EECS 270C. Design of Integrated Circuits for Broadband Applications. 4 Units.
Topics include: broadband standards and protocols; high-frequency circuit design techniques; PLL theory and design; design of transceivers; electrical/
optical interfaces.
Prerequisite: EECS 270A.
Restriction: Graduate students only.
EECS 270D. Radio-Frequency Integrated Circuit Design. 4 Units.
Topics include: RF component modeling; matching network design; transmission line theory/modeling; Smith chart and S-parameters; noise modeling of
active and passive components; high-frequency amplifier design; low-noise amplifier (LNA) design; mixer design; RF power amplifier.
Prerequisite: EECS 270A.
Restriction: Graduate students only.
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EECS 272. Topics in Electronic System Design. 4 Units.
New research results in electronic system design.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
EECS 273. Electronics Packaging. 4 Units.
Materials, processes, techniques, and principles in interconnect and packaging of electronic products after the device-containing semiconductor wafer
is fabricated. The electronic, optical, thermal, mechanical, and reliability properties of the materials are evaluated in the context of modern electronics
manufacturing processes.
Restriction: Graduate students only.
EECS 274. Biomedical Microdevices (MEMOS). 4 Units.
Construction of biomedical microdevices, lithographic patterning and etching of microdevices, sealing and connecting microdevices, molding of
microdevices, testing of microdevices.
Restriction: Graduate students only.
EECS 275A. Very Large Scale Integration (VLSI) Project. 4 Units.
Students create VLSI design projects from conception through architecture, floor planning, detailed design, simulation, verification, and submission for
project fabrication. Emphasis on practical experience in robust VLSI design techniques. (Successful students are expected to take EECS 275B.).
Restriction: Graduate students only.
EECS 275B. Very Large Scale Integration (VLSI) Project Testing. 4 Units.
Test and document student-created Complementary Metal Oxide Semiconductor (CMOS) Very Large Scale Integration (VLSI) projects designed in
EECS 275A. Emphasis on practical laboratory experience in VLSI testing techniques. Materials fee.
Prerequisite: EECS 275A.
Restriction: Graduate students only.
EECS 277A. Advanced Semiconductor Devices I. 4 Units.
Advanced complementary metal-oxide-semiconductor field-effect transistors (CMOSFET), device scaling, device modeling and fabrication, equivalent
circuits, and their applications for digital, analog, RF.
Restriction: Graduate students only.
EECS 277B. Advanced Semiconductor Devices II. 4 Units.
Metal-semiconductor field-effect transistors (MESFET), heterojunction bipolar transistors (HBT), microwave semiconductor devices, equivalent circuits,
device modeling and fabrication, microwave amplifiers, transmitters, and receivers.
Restriction: Graduate students only.
EECS 277C. Nanotechnology. 4 Units.
Fabrication and characterization techniques of electrical circuit elements at the nanometer scale. Quantized conductance, semiconductor quantum dots,
single electron transistors, molecular wires, carbon nanotubes, self-assembly of nano-circuit elements, quantum methods of information processing.
Restriction: Graduate students only.
EECS 278. Micro-System Design. 4 Units.
Covers the fundamentals of the many disciplines needed for design of Micro-Electro-Mechanical Systems (MEMS): microfabrication technology,
structural mechanics on micro-scale, electrostatics, circuit interface, control, computer-aided design, and system integration.
Same as ENGRMAE 247.
Restriction: Graduate students only.
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740 The Henry Samueli School of Engineering
EECS 279. Micro-Sensors and Actuators. 4 Units.
Introduction to the technology of Micro-Electro-Mechanical Systems (MEMS). Fundamental principles and applications of important microsensors,
actuation principles on microscale. Introduction to the elements of signal processing; processing of materials for micro sensor/actuator fabrication; smart
sensors and microsensor/microactuator array devices.
Same as ENGRMAE 249.
Restriction: Graduate students only.
EECS 280A. Advanced Engineering Electromagnetics I. 4 Units.
Stationary electromagnetic fields, Maxwell's equations, circuits and transmission lines, plane waves, guided waves, and radiation.
Restriction: Graduate students only.
EECS 280B. Advanced Engineering Electromagnetics II. 4 Units.
Two- and three-dimensional boundary value problems, dielectric waveguides and other special waveguides, microwave networks and antenna arrays,
electromagnetic properties of materials, and electromagnetic optics.
Prerequisite: EECS 280A.
Restriction: Graduate students only.
EECS 282. Monolithic Microwave Integrated Circuit (MMIC) Analysis and Design II. 4 Units.
Design of microwave amplifiers using computer-aided design tools. Covers low-noise amplifiers, multiple stage amplifiers, broadband amplifiers, and
power amplifiers. Hybrid circuit design techniques including filters and baluns. Theory and design rules for microwave oscillator design.
Restriction: Graduate students only.
EECS 285A. Optical Communications. 4 Units.
Introduction to fiber optic communication systems, optical and electro-optic materials, and high-speed optical modulation and switching devices.
Restriction: Graduate students only.
EECS 285B. Lasers and Photonics. 4 Units.
Covers the fundamentals of lasers and applications, including Gaussian beam propagation, interaction of optical radiation with matters, and concepts of
optical gain and feedback. Applications are drawn from diverse fields of optical communication, signal processing, and material diagnosis.
Prerequisite: Undergraduate course work in electromagnetic theory and atomic physics.
EECS 285C. Nano Imaging. 4 Units.
Theory and practice of modern nanoscale imaging techniques and applications. Traces the development of microscopy from ancient times to modern
day techniques used for visualizing the nano-world from atoms to molecules including hands-on experience in the laboratory.
Restriction: Graduate students only.
EECS 290. Curricular Practical Training. 1 Unit.
Curricular practical training. Students will go through practical training under an industry mentor in a technical field corresponding to their concentration
area.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
EECS 292. Preparation for M.S. Comprehensive Examination. 1-8 Units.
Individual reading and preparation for the M.S. comprehensive examination.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
740 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 741
EECS 293. Preparation for Ph.D. Preliminary Examination. 1-8 Units.
Individual reading and preparation for the Ph.D. preliminary examination.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
EECS 294. Electrical Engineering and Computer Science Colloquium. 1 Unit.
Invited speakers discuss their latest research results in electrical engineering and computer science.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
EECS 295. Seminars in Engineering. 1-4 Units.
Scheduled each year by individual faculty in major field of interest.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
EECS 296. Master of Science Thesis Research. 1-16 Units.
Individual research or investigation conducted in the pursuit of preparing and completing the thesis required for the M.S. degree in Engineering.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
EECS 297. Doctor of Philosophy Dissertation Research. 1-16 Units.
Individual research or investigation conducted in preparing and completing the dissertation required for the Ph.D. degree in Engineering.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
EECS 298. Topics in Electrical Engineering and Computer Science. 4 Units.
Study of Electrical and Computer Engineering concepts.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
EECS 299. Individual Research. 1-16 Units.
Individual research or investigation under the direction of an individual faculty member.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
Department of Mechanical and Aerospace Engineering
Kenneth Mease, Department Chair
4221 Engineering Gateway
949-824-8451
http://mae.eng.uci.edu/
Overview
The Department of Mechanical and Aerospace Engineering offers two undergraduate B.S. degree programs: one in Mechanical Engineering and the
other in Aerospace Engineering. M.S. and Ph.D. degree programs in Mechanical and Aerospace Engineering are also offered.
Mechanical engineers design, manufacture, and control machines ranging from robots to aircraft and spacecraft, design engines and power plants that
drive these machines, analyze the environmental impact associated with power generation, and strive to promote environmental quality. To achieve
UCI General Catalogue 2016-2017 741
742 The Henry Samueli School of Engineering
their goals, mechanical engineers use mathematics, physics, and chemistry together with engineering science and technology in areas such as fluid
mechanics, heat transfer, dynamics, controls, and atmospheric science. Mechanical Engineering students at UCI learn the problem-solving, modeling,
and testing skills required to contribute to advances in modern technology.
Mechanical Engineering undergraduates complete required courses that provide engineering fundamentals and technical electives that allow students
to study particular areas of interest. Specializations are available in Aerospace Engineering, Energy Systems and Environmental Engineering, Flow
Physics and Propulsion Systems, and Design of Mechanical Systems. Independent research opportunities allow students to pursue other avenues for
focusing their studies.
Aerospace Engineering deals with all aspects of aircraft and spacecraft design and operation, thus requiring the creative use of many different
disciplines. Aerospace engineers work the forefront of technological advances and are leaders in scientific discoveries.
The undergraduate curriculum in Aerospace Engineering includes courses in subsonic and supersonic aerodynamics, propulsion, controls and
performance, light-weight structures, spacecraft dynamics, and advanced materials. In the senior capstone course, students work in teams on the
preliminary design of a commercial jet transport.
Career opportunities for Aerospace Engineering graduates are in the broad range of aerospace industries, including manufacturers of aircraft,
spacecraft, engines, and aircraft/spacecraft components; makers of aircraft/spacecraft simulators; and government research laboratories.
On This Page:
• Aerospace Engineering
• Mechanical Engineering
Undergraduate Major in Aerospace Engineering
Program Educational Objectives: Graduates of the program will have the professional and scientific education that allows them to be successful as
career engineers and in the most demanding graduate programs. Specifically, they will be able to (1) function in professional environments in industry,
government, and academia applying and building upon engineering science knowledge, problem-solving skills, and communication skills; (2) function
as members of teams and in leadership roles applying ethical standards including the AIAA code of ethics within and beyond traditional Aerospace
Engineering disciplines; and (3) remain current with technology and contemporary scientific and societal issues, and consequently improve skills and
knowledge through a lifelong process of learning. (Program educational objectives are those aspects of engineering that help shape the curriculum;
achievement of these objectives is a shared responsibility between the student and UCI.)
The undergraduate Aerospace Engineering curriculum includes a core of mathematics, physics, and chemistry. Engineering courses in fundamental
areas constitute much of the remaining curriculum. A few technical electives allow the undergraduate student to specialize somewhat or to pursue
broader understanding. A senior capstone design experience culminates the curriculum.
Admissions
High School Students: See School admissions information.
Transfer Students: Preference will be given to junior-level applicants with the highest grades overall, and who have satisfactorily completed the
following required courses: one year of approved calculus, one year of calculus-based physics with laboratories (mechanics, electricity and magnetism),
completion of lower-division writing, one course in general chemistry (with laboratory), and two additional approved courses for the major.
Students are encouraged to complete as many of the lower-division degree requirements as possible prior to transfer. Students who enroll at UCI in
need of completing lower-division coursework may find that it will take longer than two years to complete their degrees. For further information, contact
The Henry Samueli School of Engineering at 949-824-4334.
Requirements for the B.S. Degree in Aerospace Engineering
All students must meet the University Requirements.
All students must meet the School Requirements.
Major Requirements
Mathematics and Basic Science Courses:
CHEM 1A General Chemistry
or ENGR 1A General Chemistry for Engineers
CHEM 1LE Accelerated General Chemistry Lab
MATH 2A- 2B Single-Variable Calculus
and Single-Variable Calculus
MATH 2D Multivariable Calculus
MATH 2E Multivariable Calculus
742 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 743
MATH 3A Introduction to Linear Algebra
MATH 3D Elementary Differential Equations
PHYSICS 7C Classical Physics
PHYSICS 7LC Classical Physics Laboratory
PHYSICS 7D- 7E Classical Physics
and Classical Physics
PHYSICS 7LD Classical Physics Laboratory
PHYSICS 52A Fundamentals of Experimental Physics
One additional General Education Category II course offered by the Schools of Physical Sciences, Biological Sciences, or Information and Computer
Sciences.
Engineering Topics Courses:
Students must complete a minimum of 24 units of engineering design.
Core Courses:
ENGR 54 Principles of Materials Science and Engineering
ENGRMAE 10 Introduction to Engineering Computations
ENGRMAE 30 Statics
ENGRMAE 60 Electric Circuits
or EECS 70A Network Analysis I
ENGRMAE 80 Dynamics
ENGRMAE 91 Introduction to Thermodynamics
ENGRMAE 106 Mechanical Systems Laboratory
ENGRMAE 108 Aerospace Laboratory
ENGRMAE 112 Propulsion
ENGRMAE 130A Introduction to Fluid Mechanics
ENGRMAE 130B Introduction to Viscous and Compressible Flows
ENGRMAE 135 Compressible Flow
ENGRMAE 136 Aerodynamics
ENGRMAE 146 Astronautics
ENGRMAE 150 Mechanics of Structures
ENGRMAE 150L Mechanics of Structures Laboratory
ENGRMAE 157 Lightweight Structures
ENGRMAE 158 Aircraft Performance
ENGRMAE 159 Aircraft Design
ENGRMAE 170 Introduction to Control Systems
ENGRMAE 175 Dynamics and Control of Aerospace Vehicles
Technical Elective Courses:
Students select a minimum of 3 courses of technical electives, incorporating at least 1 unit of design. Any upper-division course in the department not
used for the degree may be used as a technical elective. With approval of the Undergraduate Advisor, students may choose from other departments’
upper-division courses that have primarily technical content. Preapproved courses are listed on the MAE website: http://engineering.uci.edu/files/
mae-technical-electives.pdf
Engineering Professional Topics Course:
ECON 20A Basic Economics I
or ECON 23 Basic Economics for Engineers
ENGR 190W Communications in the Professional World
At most an aggregate total of 4 units of 199 or H199 courses may be used to satisfy degree requirements.
(The nominal Aerospace Engineering program will require 185 units of courses to satisfy all university and major requirements. Because each student
comes to UCI with a different level of preparation, the actual number of units will vary.)
Design unit values are indicated at the end of each course description. The faculty advisors and the Undergraduate Student Affairs Office can provide
necessary guidance for satisfying the design requirements. Selection of elective courses must be approved by the student’s faculty advisor and the
departmental undergraduate advisor.
UCI General Catalogue 2016-2017 743
744 The Henry Samueli School of Engineering
Program of Study
Sample Program of Study — Aerospace Engineering
Freshman
Fall Winter Spring
MATH 2A MATH 2B MATH 2D
ENGRMAE 10 PHYSICS 7C PHYSICS 7D
CHEM 1A or ENGR 1A PHYSICS 7LC PHYSICS 7LD
General Education CHEM 1LE Basic Science
*
ENGR 7A General Education
*
ENGR 7B
Sophomore
Fall Winter Spring
MATH 3A MATH 3D MATH 2E
PHYSICS 7E ENGR 54 ENGRMAE 91
PHYSICS 52A ENGRMAE 60 ECON 23 or 20A
ENGRMAE 30 ENGRMAE 80
General Education
Junior
Fall Winter Spring
ENGRMAE 130A ENGRMAE 130B ENGRMAE 106
ENGRMAE 150 ENGRMAE 146 ENGRMAE 108
ENGRMAE 150L ENGRMAE 157 ENGRMAE 135
ENGR 190W General Education General Education
Senior
Fall Winter Spring
ENGRMAE 112 ENGRMAE 158 ENGRMAE 159
ENGRMAE 136 ENGRMAE 175 Technical Elective
*
ENGRMAE 170 Technical Elective Technical Elective
General Education General Education General Education
*ENGR 7A-ENGR 7B is a technical elective, available only to first year students in Fall and Winter quarters. Both ENGR 7A & ENGR 7B must be taken
to count as a technical elective. If ENGR 7A-ENGR 7B is taken, this will replace one technical elective course in the senior year.
The sample program of study chart shown is typical for the major in Aerospace Engineering. This program is based upon a set of prerequisites,
beginning with adequate preparation in high school mathematics, physics, and chemistry. Students should consult with their academic counselor to
structure their program of study. Aerospace Engineering majors must consult at least once every year with the academic counselors in the Student
Affairs Office and with their faculty advisor.
Undergraduate Major in Mechanical Engineering
Program Educational Objectives: Graduates of the program will have the professional and scientific education that allows them to be successful as
career engineers and in the most demanding graduate programs. Specifically, they will be able to (1) function in professional environments in industry,
government, and academia applying and building upon engineering science knowledge, problem-solving skills, and communication skills; (2) function
as members of teams and in leadership roles applying ethical standards including the ASME code of ethics within and beyond traditional Mechanical
Engineering disciplines; and (3) remain current with technology and contemporary scientific and societal issues, and consequently improve skills and
knowledge through a lifelong process of learning. (Program educational objectives are those aspects of engineering that help shape the curriculum;
achievement of these objectives is a shared responsibility between the student and UCI.)
The undergraduate Mechanical Engineering curriculum includes a foundation of mathematics, physics, and chemistry. Engineering courses in
fundamental areas constitute much of the remaining curriculum. A few technical electives allow the undergraduate student to specialize somewhat or to
pursue broader understanding. A senior capstone design experience culminates the curriculum.
Admissions
High School Students: See School Admissions information.
Transfer Students: Preference will be given to junior-level applicants with the highest grades overall, and who have satisfactorily completed the
following required courses: one year of approved calculus, one year of calculus-based physics with laboratories (mechanics, electricity and magnetism),
completion of lower-division writing, one course in general chemistry (with laboratory), and two additional approved courses for the major.
744 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 745
Students are encouraged to complete as many of the lower-division degree requirements as possible prior to transfer. Students who enroll at UCI in
need of completing lower-division coursework may find that it will take longer than two years to complete their degrees. For further information, contact
The Henry Samueli School of Engineering at 949-824-4334.
Requirements for the B.S. Degree in Mechanical Engineering
All students must meet the University Requirements.
All students must meet the School Requirements.
Major Requirements
Mathematics and Basic Science Courses:
CHEM 1A General Chemistry
or ENGR 1A General Chemistry for Engineers
CHEM 1LE Accelerated General Chemistry Lab
MATH 2A- 2B Single-Variable Calculus
and Single-Variable Calculus
MATH 2D Multivariable Calculus
MATH 2E Multivariable Calculus
MATH 3A Introduction to Linear Algebra
MATH 3D Elementary Differential Equations
PHYSICS 7C Classical Physics
PHYSICS 7LC Classical Physics Laboratory
PHYSICS 7D- 7E Classical Physics
and Classical Physics
PHYSICS 7LD Classical Physics Laboratory
PHYSICS 52A Fundamentals of Experimental Physics
One additional General Education Category II course offered by the Schools of Physical Sciences, Biological Sciences, or Information and Computer
Sciences.
Engineering Topics Courses:
Students must complete a minimum of 24 units of engineering design.
Core Courses:
ENGR 54 Principles of Materials Science and Engineering
ENGRMAE 10 Introduction to Engineering Computations
ENGRMAE 30 Statics
ENGRMAE 52 Computer-Aided Design
ENGRMAE 60 Electric Circuits
or EECS 70A Network Analysis I
ENGRMAE 80 Dynamics
ENGRMAE 91 Introduction to Thermodynamics
ENGRMAE 106 Mechanical Systems Laboratory
ENGRMAE 107 Fluid Thermal Science Laboratory
ENGRMAE 112 Propulsion
or ENGRMAE 115 Applied Engineering Thermodynamics
ENGRMAE 120 Heat and Mass Transfer
ENGRMAE 130A Introduction to Fluid Mechanics
ENGRMAE 130B Introduction to Viscous and Compressible Flows
ENGRMAE 145 Theory of Machines and Mechanisms
ENGRMAE 147 Vibrations
ENGRMAE 150 Mechanics of Structures
ENGRMAE 150L Mechanics of Structures Laboratory
ENGRMAE 151 Mechanical Engineering Design
ENGRMAE 155 Composite Materials and Structures
or ENGRMAE 156 Mechanical Behavior and Design Principles
or ENGRMAE 157 Lightweight Structures
ENGRMAE 170 Introduction to Control Systems
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746 The Henry Samueli School of Engineering
ENGRMAE 189 Senior Project - Special Topics (minimum of 3 units)
Technical Elective Courses:
Students select a minimum of 16 units of technical electives. Any upper-division course in the department not used for the degree may be used
as a technical elective. At least 8 units of the technical electives must come from mechanical engineering oriented MAE courses. With approval of
the Undergraduate Advisor, students may choose any remaining technical elective units from other departments’ upper-division courses that have
primarily technical content. Preapproved courses from other departments as well as the identified mechanical engineering oriented MAE courses are
listed on the MAE website: http://engineering.uci.edu/files/mae-technical-electives.pdf
Engineering Professional Topics Course:
ECON 20A Basic Economics I
or ECON 23 Basic Economics for Engineers
ENGR 190W Communications in the Professional World
At most an aggregate total of 4 units of 199 or H199 courses may be used to satisfy degree requirements.
(The nominal Mechanical Engineering program will require 189 units of courses to satisfy all university and major requirements. Because each student
comes to UCI with a different level of preparation, the actual number of units will vary.)
Specialization in Aerospace Engineering:
Completion of a Senior Design Project in this area, and
select two of the following:
ENGRMAE 112 Propulsion
ENGRMAE 135 Compressible Flow
ENGRMAE 136 Aerodynamics
ENGRMAE 158 Aircraft Performance
ENGRMAE 159 Aircraft Design
ENGRMAE 175 Dynamics and Control of Aerospace Vehicles
Specialization in Energy Systems and Environmental Engineering:
Completion of a Senior Design Project in this area, and
select two of the following:
ENGRMAE 110 Combustion and Fuel Cell Systems
ENGRMAE 112 Propulsion
ENGRMAE 115 Applied Engineering Thermodynamics
ENGRMAE 117 Solar and Renewable Energy Systems
ENGRMAE 118 Sustainable Energy Systems
ENGRMAE 164 Air Pollution and Control
Specialization in Flow Physics and Propulsion Systems:
Completion of a Senior Design Project in this area, and
select two of the following:
ENGRMAE 110 Combustion and Fuel Cell Systems
ENGRMAE 112 Propulsion
ENGRMAE 113 Electric Propulsion
ENGRMAE 135 Compressible Flow
Specialization in Design of Mechanical Systems:
Completion of a Senior Design Project in this area, and
select two of the following:
ENGR 165 Advanced Manufacturing
ENGRMAE 152 Introduction to Computer-Aided Engineering
ENGRMAE 171 Digital Control Systems
ENGRMAE 172 Design of Computer-Controlled Robots
ENGRMAE 183 Computer-Aided Mechanism Design
ENGRMAE 188 Engineering Design in Industry
Design unit values are indicated at the end of each course description. The faculty advisors and the Student Affairs Office can provide necessary
guidance for satisfying the design requirements. Selection of elective courses must be approved by the student’s faculty advisor and the departmental
undergraduate advisor.
746 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 747
Program of Study
Sample Program of Study — Mechanical Engineering
Freshman
Fall Winter Spring
MATH 2A MATH 2B MATH 2D
ENGRMAE 10 PHYSICS 7C PHYSICS 7D
CHEM 1A or ENGR 1A PHYSICS 7LC PHYSICS 7LD
General Education CHEM 1LE Basic Science
*
ENGR 7A General Education
*
ENGR 7B
Sophomore
Fall Winter Spring
MATH 3A MATH 3D MATH 2E
PHYSICS 7E ENGR 54 ENGRMAE 52
PHYSICS 52A ENGRMAE 60 ENGRMAE 91
ENGRMAE 30 ENGRMAE 80 ECON 23 or 20A
General Education
Junior
Fall Winter Spring
ENGRMAE 115 ENGRMAE 130B ENGRMAE 106
ENGRMAE 130A ENGRMAE 147 ENGRMAE 120
ENGRMAE 150 ENGRMAE 156 or 157 ENGRMAE 145
ENGRMAE 150L General Education General Education
ENGR 190W
Senior
Fall Winter Spring
ENGRMAE 107 ENGRMAE 151 ENGRMAE 189
*
ENGRMAE 170 Technical Elective Technical Elective
General Education Technical Elective Technical Elective
General Education General Education
*ENGR 7A-ENGR 7B is a technical elective, available only to first year students in Fall and Winter quarters. Both ENGR 7A & ENGR 7B must be taken
to count as a technical elective. If ENGR 7A-ENGR 7B is taken, this will replace one technical elective course in the senior year.
The sample program of study chart shown is typical for the accredited major in Mechanical Engineering. Students should keep in mind that this program
is based upon a rigid set of prerequisites, beginning with adequate preparation in high school mathematics, physics, and chemistry. Students should
consult with their academic counselor to structure their program of study. Mechanical Engineering majors must consult at least once every year with the
academic counselors in the Student Affairs Office and with their faculty advisors.
ENGRMAE 155 may be used instead of ENGRMAE 156 or ENGRMAE 157. Students can dual major in Mechanical Engineering and Aerospace
Engineering by satisfying the degree requirements for both majors.
On This Page:
• Mechanical and Aerospace Engineering
• Master of Science Degree
• Doctor of Philosophy Degree
Graduate Study in Mechanical and Aerospace Engineering
The Mechanical and Aerospace Engineering faculty have special interest and expertise in four thrust areas: continuum mechanics; power, propulsion,
and environment; micro/nanomechanics; and systems and design.
Continuum mechanics faculty study the physics of fluids, physics and chemistry of solids, and structural mechanics. Areas of emphasis in fluid
mechanics include incompressible and compressible turbulent flows, multiphase flows, chemically reacting and other nonequilibrium flows,
aeroacoustics, aerooptics, and fluid-solid interaction. In the field of solid mechanics, research and course work emphasize theoretical and computational
approaches which contribute to a basic understanding of and new insight into the properties and behavior of condensed matter. General areas of
interest are large-strain and large-rotation inelastic solids, constitutive modeling, and fracture mechanics. Computational algorithms center on boundary
element methods and the new class of meshless methods. Studies in structural mechanics involve the analysis and synthesis of low-mass structures,
smart structures, and engineered materials, with emphasis on stiffness, stability, toughness, damage tolerance, longevity, optimal life-cycle costs and
self-adaptivity.
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748 The Henry Samueli School of Engineering
Research in power, propulsion, and environment encompasses aerospace propulsion, combustion and thermophysics, fuel cell technologies, and
atmospheric physics and impacts. In aerospace propulsion, particular emphasis is placed in the areas of turbomachinery, spray combustion, combustion
instability, innovative engine cycles, and compressible turbulent mixing. The topic of combustion and thermophysics addresses the fundamental fluid-
dynamical, heat-transfer, and chemical mechanisms governing combustion in diverse settings. Fuel cell research encompasses the development of fuel-
cell technology, hybrid engines, and thermionic devices. Activities cover the thermodynamics of energy systems, the controls associated with advanced
energy systems, and systems analyses. The area of atmospheric physics and impacts deals with the modeling and controlling of chemical pollution,
particle dispersion, and noise emission caused by energy-generation and propulsion devices. Research on atmospheric turbulence addresses the
energy exchanges between the Earth’s land and ocean surfaces and the overlying atmosphere.
Micro/nanomechanics encompasses the thrusts of miniaturization engineering, mechatronics, and biotechnology. Miniaturization engineering is relevant
to the development of small-scale mechanical, chemical and biological systems for applications in biotechnology, automotive, robotic, and alternative
energy applications. It involves the establishment of scaling laws, manufacturing methods, materials options and modeling from the atom to the macro
system. Mechatronic design is the integrated and optimal design of a mechanical system and its embedded control system. Main focus research is
the design, modeling, and characterization of Micro Electro Mechanical Systems (MEMS). Particular emphasis is placed on analysis and design of
algorithmic methods and physical systems that realize sensor-based motion planning. The thematic area of biotechnology involves the understanding,
modeling, and application of fundamental phenomena in mechanical engineering, electrical engineering, and chemistry towards the development of bio-
sensors and actuators.
Systems and design research is conducted in the areas of dynamic systems optimization and control, biomechanical engineering, robotics and machine
learning, and design engineering. Advanced concepts in dynamics, optimization and control are applied to the areas of biorobotics, flight trajectory
design, guidance and navigation, learning systems, micro sensors and actuators, flexible structures, combustion, fuel cells, and fluid-optical interactions.
Biomechanical engineering integrates physiology with engineering in order to develop innovative devices and algorithms for medical diagnosis and
treatment. The focus of robotics and machine learning is the creation of machines with human-like intelligence capabilities for learning. Faculty in
design engineering develop methodologies to address issues ranging from defining the size and shape of components needed for force and motion
specifications, to characterizing performance in terms of design parameters, cost and complexity.
Aerospace engineering research efforts combine specialties from each of the four thrust areas toward the design, modeling, and operation of complex
systems.
The Department offers the M.S. and Ph.D. degrees in Mechanical and Aerospace Engineering.
Master of Science Degree
Two plans are available to pursue study toward the M.S. degree: a thesis option and a comprehensive examination option. Opportunities are available
for part-time study toward the M.S. degree. The Plan of Study for both options must be developed in consultation with a Faculty Advisor and approved
by the Department Graduate Advisor.
Plan I: Thesis Option
The thesis option requires completion of eight graduate, technical and science courses; the completion of an original research project with a
Faculty Advisor, the writing of the thesis describing it; and approval of the thesis by a thesis committee. This plan is available for those who wish
to gain research experience or as preparation for study toward the doctoral degree. Students must complete 12 units of ENGRMAE 296, 3 units
of ENGRMAE 298 , and four graduate courses from a restricted list in the selected major. Additionally, four of the eight required graduate courses
must be from the MAE Department. With the approval of the graduate advisor, one non-core graduate course may be replaced by an upper-division
undergraduate course in MAE; this course may not have been used to satisfy the undergraduate degree requirements.
NOTE: Students who enter prior to fall of 2008 should follow the course requirements outlined within the Catalogue of the year they entered. The change
in number of units per course is not intended to change the course requirements for the degree or to have any impact in the number of courses students
are taking. As such, students will need to continue to meet the same high standards and plan of study requirements as previously required. Students will
work with their advisor to create a plan of study encompassing the equivalent topical requirements, as well as the equivalent number of courses to the
previous 36 unit requirement (i.e., at least 8 graduate-level courses to meet the 24, 200–289 level unit requirement).
Plan II: Comprehensive Examination Option
The comprehensive examination option requires completion of eleven graduate, technical and science courses, plus a comprehensive exam. Students
must complete 3 units of ENGRMAE 298 and four graduate courses from a restricted list. Additionally, six of the eleven required graduate courses must
be from the MAE Department. Up to two of the required courses may be replaced by an equivalent number of units of ENGRMAE 294, which includes
execution and documentation of a research or design project under a faculty advisor. With the approval of the graduate advisor, one graduate course
may be replaced by an upper-division undergraduate course in MAE; this course may not be used to satisfy both undergraduate and graduate degree
requirements. Consult the MAE Department (http://mae.eng.uci.edu) website (http://mae.eng.uci.edu) or Graduate Advisor, for detailed information on
the comprehensive exam.
NOTE: Students who entered prior to fall of 2008 should follow the course requirements outlined within the Catalogue of the year they entered. The
change in number of units per course is not intended to change the course requirements for the degree or to have any impact in the number of courses
students are taking. As such, students will need to continue to meet the same high standards and plan of study requirements as previously required.
748 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 749
Students will work with their advisor to create a plan of study encompassing the equivalent topical requirements, as well as the equivalent number of
courses to the previous 36 unit requirement (i.e., at least 11 graduate-level courses to meet the 33, 200–289 level unit requirement).
Doctor of Philosophy Degree
The doctoral program in Mechanical and Aerospace Engineering is tailored to the individual needs and background of the student. The detailed program
of study for each Ph.D. student is formulated in consultation with a faculty advisor who takes into consideration the objectives and preparation of the
candidate.
Within this flexible framework the Department maintains specific guidelines that outline the milestones of a typical doctoral program. All doctoral students
should consult the Departmental Ph.D. guidelines for program details, but there are several milestones to be passed: admission to the Ph.D. program
by the faculty; completion of three non-research graduate, technical courses beyond M.S. degree requirements; passage of a preliminary examination
or similar assessment of the student’s background and potential for success in the doctoral program; course work; meeting departmental teaching
requirements, which can be satisfied through service as a teaching assistant or equivalent; research preparation; formal advancement to candidacy in
the third year (second year for students who entered with a master’s degree) through a qualifying examination conducted on behalf of the Irvine division
of the Academic Senate; development of a research proposal; completion of a significant research investigation, and completion and defense of an
acceptable dissertation. There is no foreign language requirement. The degree is granted upon the recommendation of the Doctoral Committee and the
Dean of Graduate Studies. Students enrolled in the Ph.D. program must take a full-time load (minimum of 12 units). The normative time for completion of
the Ph.D. is five years (four years for students who entered with a master’s degree). The maximum time permitted is seven years.
Before seeking admission, Ph.D. applicants are encouraged to communicate directly and in some detail with prospective faculty sponsors. The student’s
objectives and financial resources must coincide with a faculty sponsor’s research interests and research support. Financial aid in the form of a teaching
assistantship or fellowship may not cover the period of several years required to complete the program. During the balance of the period the student will
be in close collaboration with the faculty research advisor.
Faculty
Satya N. Atluri, ScD Massachusetts Institute of Technology, Professor Emeritus of Mechanical and Aerospace Engineering (continuum mechanics,
computational mechanics, meshless methods, damage tolerance and structural integrity, computational nanoscience and technology)
James E. Bobrow, Ph.D. University of California, Los Angeles, Professor Emeritus of Mechanical and Aerospace Engineering (robotics, applied
nonlinear control, optimization methods)
Jacob Brouwer, Ph.D. Massachusetts Institute of Technology, Associate Professor of Mechanical and Aerospace Engineering; Civil and Environmental
Engineering (high-temperature electrochemical dynamics, fuel cells, renewable and sustainable energy)
Donald Dabdub, Ph.D. California Institute of Technology, Professor of Mechanical and Aerospace Engineering; Civil and Environmental Engineering
(mathematical modeling of urban and global air pollution, dynamics of atmospheric aerosols, secondary organic aerosols, impact of energy generation
on air quality, chemical reactions at gas-liquid interfaces)
Derek Dunn-Rankin, Ph.D. University of California, Berkeley, Professor of Mechanical and Aerospace Engineering; Civil and Environmental Engineering;
Environmental Health Sciences (combustion, optical particle sizing, particle aero-dynamics, laser diagnostics and spectroscopy)
Said E. Elghobashi, Ph.D. University of London, Professor of Mechanical and Aerospace Engineering (direct numerical simulation of turbulent,
chemically reacting and dispersed two-phase flows)
Manuel Gamero-Castaño, Ph.D. Yale University, Associate Professor of Mechanical and Aerospace Engineering (electric propulsion, electrospray,
atomization, aerosol diagnostics)
Faryar Jabbari, Ph.D. University of California, Los Angeles, Professor of Mechanical and Aerospace Engineering (robust and nonlinear control theory,
adaptive parameter identification)
Solmaz S. Kia, Ph.D. University of California, Irvine, Assistant Professor of Mechanical and Aerospace Engineering (distributed control and optimization
of multi-agent networked systems))
John C. Larue, Ph.D. University of California, San Diego, Professor of Mechanical and Aerospace Engineering (fluid mechanics, micro-electrical-
mechanical systems (MEMS), turbulence, heat transfer, instrumentation)
Jaeho Lee, Ph.D. Stanford University, Assistant Professor of Mechanical and Aerospace Engineering; Chemical Engineering and Materials Science
(nanofabrication and thermoelectric energy conversion)
Robert H. Liebeck, Ph.D. University of Illinois at Urbana-Champaign, Adjunct Professor of Mechanical and Aerospace Engineering (aircraft design)
Feng Liu, Ph.D. Princeton University, Professor of Mechanical and Aerospace Engineering (computational fluid dynamics and combustion,
aerodynamics, aeroelasticity, propulsion, turbomachinery aerodynamics and aeromechanics)
UCI General Catalogue 2016-2017 749
750 The Henry Samueli School of Engineering
Marc J. Madou, Ph.D. Ghent University, UCI Chancellor's Professor of Mechanical and Aerospace Engineering; Biomedical Engineering; Chemical
Engineering and Materials Science (fundamental aspects of micro/nano-electro-mechanical systems (MEMS/NEMS), biosensors, nanofluidics,
biomimetics)
J. Michael McCarthy, Ph.D. Stanford University, Henry Samueli Endowed Chair in Engineering in the Center for Engineering Science in Design and
Professor of Mechanical and Aerospace Engineering (machine design and kinematic synthesis of spatial mechanisms and robots)
Vincent G. McDonell, Ph.D. University of California, Irvine, Adjunct Professor of Mechanical and Aerospace Engineering (droplet transport,
measurement, simulation, control, analysis of liquid spray and gas fired combustion systems and alternative fuels)
Kenneth D. Mease, Ph.D. University of Southern California, Department Chair and Professor of Mechanical and Aerospace Engineering (flight guidance
and control, nonlinear dynamical systems)
Carsten R. Mehring, Ph.D. University of California, Irvine, Associate Adjunct Professor of Mechanical and Aerospace Engineering (multidisciplinary
multi-scale systems and phenomena)
Lawrence J. Muzio, Ph.D. University of California, Berkeley, Adjunct Professor of Mechanical and Aerospace Engineering (thermodynamics, combustion
and combustion in practical systems, air pollution formation and control, advanced diagnostics applied to practical combustion systems)
Dimitri Papamoschou, Ph.D. California Institute of Technology, Professor of Mechanical and Aerospace Engineering (compressible mixing and
turbulence, jet noise reduction, diagnostics for compressible flow, acoustics in moving media)
Roger H. Rangel, Ph.D. University of California, Berkeley, Professor of Mechanical and Aerospace Engineering (fluid dynamics and heat transfer of
multiphase systems including spray combustion, atomization and metal spray solidification, applied mathematics and computational methods)
David J. Reinkensmeyer, Ph.D. University of California, Berkeley, Professor of Anatomy and Neurobiology; Biomedical Engineering; Mechanical and
Aerospace Engineering; Physical Medicine and Rehabilitation (robotics, mechatronics, biomedical engineering, rehabilitation, biomechanics, neural
control of movement)
Timothy Rupert, Ph.D. Massachusetts Institute of Technology, Assistant Professor of Mechanical and Aerospace Engineering; Chemical Engineering
and Materials Science (mechanical behavior, nanomaterials, structure property relationships, microstructural stability, grain boundaries and interfaces,
materials characterization)
G. Scott Samuelsen, Ph.D. University of California, Berkeley, Director of Advanced Power and Energy Program, Research Professor and Professor
Emeritus of Mechanical and Aerospace Engineering; Civil and Environmental Engineering (energy, fuel cells, hydrogen economy, propulsion,
combustion and environmental conflict, turbulent transport in complex flows, spray physics, NOx and soot formation, laser diagnostics and experimental
methods, application of engineering science to practical propulsion and stationary systems, environmental ethics)
William E. Schmitendorf, Ph.D. Purdue University, Professor Emeritus of Mechanical and Aerospace Engineering (control theory and applications)
Andrei M. Shkel, Ph.D. University of Wisconsin-Madison, Professor of Mechanical and Aerospace Engineering; Biomedical Engineering; Electrical
Engineering and Computer Science (design and advanced control of micro-electro-mechanical systems (MEMS), precision micro-sensors and actuators
for telecommunication and information technologies, MEMS-based health monitoring systems, disposable diagnostic devices, prosthetic implants)
Athanasios Sideris, Ph.D. University of Southern California, Professor of Mechanical and Aerospace Engineering (robust and optimal control theory and
design, neural networks, learning systems and algorithms)
William A. Sirignano, Ph.D. Princeton University, Henry Samueli Endowed Chair in Engineering and Professor of Mechanical and Aerospace
Engineering (combustion theory and computational methods, multiphase flows, high-speed turbulent reacting flows, flame spread, microgravity
combustion, miniature combustors, fluid dynamics, applied mathematics)
Haithem Taha, Ph.D. Virginia Polytechnic Institute and State University, Assistant Professor of Mechanical and Aerospace Engineering (dynamics and
control, aerodynamic modeling, optimization applications)
Lorenzo Valdevit, Ph.D. Princeton University, Associate Professor of Mechanical and Aerospace Engineering; Chemical Engineering and Materials
Science (multifunctional sandwich structures, thermal protection systems, morphing structures, active materials, MEMS, electronic packaging, cell
mechanics)
Mark Walter, Ph.D. California Institute of Technology, Lecturer with Security of Employment of Mechanical and Aerospace Engineering (mechanics of
materials using advanced experimental and numerical techniques to investigate the initiation and propagation of damage on micro to macro size scales;
response of multifunctional materials in simulated application environments; building energy efficiency)
Yun Wang, Ph.D. Pennsylvania State University, Associate Professor of Mechanical and Aerospace Engineering (fuel cells, computational modeling,
thermo-fluidics, two-phase flows, electrochemistry, Computational Fluid Dynamics (CFD), turbulent combustion)
750 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 751
Gregory N. Washington, Ph.D. North Carolina State University at Raleigh, Stacy Nicholas Dean of The Henry Samueli School of Engineering and
Professor of Mechanical and Aerospace Engineering (dynamic systems: modeling and control, design and control of mechanically actuated antennas,
advanced control of machine tools, design and control of Hybrid Electric Vehicles, structural position, vibration control with smart materials)
Yoon Jin Won, Ph.D. Stanford University, Assistant Professor of Mechanical and Aerospace Engineering; Center for Educational Partnerships (multi-
scale structures for thermal and energy applications, in particular fabrication, characterization, and integration of structured materials)
Affiliate Faculty
Joyce H. Keyak, Ph.D. University of California, San Francisco, Professor in Residence of Radiological Sciences; Biomedical Engineering; Mechanical
and Aerospace Engineering (bone mechanics, finite element modeling, quantitative computed tomography, prosthetic implants, osteoporosis, metastatic
tumors in bone, radiation therapy)
Arash Kheradvar, Ph.D. California Institute of Technology, Associate Professor of Biomedical Engineering; Mechanical and Aerospace Engineering
(cardiac mechanics, cardiovascular devices, cardiac imaging)
Abraham P. Lee, Ph.D. University of California, Berkeley, William J. Link Chair in Biomedical Engineering and Department Chair and Professor of
Biomedical Engineering; Mechanical and Aerospace Engineering (Lab-on-a-Chip health monitoring instruments, drug delivery micro/nanoparticles,
integrated cell sorting microdevices, lipid vesicles as carriers for cells and biomolecules, high throughput droplet bioassays, microfluidic tactile sensors)
Beth A. Lopour, Ph.D. University of California, Berkeley, Assistant Professor of Biomedical Engineering; Mechanical and Aerospace Engineering
(computational neuroscience, signal processing, mathematical modeling, epilepsy, translational research)
Vasan Venugopalan, ScD Massachusetts Institute of Technology, Department Chair and Professor of Chemical Engineering and Materials Science;
Biomedical Engineering; Mechanical and Aerospace Engineering; Surgery (laser-induced thermal, mechanical and radiative transport processes for
application in medical diagnostics, therapeutics, biotechnology, micro-electro-mechanical systems (MEMS))
Frederic Yui-Ming Wan, Ph.D. Massachusetts Institute of Technology, Professor of Mathematics; Mechanical and Aerospace Engineering (applied and
computational mathematics, mathematical and computational biology)
Courses
ENGRMAE 10. Introduction to Engineering Computations. 4 Units.
Introduction to the solution of engineering problems through the use of the computer. Elementary programming in FORTRAN and Matlab is taught. No
previous knowledge of computer programming is assumed.
(Design units: 1)
Corequisite: MATH 2A.
Prerequisite: MATH 2A.
Overlaps with ENGR 10, EECS 10, EECS 12.
Restriction: School of Engineering majors have first consideration for enrollment.
ENGRMAE 30. Statics. 4 Units.
Addition and resolution of forces, distributed forces, equivalent system of forces centroids, first moments, moments and products on inertia, equilibrium
of rigid bodies, trusses, beams, cables. Course may be offered online.
(Design units: 0)
Corequisite: MATH 2D.
Prerequisite: MATH 2D and PHYSICS 7C.
Same as ENGRCEE 30, ENGR 30.
Restriction: School of Engineering majors have first consideration for enrollment.
ENGRMAE 52. Computer-Aided Design. 4 Units.
Develops skills for interpretation and presentation of mechanical design drawings and the use of CAD in engineering design. An integrated approach to
drafting based on sketching, manual drawing, and three-dimensional CAD techniques is presented.
(Design units: 0.5)
Restriction: Mechanical Engineering and Materials Science Engineering majors have first consideration for enrollment.
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ENGRMAE 57. Manufacturing Processes in Engineering. 2 Units.
With laboratory. Machines and processes of mechanical manufacturing. Safety and professional procedures emphasized. Use of measuring instruments,
hand tools, lathe, mill, drill press, bandsaw, grinder, welding equipment.
(Design units: 0)
Grading Option: Pass/no pass only.
Restriction: School of Engineering majors have first consideration for enrollment.
ENGRMAE 60. Electric Circuits. 4 Units.
Design and analysis of analog circuits based on lumped circuit elements with emphasis on the use of operational amplifiers. Sinusoidal and transient
response. Constructional and laboratory testing of analog circuits, and introduction to data acquisition. Materials fee.
(Design units: 2)
Corequisite: MATH 3D.
Prerequisite: PHYSICS 7D and PHYSICS 7LD.
Overlaps with EECS 70A, CSE 70A.
Restriction: Mechanical Engineering and Aerospace Engineering majors have first consideration for enrollment.
ENGRMAE 80. Dynamics. 4 Units.
Introduction to the kinetics and dynamics of particles and rigid bodies. The Newton-Euler, Work/Energy, and Impulse/Momentum methods are explored
for ascertaining the dynamics of particles and rigid bodies. An engineering design problem using these fundamental principles is also undertaken.
Course may be offered online.
(Design units: 0.5)
Prerequisite: MATH 2D and PHYSICS 7C.
Same as ENGRCEE 80, ENGR 80.
Restriction: School of Engineering majors have first consideration for enrollment.
ENGRMAE 91. Introduction to Thermodynamics. 4 Units.
Thermodynamic principles; open and closed systems representative of engineering problems. First and second law of thermodynamics with applications
to engineering systems and design. Course may be offered online.
(Design units: 0.5)
Prerequisite: PHYSICS 7C and MATH 2D.
Overlaps with CBEMS 45B.
Restriction: Aerospace Engineering, Civil Engineering, Environmental Engineering, Materials Science Engineering, and Mechanical Engineering majors
have first consideration for enrollment.
ENGRMAE 93. Design Project . 1-2 Units.
Early-stage design/hands-on experience for lower-division students, and allows them to participate along side seniors in the design project.
(Design units: 1)
Repeatability: May be taken for credit 4 times as topics vary.
Restriction: Aerospace Engineering and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 106. Mechanical Systems Laboratory. 4 Units.
Experiments in linear systems, including op-amp circuits, vibrations, and control systems. Emphasis on demonstrating that mathematical models can be
useful tools for the analysis and design of electro-mechanical systems. Materials fee.
(Design units: 2)
Prerequisite: ENGRMAE 60 or EECS 70A.
Restriction: Aerospace Engineering, Materials Science Engineering, and Mechanical Engineering majors have first consideration for enrollment.
752 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 753
ENGRMAE 107. Fluid Thermal Science Laboratory. 4 Units.
Fluid and thermal engineering laboratory. Experimental analysis of fluid flow, heat transfer, and thermodynamic systems. Probability, statistics, and
uncertainly analysis. Report writing is emphasized and a design project is required. Materials fee.
(Design units: 1)
Corequisite: ENGRMAE 120.
Restriction: Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 108. Aerospace Laboratory. 4 Units.
Analytical and experimental investigation in aerodynamics, fluid dynamics, and heat transfer. Emphasis on study of flow over objects and lift and drag on
airfoils. Introduction to basic diagnostic techniques. Report writing is emphasized. Design project is required. Materials fee.
(Design units: 2)
Prerequisite: ENGRMAE 130B.
Restriction: Aerospace Engineering and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 110. Combustion and Fuel Cell Systems. 4 Units.
Fundamentals of gaseous, liquid, and coal-fired combustion and fuel cell systems. Fuels, fuel-air mixing, aerodynamics, and combustion and fuel cell
thermodynamics. Operating and design aspects of practical systems including engines, power generators, boilers, furnaces, and incinerators.
(Design units: 2)
Prerequisite: ENGRMAE 115.
Restriction: Chemical Engineering, Environmental Engineering, and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 112. Propulsion. 4 Units.
Application of thermodynamics and fluid mechanics to basic flow processes and cycle performance in propulsion systems: gas turbines, ramjets,
scramjets, and rockets.
(Design units: 1)
Prerequisite: ENGRMAE 130B.
Restriction: Aerospace Engineering and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 113. Electric Propulsion. 4 Units.
Space propulsion requirements and maneuvers, stressing those best suited to electric propulsion. An introduction to plasma physics. Electrothermal,
electromagnetic and electrostatis accelerators, with emphasis in technologies (ion engines, Hall thrusters and colloidal thrusters) belonging to the latter
family.
(Design units: 1)
Prerequisite: ENGRMAE 112.
Concurrent with ENGRMAE 213.
ENGRMAE 114. Fuel Cell Fundamentals and Technology. 4 Units.
Introduction to electrochemistry and electrocatalysis; nature of fuel-cell electrodes and electrolytes; charge transfer reactions at interfaces;
charge transport and mass transport processes; fuel processing reactions; determination of fuel cell efficiency, fuel flexibility, emissions and other
characteristics.
(Design units: 0)
Prerequisite: ENGRMAE 115.
Restriction: Aerospace Engineering and Mechanical Engineering majors have first consideration for enrollment. Seniors only.
Concurrent with ENGRMAE 214A
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ENGRMAE 115. Applied Engineering Thermodynamics. 4 Units.
Application of thermodynamic principles to compressible and incompressible processes representative of practical engineering problems; power cycles,
refrigeration cycles, multicomponent mixtures, air conditioning systems, combustion, and compressible flow. Design of a thermodynamic process.
(Design units: 2)
Prerequisite: ENGRMAE 91.
Overlaps with CBEMS 45C.
Restriction: Chemical Engineering, Environmental Engineering, and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 117. Solar and Renewable Energy Systems. 4 Units.
Basic principles, design, and operation of solar and other renewable energy systems including solar photo-voltaic, solar thermal, wind, and PEM fuel
cell. Includes power generation and storage, and renewable fuels for transportation and stationary power generation.
(Design units: 1)
Prerequisite: ENGRMAE 91.
Restriction: Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 118. Sustainable Energy Systems. 4 Units.
Basic principles, design, and operation of sustainable energy systems including wind, solar photo-voltaic and thermal, hydroelectric, geothermal,
oceanic, biomass combustion, advanced coal, and next generation nuclear. Includes power generation, storage, and transmission for stationary power
generation.
(Design units: 1)
Prerequisite: ENGRMAE 115.
Concurrent with ENGRMAE 218.
ENGRMAE 120. Heat and Mass Transfer. 4 Units.
Fundamentals of heat and mass transfer. Conduction, heat and mass transfer by convection in laminar and turbulent flows, radiation heat transfer, and
combined modes of heat and mass transfer. Practical engineering applications.
(Design units: 0)
Prerequisite: ENGRMAE 130B.
Overlaps with CBEMS 125B.
Restriction: Aerospace Engineering, Materials Science Engineering, and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 130A. Introduction to Fluid Mechanics. 4 Units.
Fundamental concepts; fluid statics; fluid dynamics; Bernoulli's equation; control-volume analysis; basic flow equations of conservation of mass,
momentum, and energy; differential analysis; potential flow; viscous incompressible flow.
(Design units: 0)
Prerequisite: PHYSICS 7C and MATH 2D and MATH 2E and MATH 3D and ENGRMAE 30 and ENGRMAE 80 and ENGRMAE 91. PHYSICS 7C with a
grade of C- or better. MATH 2D with a grade of C- or better. MATH 2E with a grade of C- or better. MATH 3D with a grade of C- or better. ENGRMAE 30
with a grade of C- or better. ENGRMAE 80 with a grade of C- or better. ENGRMAE 91 with a grade of C- or better.
Overlaps with CBEMS 125A, ENGRCEE 170.
Restriction: Aerospace Engineering, Civil Engineering, Materials Science Engineering, and Mechanical Engineering majors have first consideration for
enrollment.
754 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 755
ENGRMAE 130B. Introduction to Viscous and Compressible Flows. 4 Units.
Introduction to the analysis of viscous flows including fully developed laminar and turbulent flow in a pipe, viscous flow over immersed bodies, evaluation
of boundary layer characteristics, lift and drag, compressible flow in a duct and normal shock waves.
(Design units: 1)
Prerequisite: ENGRMAE 130A.
Restriction: Aerospace Engineering and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 132. Computational Fluid Dynamics. 4 Units.
Introduction to computational fluid dynamics in simple engineering devices. The numerical simulations will be performed via the widely-used software
ANSYS-Fluent. While Fluent is the choice of software, all major CFD packages are based on a similar numerical method.
(Design units: 0)
Prerequisite: ENGRMAE 130B. ENGRMAE 130B with a grade of C- or better.
Restriction: Aerospace Engineering and Mechanical Engineering majors have first consideration
ENGRMAE 135. Compressible Flow. 4 Units.
Compressibility effects in fluid mechanics. One-dimensional flow with area variation, friction, heat transfer, and shocks. Design of gas supply systems.
Two-dimensional flow with oblique shocks and isentropic waves. Supersonic airfoil theory and design, wind tunnel design. Basic diagnostics.
(Design units: 1)
Prerequisite: ENGRMAE 130B.
Restriction: Aerospace Engineering and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 136. Aerodynamics. 4 Units.
Analysis of flow over aircraft wings and airfoils, prediction of lift, moment, and drag. Topics: fluid dynamics equations; flow similitude; viscous
effects; vorticity, circulation, Kelvin's theorem, potential flow; superposition principle, Kutta-Joukowski theorem; thin airfoil theory; finite wing theory;
compressibility.
(Design units: 1)
Prerequisite: ENGRMAE 130B.
Restriction: Aerospace Engineering and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 140. Introduction to Engineering Analysis. 4 Units.
Analytical methods of engineering. Nonhomogeneous linear ordinary differential equations. Variable coefficient linear ordinary differential equations.
Eigenfunction expansions. Laplace transforms. Introduction to Fourier transforms. Linear partial differential equations.
(Design units: 0)
Prerequisite: MATH 2E and MATH 3D.
Restriction: Aerospace Engineering, Civil Engineering, and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 145. Theory of Machines and Mechanisms. 4 Units.
Presents the basic mathematical theory of machines. Focuses on the principles of cam design, gearing and gear train analysis, and the kinematic and
dynamic analysis of linkages, together with an introduction to robotics.
(Design units: 2)
Prerequisite: ENGRMAE 52 and ENGRMAE 80 and MATH 3A.
Restriction: Mechanical Engineering and Materials Science Engineering majors have first consideration for enrollment.
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ENGRMAE 146. Astronautics. 4 Units.
Motion in gravitational force fields, orbit transfers, rocketry, interplanetary trajectories, attitude dynamics and stabilization, navigation, reentry, the space
environment.
(Design units: 1)
Prerequisite: ENGRMAE 80.
Restriction: Aerospace Engineering majors have first consideration for enrollment.
ENGRMAE 147. Vibrations. 4 Units.
Analysis of structural vibrations of mechanical systems. Modeling for lumped and distributed parameter systems. Topics include single and multi-degree
of freedom systems, free and forced vibrations, Fourier series, convolution integral, mass/stiffness matrices, and normal modes with design project.
(Design units: 1)
Prerequisite: (ENGR 80 or ENGRCEE 80 or ENGRMAE 80) and MATH 2E and MATH 3D.
Restriction: Materials Science Engineering and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 150. Mechanics of Structures. 4 Units.
Stresses and strains. Torsion. Bending. Beam deflection. Shear force and moment distributions in beams. Yielding and buckling of columns. Combined
loading. Transformation of stresses and strain. Yielding criteria. Finite elements analysis of frames. Dynamic of two-bar truss.
(Design units: 2)
Prerequisite: (ENGRCEE 30 or ENGR 30 or ENGRMAE 30) and MATH 3A.
Same as ENGR 150.
Overlaps with ENGRCEE 150.
Restriction: Aerospace Engineering, Chemical Engineering, Materials Science Engineering, and Mechanical Engineering majors have first consideration
for enrollment.
ENGRMAE 150L. Mechanics of Structures Laboratory. 1 Unit.
Experimental techniques for the measurement of mechanical properties of materials and structures. Methods for load, displacement, and strain
measurements. Tension, bending, compression tests. Determination of strength, stiffness, toughness for metals, polymers, ceramics, and composites.
Deformation of structures. Materials fee.
(Design units: 0)
Corequisite: ENGRMAE 150.
Prerequisite: ENGRMAE 30 or ENGR 30 or ENGRCEE 30.
Overlaps with ENGRCEE 150L.
Restriction: Aerospace Engineering, Materials Science Engineering, and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 151. Mechanical Engineering Design. 4 Units.
A comprehensive group design project experience that involves identifying customer needs, idea generation, reverse engineering, preliminary design,
standards, prototype development, testing, analysis, and redesign of a product involving fluid, thermal, and mechanical components. Introduces design
for manufacturing and the environment. Materials fee.
(Design units: 3)
Prerequisite: ENGRMAE 120 and ENGRMAE 145 and ENGRMAE 170.
Restriction: Seniors only. Materials Science Engineering and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 152. Introduction to Computer-Aided Engineering. 4 Units.
Elements and principles of computer-aided engineering with modern hardware and software are presented with a design focus. Case studies are used to
assist in finite-element method techniques. Not offered every year.
(Design units: 2)
Prerequisite: (ENGRMAE 150 or ENGR 150) and ENGRMAE 120.
Restriction: Materials Science Engineering and Mechanical Engineering majors have first consideration for enrollment.
756 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 757
ENGRMAE 153. Advanced BIOMEMS Manufacturing Techniques. 4 Units.
Introduction to BIOMEMS. Advanced biotechnology/biomedicine equipment based on MEMS and NEMS. Fundamentals of MEMS/NEMS sensing
techniques and the biological and physics principles involved and the preferred MEMS and NEMS manufacturing techniques.
(Design units: 0)
Concurrent with ENGRMAE 253.
ENGRMAE 155. Composite Materials and Structures. 4 Units.
Motivation for composite materials. Different classifications according to the nature of the matrix (PMC, MMC, CMC) and the reinforcement topology
(fibers, whiskers, particulates). Mechanical properties. Failure mechanisms. Designing with composite materials. Advantages and limitations of
homogenization techniques for numerical modeling.
(Design units: 0)
Prerequisite: ENGR 54 and (ENGRMAE 150 or ENGRCEE 150 or ENGR 150).
Restriction: Chemical Engineering, Civil Engineering, Materials Science Engineering, and Mechanical Engineering majors have first consideration for
enrollment.
Concurrent with ENGRMAE 255.
ENGRMAE 156. Mechanical Behavior and Design Principles. 4 Units.
Principles governing structure and mechanical behavior of materials, relationship relating microstructure and mechanical response with application
to elasticity, plasticity, yielding, necking, creep, and fracture of materials. Introduction to experimental techniques to characterize the properties of
materials. Design parameters.
(Design units: 2)
Prerequisite: ENGR 54.
Same as CBEMS 155.
Restriction: Chemical Engineering, Materials Science Engineering, and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 157. Lightweight Structures. 4 Units.
Fundamentals of torsion and bending. Analysis and design of thin-wall and composite beams. Stress analysis of aircraft components. Stiffness, strength,
and buckling. Introduction to the Finite Element method and its application to plates and shells.
(Design units: 2)
Prerequisite: ENGR 150 or ENGRCEE 150 or ENGRMAE 150.
Restriction: Aerospace Engineering, Civil Engineering, Materials Science Engineering, and Mechanical Engineering majors have frist consideration for
enrollment.
ENGRMAE 158. Aircraft Performance. 4 Units.
Flight theory applied to subsonic propeller and jet aircraft. Nature of aerodynamic forces, drag and lift of wing and fuselage, high-lift devices, level-flight
performance, climb and glide performance, range, endurance, take-off and landing distances, static and dynamic stability and control.
(Design units: 2)
Prerequisite: ENGRMAE 130A.
Restriction: Aerospace Engineering and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 159. Aircraft Design. 4 Units.
Preliminary design of subsonic general aviation and transport aircraft with emphasis on layout, aerodynamic design, propulsion, and performance.
Estimation of total weight and weight distribution, design of wings, fuselage, and tail, selection and location of engines, prediction of overall performance.
(Design units: 4)
Prerequisite: ENGRMAE 112 and ENGRMAE 136 and ENGRMAE 158.
Restriction: Aerospace Engineering and Mechanical Engineering majors have first consideration for enrollment.
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ENGRMAE 164. Air Pollution and Control. 4 Units.
Sources, dispersion, and effects of air pollutants. Topics include emission factors, emission inventory, air pollution, meteorology, air chemistry, air quality
modeling, impact assessment, source and ambient monitoring, regional control strategies.
(Design units: 2)
Prerequisite: ENGRMAE 91 and (ENGRMAE 130A or ENGRCEE 170).
Restriction: Chemical Engineering, Environmental Engineering, and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 170. Introduction to Control Systems. 4 Units.
Feedback control systems. Modeling, stability, and systems specifications. Root locus, Nyquist, and Bode methods of analysis and design.
(Design units: 2)
Prerequisite: ENGRMAE 80 and ENGRMAE 106.
Restriction: Aerospace Engineering, Civil Engineering, Materials Science Engineering, and Mechanical Engineering majors have first consideration for
enrollment.
ENGRMAE 171. Digital Control Systems. 4 Units.
Methods for analysis and design of discrete-time control systems. Z-transforms, difference equations, discrete Fourier transforms. Sampling theorem
and applications. Z-plane stability, frequency response. Digital controller design. Introduction to digital filters.
(Design units: 2)
Prerequisite: ENGRMAE 170.
Restriction: Civil Engineering and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 172. Design of Computer-Controlled Robots. 4 Units.
Students design a small robotic device and program it to exhibit sentient behaviors. The basic aspects of mechatronic design are covered, including
motor and sensor selection, control strategies, and microcomputer programming for the implementation of control paradigms.
(Design units: 3)
Corequisite: ENGRMAE 60.
Prerequisite: ENGRMAE 170.
Restriction: Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 175. Dynamics and Control of Aerospace Vehicles. 4 Units.
Equations of motion, linearization, stability derivatives, and longitudinal and lateral modes of motion. Handling qualities, sensors and actuators, and
effects of various feedbacks on stability and performance. Stability augmentation. Autopilot design.
(Design units: 3)
Prerequisite: ENGRMAE 106.
Restriction: Aerospace Engineering and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 183. Computer-Aided Mechanism Design. 4 Units.
Focuses on design of planar, spherical, and spatial mechanisms using computer algebra and graphics. Topics include exact and approximate analytical
design techniques. Students are required to use existing software (or develop new algorithms) to design various mechanisms for new applications.
(Design units: 4)
Prerequisite: MATH 3A.
Restriction: Mechanical Engineering majors have first consideration for enrollment.
758 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 759
ENGRMAE 185. Numerical Analysis in Mechanical Engineering. 4 Units.
Solution of mechanical-engineering equations by means of numerical methods. Errors in numerical analysis. Nonlinear equation and sets of equations.
Numerical differentiation and integration. Ordinary differential equations. Boundary-value problems. Partial differential equations.
(Design units: 2)
Prerequisite: ENGRMAE 10 and MATH 3D and MATH 2E.
Overlaps with MATH 105A.
Restriction: Civil Engineering and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 188. Engineering Design in Industry. 4 Units.
Principles of engineering design in the context of an industrial application. Local manufacturing firms define an engineering design project to be
completed in 10 weeks. Projects include initial brainstorming to final design, with a formal presentation.
(Design units: 4)
Repeatability: May be taken for credit 3 times.
Restriction: Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 189. Senior Project - Special Topics. 1-4 Units.
Group or individual senior project of theoretical or applied nature involving design. Materials fee.
(Design units: 1-4)
Repeatability: May be taken for credit for 12 units as topics vary.
Restriction: Seniors only. Mechanical Engineering majors only.
ENGRMAE 193. Topics in MAE Design. 1-4 Units.
Provides early-stage design/hands-on experience for upper-division students, and allows them to participate in senior design projects course
ENGRMAE 189.
(Design units: 1)
Repeatability: May be taken for credit for 12 units as topics vary.
Restriction: Aerospace Engineering and Mechanical Engineering majors have first consideration for enrollment.
ENGRMAE 195. Seminars in Engineering. 1-4 Units.
Seminars by individual faculty in major fields of interest. Materials fee.
(Design units: 1-4)
Repeatability: Unlimited as topics vary.
ENGRMAE 198. Group Study. 1-4 Units.
Group study of selected topics in Aerospace and Mechanical Engineering.
(Design units: 1-4)
Repeatability: May be repeated for credit unlimited times.
Restriction: Upper-division students only.
ENGRMAE 199. Individual Study. 1-4 Units.
For undergraduate Engineering majors in supervised but independent reading, research, or design. Students taking individual study for design credit are
to submit a written paper to the instructor and to the Undergraduate Student Affairs Office in the School of Engineering.
(Design units: 1-4)
Repeatability: May be taken for credit for 8 units.
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760 The Henry Samueli School of Engineering
ENGRMAE 199P. Individual Study. 1-4 Units.
For undergraduate Engineering majors in supervised but independent reading, research, or design. Students taking individual study for design are to
submit a written paper to the instructor and to the Undergraduate Student Affairs Office in the School of Engineering.
(Design units: 1-4)
Grading Option: Pass/no pass only.
Repeatability: May be repeated for credit unlimited times.
ENGRMAE 200A. Engineering Analysis I. 4 Units.
Linear algebra, including vector spaces, matrices, linear systems of equations, least squares, and the eigenvalue problem. Ordinary differential
equations, including analytical and numerical solution methods, stability, and phase portraits.
Restriction: Graduate students only.
ENGRMAE 200B. Engineering Analysis II. 4 Units.
Review of ordinary differential equations, including Bessel and Legendre functions. Partial differential equations, including the diffusion equation,
Laplace's equation, and the wave equation. Fourier series, Fourier and Laplace transforms and their applications.
Restriction: Graduate students only.
ENGRMAE 205. Perturbation Methods in Engineering. 4 Units.
Asymptotic Expansions of integrals. Regular and singular perturbations. Perturbation methods for ordinary and partial differential equations. Matched
asymptotic expansions. Multiple-scale asymptotic expansion schemes. Not offered every year.
Prerequisite: ENGRMAE 200A and ENGRMAE 200B or knowledge of linear differential equations.
Restriction: Graduate students only.
ENGRMAE 206. Nonlinear Optimization Methods. 4 Units.
Numerical methods for constrained and unconstrained optimization. Necessary and sufficient conditions for optimimality. Conjugate gradient, variable
metric algorithms. Gradient projection, penalty functions, and Lagrange methods. Not offered every year.
Prerequisite: ENGRMAE 200A.
Restriction: Graduate students only.
ENGRMAE 207. Methods of Computer Modeling in Engineering and the Sciences. 4 Units.
Unified introduction to finite volume, finite element, field-boundary element, meshless, primal, dual, and mixed methods. Nonlinear problems posed by
ordinary as well as partial differential equations. Computer implementations and comparisons of accuracy and convergence.
Restriction: Graduate students only.
ENGRMAE 210. Advanced Fundamentals of Combustion. 4 Units.
Premixed, nonpremixed, and heterogenous reactions, with emphasis on kinetics, thermal ignition, turbulent flame propogation, detonations, explosions,
flammability limits, diffusion flame, quenching, flame stabilization, and particle and spray combustion. Not offered every year.
Prerequisite: ENGRMAE 224 or ENGRMAE 230B.
Restriction: Graduate students only.
ENGRMAE 212. Engineering Electrochemistry: Fundamentals and Applications. 4 Units.
Introduction to engineering electrochemistry fundamentals and applications. Examine thermodynamics and transport principles in typical electrochemical
systems. Electrochemical sensors, batteries, fuel cells, and supercapacitors. Manufacturing aspects will also be covered.
Restriction: Graduate students only.
ENGRMAE 213. Electric Propulsion. 4 Units.
Space propulsion requirements and maneuvers, stressing those best suited to electric propulsion. An introduction to plasma physics. Electrothermal,
electromagnetic and electrostatic accelerators, with emphasis in technologies (ion engines, Hall thrusters and colloidal thrusters) belonging to the latter
family.
Restriction: Graduate students only.
Concurrent with ENGRMAE 113.
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University of California, Irvine 2016-2017 761
ENGRMAE 214A. Fuel Cell Fundamentals and Technology. 4 Units.
Introduction to electrochemistry and electrocatalysis; nature of fuel-cell electrodes and electrolytes; charge transfer reactions at interfaces;
charge transport and mass transport processes; fuel processing reactions; determination of fuel cell efficiency, fuel flexibility, emissions and other
characteristics.
Restriction: Graduate students only.
Concurrent with ENGRMAE 114
ENGRMAE 214B. Fuel Cell Systems and Degradation. 4 Units.
Fuel cell systems design; impacts of operating conditions; experimental and theoretical analysis methods for fuel cells systems; introduction to
degradation mechanisms and mitigation techniques; provides broad insight into fuel-cell science, technology, system design and operation. Offered
every other year.
Prerequisite: ENGRMAE 214A.
Restriction: Graduate students only.
ENGRMAE 214C. PEM Fuel Cells . 4 Units.
An in-depth introduction to the fundamentals of PEM fuel cells, including thermodynamics, kinetics, and transport in electrochemical systems. Topics of
specific interest to mechanical engineers will include water/heat management and dynamic responses.
Prerequisite: ENGRMAE 214A.
Restriction: Graduate students only.
ENGRMAE 215. Advanced Combustion Technology. 4 Units.
Pollutant formation and experimental methods. Formation of gaseous pollutants and soot; transformation and emission of fuel contaminants in gas,
liquid, and solid fuel combustion; methods employed to measure velocity, turbulence intensity, temperature, composition, particle size; methods to
visualize reacting flows.
Prerequisite: ENGRMAE 200A and (ENGRMAE 230A or ENGRMAE 270A).
Restriction: Graduate students only.
ENGRMAE 216. Statistical Thermodynamics. 4 Units.
Statistics of independent particles, development of quantum mechanical description of atoms and molecules, application of quantum mechanics,
evaluation of thermodynamics properties for solids, liquids, and gases, statistical mechanics of dependent particles (ensembles).
Restriction: Graduate students only.
ENGRMAE 217. Generalized Thermodynamics. 4 Units.
Generalized thermodynamics develops the laws of continuum thermodynamics from a set of plausible and intuitive postulates. The postulates are
motivated qualitatively by a statistical description of matter and are justified by a posterior success for the resulting theory.
Restriction: Graduate students only.
ENGRMAE 218. Sustainable Energy Systems. 4 Units.
Basic principles, design and operation of sustainable energy systems including wind, solar photo-voltaic and thermal, hydroelectric, geothermal, oceanic,
biomass combustion, advanced coal and next generation nuclear. Includes power generation, storage, and transmission for stationary power generation.
Restriction: Graduate students only.
Concurrent with ENGRMAE 118.
ENGRMAE 220. Conduction Heat Transfer. 4 Units.
Steady state and transient conduction heat transfer in one- and multi-dimensional geometries. Analytical methods, exact and approximate. Numerical
techniques are also included.
Restriction: Graduate students only.
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ENGRMAE 221. Convective Heat and Mass Transfer. 4 Units.
Laminar and turbulent convective heat and mass transfer in external and internal flows. Forced and free convection. Exact and approximate solutions.
Similarity solutions. Variable properties. Concentration boundary layer theory. Mass transfer conductance.
Prerequisite: ENGRMAE 230B.
Restriction: Graduate students only.
ENGRMAE 222. Radiative Heat Transfer. 4 Units.
Black body radiation. Radiative transport equations for surfaces separated by non-participating media. Radiant energy transfer through absorbing,
emitting, and scattering media. Radiation-conduction interaction. Radiation-convection interaction. Introduction to finite-difference solutions.
Restriction: Graduate students only.
ENGRMAE 223A. Numerical Methods in Heat, Mass, and Momentum Transport (Laminar Flows) I. 4 Units.
Introduction to the discretization of various types of partial differential equations (parabolic, elliptic, hyperbolic). Finite-volume discretization for one- and
two-dimensional flows. Use of a two-dimensional elliptic procedure to predict sample laminar flows.
Prerequisite: Prerequisite or corequisite: ENGRMAE 230A.
Restriction: Graduate students only.
ENGRMAE 223B. Numerical Methods in Heat, Mass, and Momentum II. 4 Units.
Introduction to turbulence. Reynolds-averaging of Navier-Stokes equations. Second-order closure of the average equations. Use of two-dimensional
elliptic procedure to predict confined turbulent flows. Not offered every year.
Prerequisite: ENGRMAE 223A.
Restriction: Graduate students only.
ENGRMAE 224. Advanced Transport Phenomena. 4 Units.
Fundamentals of transport phenomena in fluid (gas and liquid), solid, and nano systems. Conservation equations, fundamentals of diffusion, ion
transport, dispersion in turbulent/laminar flows, absorption, differential/staged distillation, transport in membranes, and nano/microscale transport
phenomena. Not offered every year.
Restriction: Graduate students only.
ENGRMAE 226. Special Topics in Fluid and Thermal Sciences. 1-4 Units.
Special topics of current interest in fluid mechanics, heat and mass transfer, multiphase flows, or combustion. Emphasis could be placed on theory,
computational methods, or experimental techniques.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
ENGRMAE 230A. Inviscid Incompressible Fluid Mechanics I. 4 Units.
Equations of motion. Vector notation. Flow kinematics. Potential flow and complex potential. Vorticity and circulation. Bernoulli's theorem. Crocco's
theorem. Conformal, Joukowski, and Schwarz-Christoffel transformations.
Restriction: Graduate students only.
ENGRMAE 230B. Viscous Incompressible Fluid Mechanics II. 4 Units.
Review of mass, momentum, energy equations. Stress tensor, constitutive relations. Laminar flows. Stokes and Oseen flows. Self-similarity. Boundary
layer theory: thin-layer approximation, Falkner-Skan, Blasius solutions, integral methods. Jet, wake, cavity flows. Introduction to turbulence: instability,
Reynolds averaging, mixing length.
Restriction: Graduate students only.
ENGRMAE 230C. Compressible Fluid Dynamics. 4 Units.
One-dimensional unsteady flow; Riemann invariants, acoustics, shock tube. Two-dimensional flow: shock polars, linear theory, similarity rules, method of
characteristics. Three dimensional flow: slender-body theory. Effects of viscosity and conductivity: laminar boundary layer, Crocco-Busemann relations.
Prerequisite: ENGRMAE 230A or ENGRMAE 230B.
Restriction: Graduate students only.
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ENGRMAE 230D. Theoretical Foundations of Fluid Mechanics. 4 Units.
Well-posed problems and boundary, initial, and interface conditions; strong and weak solutions. Similarity, perturbation theory and limit behavior,
bifurcations. Dispersive and nondispersive wave propagation, acoustics, ship waves, internal gravity waves, water waves. Vortices: mutual interactions
and stability. Jets, wakes, cavities.
Prerequisite: ENGRMAE 230A and ENGRMAE 230B.
Restriction: Graduate students only.
ENGRMAE 231. Fundamentals of Turbulence. 4 Units.
Phenomenon of turbulence. Reynolds equations. Dynamics of turbulence. Free turbulent shear flows. Wall-bounded turbulent shear flows. Turbulent
transport of scalar quantities. Spectral dynamics. Mathematical models of turbulence.
Prerequisite: ENGRMAE 230A and ENGRMAE 230B.
Restriction: Graduate students only.
ENGRMAE 233. Turbulent Free Shear Flows. 4 Units.
Practical and theoretical aspects of turbulent free shear flows. Instability, global scaling laws, mixing, and noise generation in incompressible and
compressible shear layers, jets, and wakes. Kelvin-Helmholtz instability, near- and far-field growth rates, effect of compressibility, aeroacoustics of jets.
Prerequisite: ENGRMAE 200B and ENGRMAE 230A and ENGRMAE 230B.
Restriction: Graduate students only.
ENGRMAE 236. Nonequilibrium Gas Dynamics. 4 Units.
Molecular description of fluid flow. Boltzmann equation. Chapman-Enskog expansion for flows with translational nonequilibrium. Shock structure. Inviscid
flows with chemical and vibrational nonequilibrium. Not offered every year.
Prerequisite: ENGRMAE 230C.
Restriction: Graduate students only.
ENGRMAE 237. Computational Fluid Dynamics. 4 Units.
Mathematical, physical, and computational fundamentals of computational fluid dynamics, numerical methods for solving the Euler and Navier-Stokes
equations. Topics include: finite-difference and finite-volume discretization, time marching methods, von Neumann analysis, upwinding, flux splitting,
TVD, and other high-resolution shock-capturing schemes.
Prerequisite: ENGRMAE 230C.
Restriction: Graduate students only.
ENGRMAE 238. Experimental Fluid Dynamics. 4 Units.
Concepts and techniques for measurement of fluid motion. Quantitative and qualitative flow visualization. Flow facilities, shadowgraph, schlieren,
interferometer, thermal anemometer. Laser diagnostics, fluorescence, Rayleigh, Raman, Mie scattering. Laser-Doppler, particle-image, and image-
correlation velocimetry. Three- and four-dimensional digital imaging.
Prerequisite: ENGRMAE 230A and ENGRMAE 230B.
Restriction: Graduate students only.
ENGRMAE 241. Dynamics. 4 Units.
Kinematics and dynamics of three-dimensional motions. Lagrange's equations, Newton-Euler equations. Applications include robot systems and
spinning satellites.
Restriction: Graduate students only.
ENGRMAE 242. Robotics. 4 Units.
Spatial rigid-body transformations. Forward and inverse kinematics. Jacobian of serial and parallel chains. Screw coordinates and transformations. Rate
and static analyses using screw theory. Singularity analysis. Trajectory generation. Not offered every year.
Restriction: Graduate students only.
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ENGRMAE 243. Spaceflight Mechanics. 4 Units.
Accurate force modeling; spacecraft trajectory design problem; two-body dynamics; Lambert problem; orbit perturbations and maintenance; applications
to Earth and Moon missions; gravity assists and three-body dynamics; applications to Moon, Mars, interplanetary missions; libration point missions and
dynamical system theory methods.
Restriction: Graduate students only.
ENGRMAE 244. Theoretical Kinematics. 4 Units.
Spatial rigid body kinematics is presented with applications to robotics. Orthogonal Matrices, Rodrigues' formula, Quaternions, Plucker coordinates,
screw theory, and dual numbers are studied using modern projective geometry and multi-linear algebra. Applications include trajectory planning, inverse
kinematics, and workspace analysis.
Restriction: Graduate students only.
ENGRMAE 245. Spatial Mechanism Design. 4 Units.
Fundamental kinematic theory required for planar, spherical, and spatial mechanism design. The focus is on algebraic methods for the exact solution of
constraint equations. Not offered every year.
Restriction: Graduate students only.
ENGRMAE 247. Micro-System Design. 4 Units.
Covers the fundamentals of the many disciplines needed for design of Micro-Electro-Mechanical Systems (MEMS): microfabrication technology,
structural mechanics on micro-scale, electrostatics, circuit interface, control, computer-aided design, and system integration.
Same as EECS 278.
Restriction: Graduate students only.
ENGRMAE 249. Micro-Sensors and Actuators. 4 Units.
Introduction to the technology of Micro-Electro-Mechanical Systems (MEMS). Fundamental principles and applications of important microsensors,
actuation principles on microscale. Introduction to the elements of signal processing; processing of materials for micro sensor/actuator fabrication; smart
sensors and microsensor/microactuator array devices.
Same as EECS 279.
Restriction: Graduate students only.
ENGRMAE 250. Biorobotics. 4 Units.
Sensors, actuators, and neural circuits for biological movement control from an engineering perspective. Current approaches to robotic and mechatronic
devices that support and enhance human movement in health and following neurologic injuries like stroke and spinal cord injury.
Restriction: Graduate students only.
ENGRMAE 252. Fundamentals of Microfabrication. 4 Units.
Introduces Engineering and Science students to the science of miniaturization. Different options to make very small machines (micro and nano size) are
reviewed, materials choices are discussed, scaling laws are analyzed, and many practical applications are listed.
Restriction: Graduate students only.
ENGRMAE 253. Advanced BIOMEMS Manufacturing Techniques. 4 Units.
Introduction to BIOMEMS. Advanced biotechnology/biomedicine equipment based on MEMS and NEMS. Fundamentals of MEMS/NEMS sensing
techniques and the biological and physics principles involved and the preferred MEMS and NEMS manufacturing techniques.
Restriction: Graduate students only.
Concurrent with ENGRMAE 153.
ENGRMAE 254. Mechanics of Solids and Structures. 4 Units.
Finite deformation kinematics; stress and strain measures; invariance in solid mechanics; objective rates; constitutive theory of elastic and inelastic
solids; rate formulations; computational approaches; theories of plates and shells; applications to aerospace vehicles.
Restriction: Graduate students only.
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ENGRMAE 255. Composite Materials and Structures. 4 Units.
Motivation for composite materials. Different classifications according to the nature of the matrix (PMC, MMC, CMC) and the reinforcement topology
(fibers, whiskers, particulates). Mechanical properties. Failure mechanisms. Designing with composite materials. Advantages and limitations of
homogenization techniques for numerical modeling.
Restriction: Graduate students only.
Concurrent with ENGRMAE 155.
ENGRMAE 258. Mechanical Behavior of Solids - Continuum Theories. 4 Units.
Presents a continuum, macroscopic view of deformation and failure of solids. Covers elasticity, plasticity, visco-elasticity, visco-plasticity, fracture and
fatigue. Topics include discussions of physical behavior, mathematical formalism and measurement techniques.
Prerequisite: ENGRMAE 254.
Restriction: Graduate students only.
ENGRMAE 259. Mechanical Behavior of Solids - Atomistic Theories. 4 Units.
Presents atomistic mechanisms that control mechanical behavior of materials. Covers plasticity, dislocation theory, strengthening mechanisms, high-
temperature diffusion and gain boundary sliding, shear localization, void formation, ductile rupture, brittle fracture and fatigue.
Restriction: Graduate students only.
ENGRMAE 260. Current Issues Related to Tropospheric and Stratospheric Processes. 4 Units.
Examination of current issues related to the atmosphere, including energy usage; toxicology; effects on humans, forests, plants, and ecosystems;
particulate matter (PM10); combustion; modeling and meteorology; airborne toxic chemicals and risk assessment; application of science to development
of public policies.
Prerequisite: ENGRMAE 261 or CHEM 245 or EARTHSS 240.
Same as CHEM 241.
Restriction: Graduate students only.
ENGRMAE 261. Air Quality Modeling. 4 Units.
Fundamental principles necessary to understand the dynamics of air pollutants. Derivation and description of mathematical techniques for the numerical
solution of the atmospheric equation. Formulation and development of air quality models. Not offered every year.
Prerequisite: ENGRMAE 230A and ENGRMAE 230B.
Restriction: Graduate students only.
ENGRMAE 270A. Linear Systems I. 4 Units.
Input-output and state-space representations of continuous-time linear systems. State transition matrices, Controllability and observability. Irreducible
realizations. State feedback and observer design.
Restriction: Graduate students only.
ENGRMAE 270B. Linear Systems II. 4 Units.
Advanced topics in linear systems: bases, linear operator representations, and Jordan forms. Review of dynamical systems, and stability. Time-varying
systems, discrete-time representations, and multi-input/multi-output systems. Introduction to continuous and discrete time linear regulator (LQR)
problems. Not offered every year.
Prerequisite: ENGRMAE 270A.
Restriction: Graduate students only.
ENGRMAE 272. Robust Control Theory. 4 Units.
Methods for control design of systems with uncertainty. Feedback stability and small gain theorem. Multivariable stability margins and multiplier theory.
H-infinity-optimal control, linear matrix inequalities. Not offered every year.
Prerequisite: ENGRMAE 270A.
Restriction: Graduate students only.
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ENGRMAE 273. Control of Robot Systems. 4 Units.
Dynamic analysis and control system design of open- and closed-chained mechanisms. Methods for real time control of nonlinear systems. Lyapunov
Stability. Advanced motion planning algorithms. Not offered every year.
Prerequisite: ENGRMAE 270A and ENGRMAE 241.
Restriction: Graduate students only.
ENGRMAE 274. Optimal Control. 4 Units.
Principles and methods of optimal control. Topics include: objectives and issues in controlling nonlinear systems; linear variational and adjoint equations;
optimality conditions via variational calculus, maximum principle, and dynamic programming; solution methods; applications to control of robots and
aerospace vehicles.
Restriction: Graduate students only.
ENGRMAE 275. Nonlinear Feedback Systems. 4 Units.
Advanced tools for feedback control system analysis and synthesis. Norms, operators, Lp spaces, contraction mapping theorem, Lyapunov techniques
along with their extensions. Circle criterion positivity and passivity. Applications to nonlinear control methods, such as sliding mode or adaptive
techniques.
Prerequisite: ENGRMAE 270B.
Restriction: Graduate students only.
ENGRMAE 276. Geometric Nonlinear Control. 4 Units.
Using the mathematics of differential geometry, a number of the concepts and results of linear systems theory have been extended to nonlinear
systems. Describes these extensions and illustrate their use in nonlinear system analysis and design. Not offered every year.
Prerequisite: ENGRMAE 200A and ENGRMAE 270A.
Restriction: Graduate students only.
ENGRMAE 277. Introduction To Neural Control Systems. 4 Units.
Basic models and learning rules of artificial neural networks: perceptrons, multilayer neural networks and backpropagation, support vector machines,
radial basis functions networks, CMAC networks. Introduction to Regularization and Statistical learning theory. Neural networks in system identification
and control.
Restriction: Graduate students only.
ENGRMAE 278. Estimation Techniques for Tracking and Navigation. 4 Units.
Fixed bearing navigation, least squares, uncertainty modeling, minimum variance and maximum likelihood, covariance analysis and filter efficiency,
GPS, orbit determination, Gauss-Markov models, inertial navigation, Kalman filters, Fokker-Planck and Kushner equations, nonlinear-filters.
Prerequisite: ENGRMAE 200A and ENGRMAE 270A.
Restriction: Graduate students only.
ENGRMAE 279. Special Topics in Mechanical Systems. 4 Units.
Selected topics of current interest in mechanical systems. Topics include robotics, kinematics, control, dynamics, and geometric modeling.
Prerequisite: ENGRMAE 270A and ENGRMAE 241.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
ENGRMAE 284. Fundamentals of Experimental Design. 4 Units.
Fundamentals and principles of statistical experimental design and analysis. Emphasis addresses understanding and use of designed experiments,
response surfaces, linear regression modeling, process optimization, and development of links between empirical and theoretical models. Not offered
every year.
Restriction: Graduate students only.
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ENGRMAE 294. Master of Science Thesis Project. 4 Units.
Tutorial in which masters-level students taking the comprehensive examination option undertake a masters-level research project.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
ENGRMAE 295. Special Topics in Mechanical and Aerospace Engineering. 1-4 Units.
Special topics by individual faculty in major fields of interest.
Repeatability: Unlimited as topics vary.
ENGRMAE 296. Master of Science Thesis Research. 1-16 Units.
Individual research or investigation conducted in the pursuit of preparing and completing the thesis required for the M.S. in Engineering.
Repeatability: May be repeated for credit unlimited times.
ENGRMAE 297. Doctor of Philosophy Dissertation Research. 1-16 Units.
Individual research or investigation conducted in the pursuit of preparing and completing the dissertation required for the Ph.D. in Engineering.
Repeatability: May be repeated for credit unlimited times.
ENGRMAE 298. Seminars in Mechanical and Aerospace Engineering. 1 Unit.
Presentation of advanced topics and reports of current research efforts in mechanical engineering. Required of all graduate students in mechanical
engineering.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
ENGRMAE 299. Individual Research. 1-16 Units.
Individual research or investigation under the direction of an individual faculty member.
Repeatability: May be repeated for credit unlimited times.
Restriction: Consent of instructor to enroll
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768 School of Humanities
School of Humanities
On This Page:
• Overview
• Humanities Degrees
• Honors at Graduation
• Humanities Commons
• Humanities Studio and Computing Facility
• Humanities Out There (H.O.T. ) Program
• Dr. Samuel M. Jordan Center for Persian Studies and Culture
Georges Van Den Abbeele, Dean
143 Humanities Instructional Building
Undergraduate Counseling: 949-824-5132
Graduate Counseling: 949-824-4303
http://www.humanities.uci.edu/
Overview
The School of Humanities promotes practical liberal arts for the 21st century. The School is internationally recognized for its outstanding programs in the
main areas of humanistic inquiry: history; languages; philosophy; and literature, film, and the arts. With a faculty whose distinctions include two Pulitzer
Prizes and numerous other national and international awards, the School offers 22 majors and 35 minors that include those in traditional disciplines,
languages other than English, and interdisciplinary areas of study.
The core educational mission of the humanities is imparting to students tools of analysis that will allow them to understand, describe, and explain the
world around them in a critical context. A liberal arts education in the humanities prepares students to examine a variety of written and visual forms and
to communicate effectively. All Humanities students are introduced to writing, philosophy, history, visual culture, literature, and a language other than
English. Students in Humanities majors are given the opportunity to conduct an intensive conversation with the traditions, both past and present; and as
a result, develop the ability to understand and make sense of other people and their cultures. Humanistic inquiry equips students to enter the world as
globally thinking citizens.
Because language is the humanist’s essential tool and the traditional medium of historical record, philosophical speculation, and literary creation and
criticism, the School of Humanities places special emphasis on language and training in composition. The School offers programs in more than a dozen
languages other than English. The serious study of language other than English is crucial to fostering critical thinking, objective self-reflection, and
international awareness. The distinguished programs in creative writing, literary journalism, and the Program in Academic English/English as a Second
Language are housed in Humanities. Humanities Core integrates the multi-disciplinary study of the humanities along with lower-division writing for
majors who enter as freshmen.
Interdisciplinary study is an essential feature of the Humanities Honors Program as well as of many of the School's undergraduate degree programs.
Examples of undergraduate programs located in Humanities that cut across disciplinary boundaries are the majors in Global Cultures, Global Middle
East Studies, and Religious Studies, and the interdisciplinary minors in Archaeology, Latin American Studies, and Medical Humanities.
Students majoring in the humanities are particularly well-prepared for careers in all fields that rely on analysis, judgment, and argument. Humanities
students have moved into business, medicine, the law, education, politics, public policy, academia, and journalism. Employers in all sectors increasingly
request college graduates who can communicate effectively across cultures, think critically, and have the ability to learn and adapt on the job. Employers
can provide a specific form of technical training, but the School of Humanities provides the thinking and writing skills, as well as the social and emotional
intelligence that allow graduates to excel in a wide range of professions.
Degrees
African American Studies B.A.
Art History B.A., M.A.
Asian American Studies B.A.
Chinese Studies B.A.
Classics B.A., M.A., Ph.D.
Comparative Literature B.A., M.A., Ph.D.
Culture and Theory M.A., Ph.D.
East Asian Cultures B.A.
768 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 769
East Asian Languages and Literatures M.A., Ph.D.
English B.A., M.A., M.F.A., Ph.D.
European Studies B.A.
Film and Media Studies B.A.
French B.A.
Gender and Sexuality Studies B.A.
German M.A., Ph.D.
German Studies B.A.
Global Cultures B.A.
Global Middle East Studies B.A.
History B.A., M.A., Ph.D.
Japanese Language and Literature B.A.
Korean Literature and Culture B.A.
Literary Journalism B.A.
Philosophy B.A., M.A., Ph.D.
Religious Studies B.A.
Spanish B.A., M.A., Ph.D.
Visual Studies M.A., Ph.D.
Honors at Graduation
Campus criteria for honors at graduation are described in the Division of Undergraduate Education section under Honors Recognition. In addition to
campus criteria, the School of Humanities uses cumulative GPA as the criterion for the awarding of Honors at Graduation. The official designation of
Honors on the diploma and transcript will be based upon the candidate’s cumulative GPA and total units completed at the end of the final quarter.
Humanities Commons
Julia R. Lupton, Associate Dean for Research
1110 Humanities Gateway; 949-824-1662
http://www.humanities.uci.edu/commons/; [email protected] ( [email protected])
UCI’s Humanities Commons explores the scope of human experience by supporting faculty and graduate student scholarship, engaging in collaborative
projects, and providing opportunities for campus-public partnerships. The Humanities Commons provides small grants to School of Humanities faculty
for research expenses, conference programming, publication subvention, and conference travel. School of Humanities graduate students can apply for
funding for dissertation research and for presenting collaborative conferences. In addition to serving as a liaison and coordinator for cross-campus and
multi-campus projects, the Humanities Commons builds partnerships that engage the School of Humanities with community organizations and public
institutions.
Humanities Studio and Computing Facility
The Humanities Studio/Academic Resources & Technology (formerly Humanities Instructional Resource Center) and the Humanities Computing Facility
(HCF) share space in Humanities Hall and provide comprehensive technology support for instruction, research, and faculty and staff development.
The Humanities Studio services and facilities include video and audio libraries, and audiovisual equipment. HCF includes the computer labs, fee-based
laser printing, support for wireless networking in the Humanities quad, and computing consultation. Both facilities provide technology-related research
and development assistance for faculty, and both graduate and undergraduate students. HCF houses two PC labs, one Macintosh lab, and one drop-
in lab (with both Macs and PCs). The facility has more than 100 stations. HCF also provides a wide range of computer services (scanning, document
conversion, workshops, and more).
Both HCF and Humanities Studio labs provide a wide variety of instructional resources such as multimedia applications and development stations,
foreign language word processing, Web browsing (including support for non-Roman alphabets), language learning materials, among others. The labs
are available to Humanities students, instructors, and staff for class instruction and drop-in purposes.
Thanks to a partnership between Graham Arader and Georges Van Den Abbeele, Dean of the School of Humanities, Humanities Studio is currently
home to $1 million worth of historic art from Arader's historic art collection. The art is available for viewing throughout the Humanities Studio. The artwork
features natural history watercolors, woodcuts, engravings, lithographs, chromolithographs, and maps dating from the 16th to 19th centuries.
Arader has devoted more than four decades to building a comprehensive gallery of natural history artwork, including hand-colored aquatints and
lithographs by John James Audubon and other important ornithological, zoological, and botanical artists. Arader has confirmed that Audubon’s works
continue to be his most sought-after pieces. For more information, or to schedule an art-viewing in advance, please contact the Operations Manager of
Humanities Studio, at 949-824-6344.
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Additional information may be obtained by visiting the Humanities Studio website (http://www.humanities.uci.edu/hirc), the HCF Computer Consulting
Office, 4000 Humanities Gateway, 949-824-7609, or the Humanities Studio main offices, 269 Humanities Hall, 949-824-6344.
Humanities Out There (H.O.T.) Program
Humanities Commons, Humanities Gateway 1st Floor
949-824-1948
H.O.T. is an outreach program between UCI’s School of Humanities and local cultural institutions, such as public libraries and museums. The program
consists of a quarterly series of pedagogical and public humanities training sessions. Undergraduate students in the program volunteer at the quarter’s
chosen field site, supervised by faculty and advanced graduate students in the humanities.
Requirements for undergraduates include attending at least five training sessions at UCI; attending at least two workshops in the field; weekly electronic
journal entries; and a three- to five-page paper with an academic focus. Undergraduates can earn two or four units of H.O.T. credit each quarter through
HUMAN 195.
Dr. Samuel M. Jordan Center for Persian Studies and Culture
Touraj Daryaee, Director
1110 Humanities Gateway
949-824-3638
http://www.humanities.uci.edu/persianstudies/
[email protected] ( [email protected])
The Samuel Jordan Center for Persian Studies and Culture is devoted to the study of Iran and the Persianate world. Drawing on the strengths of the
entire campus, the Center focuses on interdisciplinary research projects that bridge the arts, humanities, engineering, medicine, and the sciences. The
Center sponsors events such as lectures, performances, and film screenings that draw a campus and community audience throughout the year.
Courses, including language, literature, history, music, and culture at the undergraduate and graduate levels, are the backbone of the Center’s academic
and pedagogical mission. These academic courses are offered by affiliated faculty and administered by different units. The Humanities Language
Learning Program offers courses on Persian language. Courses in ancient, medieval, and modern Persian history are administered by the Department
of History. Courses on modern Persian literature and the literature of Iranian diaspora are offered through the Department of Comparative Literature.
And courses on Persian music are housed within the Department of Music. A list of courses and information on the Persian Studies minor is available on
the minor’s website (http://www.humanities.uci.edu/persianstudiesminor).
Requirements for the Bachelor’s Degree
All students must meet the University Requirements.
School Requirements
1. Satisfactory completion of HUMAN 1A-HUMAN 1AS-HUMAN 1B-HUMAN 1BS-HUMAN 1C-HUMAN 1CS taken for letter grades in the freshman
year.
Transfer students in all majors in the School of Humanities may substitute for the Humanities Core appropriate course work as described on the
School of Humanities website (http://www.humanities.uci.edu/undergrad/academics/core.php). No overlap is permitted between the Humanities Core
substitution and a student’s departmental/major requirements.
2. College-level course work equivalent to UCI’s sixth quarter of study (2C level, or for Latin or Greek, one 103 and one 104, or two 103s or 104s) in
a language other than English or equivalent competence. The final course must be taken for a letter grade and passed with a grade of C or better.
NOTE: Please refer to the course listings in the Catalogue (http://catalogue.uci.edu/allcourses/) for information regarding required prerequisites for
the 2C level language courses, or Latin or Greek 103 or 104.
Unless otherwise specified, courses taken to satisfy major, minor, and school requirements must be a minimum of 4 units each. Unless otherwise
specified, no more than one independent or directed group study course may be petitioned toward major or minor requirements. Unless otherwise
specified, all courses taken to satisfy major and school requirements must be taken for a letter grade.
Quarterly consultation with a faculty advisor is recommended.
Maximum Overlap Between Major Requirements: In fulfilling degree requirements for multiple majors, a maximum of two courses may overlap
between any two majors.
Maximum Overlap Between Major and Minor Requirements: In fulfilling minor requirements, a maximum of two courses may overlap between a
major and a minor. No course overlap is permitted between minors.
Normal Progress in the Major: School of Humanities majors are expected to take at least one course required for their major program each quarter as
well as make progress toward the completion of the School’s language other than English requirement.
School Residence Requirement: At least five upper-division courses required for each major must be completed successfully at UCI. Completion
of a minor program is optional; however, for certification in a minor, at least four upper-division courses required for the minor must be completed
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successfully at UCI. See individual major and minor requirements for specific courses and how participation in the Education Abroad Program (EAP) can
affect the residence requirement. Exceptions are considered on a case-by-case basis and decided in consultation between the appropriate department
or faculty member and the Associate Dean of Humanities for Curriculum and Student Affairs.
Internship Policy. In most cases, Humanities students are not allowed to earn credit for off-campus internships. However, if a department or program
determines that the internship is academically appropriate and promotes the student’s academic goals, the student may take the internship as
Independent Study and unit credit will be given. The sponsoring department or program and the instructor will in all cases require a substantial academic
product, such as a paper, growing out of the internship.
A student who wishes to seek approval for an off-campus internship and earn course credit must file an Independent Study form with the department/
program of the sponsoring faculty. A student who wishes to apply approved credit toward degree requirements, other than elective units, must also
petition for approval from the Humanities Undergraduate Study Office, prior to beginning the internship.
UCI approved internship courses are applied to major requirements as specified by individual major requirements.
Change of Major. Students who wish to change their major to one offered by the School of Humanities should contact the Humanities Undergraduate
Counseling Office for information about change-of-major requirements, procedures, and policies. Information is also available at the UCI Change of
Major Criteria website (http://www.changeofmajor.uci.edu).
Undergraduate Programs
The following majors are offered:
African American Studies, B.A.
Art History, B.A.
Asian American Studies, B.A.
Chinese Studies, B.A.:
Classics, B.A.
Comparative Literature, B.A.
East Asian Cultures, B.A.
English, B.A.
European Studies, B.A.
Film and Media Studies, B.A.
French, B.A.
Gender and Sexuality Studies B.A.
German Studies, B.A.
Global Middle East Studies, B.A.
Global Cultures, B.A.
History, B.A.
Japanese Language and Literature, B.A.
Korean Literature and Culture, B.A.
Literary Journalism, B.A.
Philosophy, B.A.
Religious Studies, B.A.
Spanish, B.A.
The following minors are offered:
African American Studies
Archaeology
Art History
Asian American Studies
Asian Studies
Chinese Language and Literature
Chinese Studies
Classical Civilization
Comparative Literature
English
European Studies
Film and Media Studies
French
Gender and Sexuality Studies
German Studies
Global Cultures
Global Middle East Studies
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Greek
History
Humanities and Law
Italian Studies
Japanese Language and Literature
Japanese Studies
Jewish Studies
Korean Literature and Culture
Latin
Latin American Studies
Literary Journalism
Medical Humanities
Persian Studies
Philosophy
Queer Studies
Religious Studies
Russian Studies
Spanish
Humanities Undergraduate Study
James D. Herbert, Associate Dean for Curriculum and Student Services
143 Humanities Instructional Building
949-824-5132
http://www.humanities.uci.edu/undergrad/
The academic counselors in the Humanities Undergraduate Counseling Office, located in 143 Humanities Instructional Building, help all students in
planning a program of study. Transfer students in particular need to consult an academic counselor to determine major requirements. Students who
expect to pursue graduate study also should consult with appropriate faculty members to ensure proper preparation.
The academic counselors assist freshmen and sophomores who are interested in the humanities but who have not chosen a major in the School.
They are especially knowledgeable about University regulations, requirements in and outside the School, course content, options to major, and other
matters that may present difficulties. For the first two years, students in Humanities are encouraged to explore the various disciplines represented in the
School. During that time the academic counselors are prepared to help the undeclared student keep options to a major open, plan a coherent program of
humanistic study, and reach an eventual decision about the major.
Generally each major stipulates a one-year course that is both an introduction to the discipline and a prerequisite to the major itself. Students who plan
wisely will construct programs that include a good number of such courses.
NOTE: In many undergraduate courses in the School of Humanities, additional meetings between individual students and the instructor may be required.
Many courses are composed of both lectures and required discussion sessions.
Undergraduate students in the School of Humanities participate in the affairs of the School in a number of ways: by serving on committees in various
departments, by sitting with the faculty in its meetings, by participating as mentors for new Humanities majors, by acting as peer tutors for various
beginning language classes, and by working as peer academic advisors in the Undergraduate Counseling Office.
Humanities Peer Mentor Program
The Humanities Peer Mentor Program is designed to address some of the academic, cultural, and social needs of freshmen in the School of Humanities.
It has a goal of developing leadership skills in both the mentors and the mentees. The program features two-tiered mentoring, with successful upper-
division students mentoring small groups of new students, and the student mentors in turn working with faculty and staff. Another focus of the program is
to encourage and assist student mentors to go on to graduate school.
Participants attend workshops on topics such as communication styles, study skills, procrastination and time management, and studying abroad, as
well as take part in a variety of more social events. They also keep journals in which they express their ideas and raise issues for their mentors. Call
949-824-5132 for additional information.
Humanities Honors Program
Jayne Lewis, Director
143 Humanities Instructional Building
949-824-5132
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The Honors Program of the School of Humanities is a two-year, upper-division program designed to challenge superior students from all majors by
providing special opportunities for interdisciplinary work within an intellectually charged framework. Small seminars and the opportunity for independent
research are some of the advantages offered by the program, which is open by invitation to Humanities students with excellent academic records.
Students in the program benefit from their involvement in the campus community of Humanities scholars. They enjoy a close relationship with the faculty
and profit from intense interaction with their intellectual peers.
Humanities Honors students complete a two-part course of study. In their junior year, students take three quarters of an interdisciplinary Proseminar
(HUMAN H120) organized around a single topic or problem, such as crime and punishment, state and civil society, the development of religion in the
West, or the self, nature, and the American dream. The sequence is designed to compare and contrast modes of analysis and critical thinking in several
disciplines in the Humanities, such as history, literary studies, and philosophy. In a small seminar setting, students are encouraged to become reflective
about their own chosen disciplines.
In their senior year, students take a sequence of courses beginning in the fall with a Senior Honors Seminar (HUMAN H140), and continuing in the
winter and spring with the Senior Honors Thesis (HUMAN H141) and the Senior Honors Colloquium (HUMAN H142W), in which they complete an
independent research project under the direction of a faculty member on a topic chosen by the student. A prize is awarded for the year’s outstanding
thesis.
In both sequences, the Honors students benefit from their close association with exceptional scholars and the challenge and support of their intellectual
peers.
Students interested in learning how the Humanities Honors Program will fit into their regular courses of study are encouraged to contact the Humanities
Undergraduate Study Director; telephone 949-824-5132.
Campuswide Honors Program
The Campuswide Honors Program is available to selected high-achieving students from all academic majors from their freshman through senior years.
For more information contact the Campuswide Honors Program, 1200 Student Services II; 949-824-5461; [email protected]; or visit the Campuswide
Honors Program website (http://honors.uci.edu).
Study Abroad Center
The Study Abroad Center, which includes the UC Education Abroad Program (EAP) and the International Opportunities Program (IOP), assists students
in taking advantage of the many worldwide opportunities that exist for study, work, internship, volunteering, and research. School of Humanities majors
and minors can benefit from a broader perspective of their fields by studying for one year at a university in such countries as China, France, Germany,
Italy, Japan, Russia, Spain, or the United Kingdom through UCEAP. Students can also augment their exposure to other cultures with programs
sponsored through IOP. Visit the Study Abroad Program website (http://www.studyabroad.uci.edu) or an academic counselor for additional information.
Language Other than English Placement and Progression
The following policies apply to all UCI students taking language other than English courses.
Language Other Than English Progression. Within the beginning and intermediate language instructional sequences (1A-B-C and 2A-B-C, and
for Latin and Greek 1A-B-C and 100) students must earn a grade of at least C (or Pass) in order to advance to the next level of instruction, unless an
exception is permitted by the appropriate course director and the Associate Dean of Humanities for Curriculum and Student Services. A student may not
go back and take a lower-level course for credit once a more advanced level has been completed with a passing grade. Nor may a student be enrolled in
more than one level of the same language at the same time (for example, a student may not enroll in language 2B and 2C concurrently).
Language Other Than English Placement. Placement tests are required for the following languages: Arabic, Chinese, Hebrew, Japanese, Korean,
Persian, Spanish (for students with no previous college course work), and Vietnamese. Contact the UCI Academic Testing Center for information;
telephone 949-824-6207; email: [email protected] ([email protected]); or visit the Testing Center website (http://www.testingcenter.uci.edu). Placement
tests are recommended but not required for French and German language courses. The purpose of placement testing is to ensure success in UCI
language courses.
For languages other than English which are not listed above (and for French and German if the placement test is not taken), students entering UCI with
previous high school language training are placed as follows: in general, one year of high school work is equated with one quarter of UCI work. Thus,
students with one, two, three, or four years of high school language other than English will normally enroll in 1B-, 1C-, 2A-, or 2B-level language courses,
respectively.
Students should enroll in language courses as specified above. Students who opt to “go back” one quarter will earn credit (i.e., a student with three
years of high school language other than English may opt to take 1C instead of 2A). If it has been five or more years since the last high school course,
the student may begin at 1A for credit. Exceptions must have the approval of the appropriate course director and the Associate Dean of Humanities
for Curriculum and Student Services. Transfer students will not receive credit for repeating at UCI language other than English courses for which they
received credit upon matriculation to UCI even if they are placed by testing into the equivalent of a previously taken course.
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Language Other Than English Advanced Placement Credit. Students cannot earn units or grade points at UCI in courses from which they have
been exempted on the basis of Advanced Placement credit. However, since Advanced Placement awards a maximum of 8 units for scores of 4 and 5,
students may elect to take 2C or the equivalent for credit.
Native Speakers of Languages Other Than English. A native speaker of a language other than English, is defined by the University as someone
who attended the equivalent of secondary school in another country where the language of instruction was other than English. Students with prior
background in a language other than English should consult the UCI Academic Testing Center to see if a placement test is available to demonstrate
competence in that language. If an appropriate means of evaluating competence in a non-English language of instruction does not exist, satisfactory
completion, with a C average or better, or equivalent, of one year of formal schooling at the 10th-grade level or higher in an institution where the
language of instruction is not English will meet the School of Humanities Language Other Than English requirement equal to second-year language.
Appropriate documentation and translation, when necessary, must be presented to substantiate that the course work was completed. For some majors
offered by the School of Humanities, students may be exempted from taking third-year language study in that language. In this case, the student must
substitute appropriate upper-division courses in the major to replace the number of exempted courses. For example, if a native speaker of French is
exempted from FRENCH 100A and FRENCH 100B, that student must replace those two courses with two other upper-division French courses offered
by the Department of European Languages and Studies.
Repeating Deficient Foreign Language Other Than English Grades. First- and second-year language other than English courses and third-year
language other than English composition courses are sequential and each is prerequisite to the next. This is generally true also of fourth-year Chinese,
Japanese, and Korean. Students wishing to repeat a deficient grade in one of these courses must repeat it prior to continuing on to the next level of the
language. A student may not go back and retake a lower-level course for credit once a more advanced level has been completed with a passing grade.
Graduate Programs
Humanities Office of Graduate Study
James D. Herbert, Associate Dean for Curriculum and Student Services
179 Humanities Instructional Building
949-824-4303
The School of Humanities offers graduate degrees in a wide range of disciplines, as well as in interdisciplinary programs. The School’s graduate
programs are generally aimed at those pursuing a Ph.D. degree, with the Master’s degree awarded along the way. Exceptions include the Summer M.A.
program in the Department of English and the M.A. program in the Department of History. In addition, the Department of English administers the M.F.A.
degree in Creative Writing (Fiction/Poetry).
The School of Humanities houses four graduate emphases that may be pursued in conjunction with study toward the doctorate: Asian American Studies,
Critical Theory, Feminist Studies, and Visual Studies.
Graduate students participate in the affairs of the School of Humanities by serving as representatives on various departmental, schoolwide, and
campuswide committees.
Courses
HUMAN 1A. Humanities Core Lecture. 4 Units.
Through a range of cultural traditions and an interdisciplinary,approach to works of literature, history, philosophy, and contemporary media, this course
introduces students to the humanities.
Restriction: Lower-division students only.
(IV)
HUMAN 1AES. Humanities Core Writing: Entry Level Writing. 4 Units. 2 Workload Units.
A small writing course for Entry Level Writing students exploring the ideas presented in the companion lecture course and illustrated in the literary,
historical, philosophical, and media works assigned.
Corequisite: HUMAN 1A.
Overlaps with HUMAN 1AS, HUMAN H1AS.
Restriction: Lower-division students only.
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HUMAN 1AS. Humanities Core Writing. 4 Units.
A small writing course in which students explore the ideas presented in the companion lecture course and illustrated in the literary, historical,
philosophical, and media works assigned.
Corequisite: HUMAN 1A.
Prerequisite: Satisfaction of the UC Entry Level Writing requirement.
Overlaps with HUMAN 1AES, HUMAN H1AS.
Restriction: Lower-division students only.
(Ia)
HUMAN 1B. Humanities Core Lecture. 4 Units.
Through a range of cultural traditions and an interdisciplinary approach to works of literature, history, philosophy, and contemporary media, this course
introduces students to the humanities.
Prerequisite: HUMAN 1A.
Restriction: Lower-division students only.
(IV)
HUMAN 1BES. Humanities Core Writing: Entry Level Writing. 4 Units. 2 Workload Units.
A small writing course for Entry Level Writing students exploring the ideas presented in the companion lecture course and illustrated in the literary,
historical, philosophical, and media works assigned.
Corequisite: HUMAN 1B.
Prerequisite: HUMAN 1AES. HUMAN 1AES with a grade of C- or lower.
Overlaps with HUMAN 1BS, HUMAN H1BS.
Restriction: Lower-division students only.
(Ia)
HUMAN 1BS. Humanities Core Writing. 4 Units.
A small writing course in which students explore the ideas presented in the companion lecture course and illustrated in the literary, historical,
philosophical, and media works assigned.
Corequisite: HUMAN 1B.
Prerequisite: Satisfaction of the UC Entry Level Writing requirement.
Overlaps with HUMAN H1BS, HUMAN 1BES.
Restriction: Lower-division students only.
(Ia)
HUMAN 1C. Humanities Core Lecture. 4 Units.
Through a range of cultural traditions and an interdisciplinary approach to works of literature, history, philosophy, and contemporary media, this course
introduces students to the humanities.
Prerequisite: HUMAN 1B.
Restriction: Lower-division students only.
(IV, VII, VIII)
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HUMAN 1CES. Humanities Core Writing: Entry Level Writing. 4 Units. 2 Workload Units.
A small writing course for Entry Level Writing students exploring the ideas presented in the companion lecture course and illustrated in the literary,
historical, philosophical, and media works assigned.
Corequisite: HUMAN 1C.
Prerequisite: HUMAN 1BES. HUMAN 1BES with a grade of C- or lower.
Overlaps with HUMAN 1CS, HUMAN H1CS.
Restriction: Lower-division students only.
HUMAN 1CS. Humanities Core Writing. 4 Units.
A small writing course in which students explore the ideas presented in the companion lecture course and illustrated in the literary, historical,
philosophical, and media works assigned.
Corequisite: HUMAN 1C.
Prerequisite: HUMAN 1AS or HUMAN H1AS or HUMAN 1AES or HUMAN 1BS or HUMAN H1BS or HUMAN 1BES with a grade of C or better.
Overlaps with HUMAN H1CS, HUMAN 1CES.
Restriction: Lower-division students only.
(Ia)
HUMAN H1AS. Humanities Core Writing: Honors. 4 Units.
A small writing course for Campuswide Honors students exploring the ideas presented in the companion lecture course and illustrated in the literary,
historical, philosophical, and media works assigned.
Corequisite: HUMAN 1A.
Prerequisite: Satisfaction of the UC Entry Level Writing requirement.
Overlaps with HUMAN 1AS, HUMAN 1AES.
Restriction: Lower-division students only. Campuswide Honors Program students only.
(Ia)
HUMAN H1BS. Humanities Core Writing: Honors. 4 Units.
A small writing course for Campuswide Honors students exploring the ideas presented in the companion lecture course and illustrated in the literary,
historical, philosophical, and media works assigned.
Corequisite: HUMAN 1B.
Prerequisite: Satisfaction of the UC Entry Level Writing requirement.
Overlaps with HUMAN 1BS, HUMAN 1BES.
Restriction: Lower-division students only. Campuswide Honors Program students only.
(Ia)
HUMAN H1CS. Humanities Core Writing: Honors. 4 Units.
A small writing course for Campuswide Honors students exploring the ideas presented in the companion lecture course and illustrated in the literary,
historical, philosophical, and media works assigned.
Corequisite: HUMAN 1C.
Prerequisite: HUMAN 1AS or HUMAN H1AS or HUMAN 1AES or HUMAN 1BS or HUMAN H1BS or HUMAN 1BES with a grade of C or better.
Overlaps with HUMAN 1CS, HUMAN 1CES.
Restriction: Lower-division students only. Campuswide Honors Program students only.
(Ia)
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HUMAN 10. Masterpieces of Literature. 4 Units.
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.
Repeatability: Unlimited as topics vary.
(IV, VIII)
HUMAN 55. What is the Origin of Language?. 4 Units.
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) and Vb ).
HUMAN H80. Exploring Memory. 4 Units.
Questions about human memory are central to a wide range of disciplines. Students will explore how historians, sociologists, social psychologists, legal
experts, and neuroscientists understand human memory and apply their findings to understand and shape their own societies.
Restriction: Campuswide Honors Program students only.
(IV)
HUMAN H81. The Vietnam War . 4 Units.
Examines the origins, evolution, opposition against, conclusion, and legacy of the United States in the Vietnam War.
Restriction: Campuswide Honors Program students only.
(GE III or IV ).
HUMAN H82. Sanctuary: Medieval and Modern. 4 Units.
Principles and significance of the practice of legal sanctuary in medieval English history, literature, and religion. Development of modern use of churches
and other safe spaces in the American Civil Rights movement, immigrant sanctuary movements, and international asylum.
Restriction: Campuswide Honors Program students only.
(General Education III or IV ).
HUMAN 100. Latin America and the Caribbean. 4 Units.
Introduces students to Latin America and the Caribbean by focusing on the social, cultural, economic, and/or political issues and processes that have
widely affected the region during various time periods.
Repeatability: Unlimited as topics vary.
HUMAN H120. Honors Proseminar . 4 Units.
Interdisciplinary Honors courses organized each year around a single topic problem designed to compare and contrast modes of analysis in history,
literary studies, and philosophy.
Repeatability: May be taken for credit 3 times as topics vary.
Restriction: Humanities Honors Program students only.
HUMAN H140. Senior Honors Seminar. 4 Units.
Directed by Humanities Honors Thesis Advisor and required of students in Humanities Honors program and Humanities majors in Campuswide Honors
Program. Designed to facilitate exchange of ideas and research strategies among students and begin process of writing senior honors thesis.
Restriction: Seniors only. Humanities Honors Program students only.
HUMAN H141. Senior Honors Thesis. 4 Units.
Directed independent research required of participants in the Humanities Honors Program and Humanities majors in the Campuswide Honors Program.
Prerequisite: HUMAN H140.
Restriction: Humanities Honors Program students only. Campuswide Honors Program students only.
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HUMAN H142W. Senior Honors Colloquium. 4 Units.
Completion, presentation, and discussion of Senior Honors Theses.
Prerequisite: HUMAN H141.
Restriction: Humanities Honors Program students only. Campuswide Honors Program students only.
(Ib)
HUMAN 149. Rhetoric and Public Speech. 4 Units.
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.
HUMAN 195. Humanities Out There (H.O.T.) Practicum. 02.0 Units.
H.O.T. sponsors tutoring opportunities in local schools and after school sites for UCI students. Requirements: weekly one-hour training sessions at UCI;
at least eight off-site tutoring sessions; plus short writing assignments.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit for 8 units.
HUMAN 197. Individual Field Study. 1-4 Units.
Individually arranged field study.
Repeatability: May be repeated for credit unlimited times.
HUMAN 198. Directed Group Study. 1-4 Units.
Directed group study on special topics.
Grading Option: Pass/no pass only.
Repeatability: Unlimited as topics vary.
HUMAN 199. Directed Research. 1-4 Units.
Directed research for senior Humanities students.
Repeatability: Unlimited as topics vary.
Restriction: Seniors only.
HUMAN 200A. History and Theory. 4 Units.
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. (200A and 200B required for History Ph.D. students; 200C optional.).
Same as HISTORY 200A.
HUMAN 200B. History and Theory. 4 Units.
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. (200A and 200B required for History Ph.D. students; 200C optional.).
Same as HISTORY 200B.
HUMAN 200C. History and Theory . 4 Units.
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. (200A and 200B required for History Ph.D. students; 200C optional.).
Repeatability: Unlimited as topics vary.
Same as HISTORY 200C.
HUMAN 220B. Studies in Literary Theory and Its History. 4 Units.
Introduction to criticism and aesthetics for beginning graduate students. Readings from continental, English, and American theorists.
Same as CRITISM 220B.
Restriction: Graduate students only.
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HUMAN 260A. Critical Theory Workshop.
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.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Graduate students only.
HUMAN 260B. Critical Theory Workshop.
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.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Graduate students only.
HUMAN 260C. Critical Theory Workshop. 4 Units.
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.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Graduate students only.
HUMAN 265A. Issues In Latin American Studies I.
Students discuss significant texts on Latin America from a range of disciplines in the humanities, social sciences, and the arts. This course will meet 3-4
times per quarter throughout the academic year.
Grading Option: Satisfactory/unsatisfactory only.
HUMAN 265B. Issues In Latin American Studies II.
Students discuss significant texts on Latin America from a range of disciplines in the humanities, social sciences, and the arts. This course will meet 3-4
times per quarter throughout the academic year.
Prerequisite: HUMAN 265A.
Grading Option: Satisfactory/unsatisfactory only.
HUMAN 265C. Issues In Latin American Studies III . 4 Units.
Students discuss significant texts on Latin America from a range of disciplines in the humanities, social sciences, and the arts. This course will meet 3-4
times per quarter throughout the academic year.
Prerequisite: HUMAN 265B.
Grading Option: Satisfactory/unsatisfactory only.
HUMAN 270. Advanced Critical Theory. 4 Units.
Seminars on various topics in critical theory.
Prerequisite: Students should have taken introductory courses before enrolling in these seminars.
Repeatability: Unlimited as topics vary.
HUMAN 298. Humanities Out There (H.O.T.) Practicum. 4 Units.
Individual study with H.O.T. faculty supervisor.
Repeatability: May be repeated for credit unlimited times.
HUMAN 398A. Foreign Language Teaching: Approaches and Methods. 2 Units.
Introduces approaches and methods of foreign language learning and teaching, and the theoretical models of second-language acquisition and
teaching. Focus areas include lesson planning, teaching vocabulary, grammar, speaking, reading, writing, listening, culture, task-based teaching, uses of
digital media.
Restriction: Graduate students only.
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HUMAN 398B. Foreign Language Teaching: Approaches and Methods. 2 Units.
Introduces approaches and methods of foreign language learning and teaching, and the theoretical models of second-language acquisition and
teaching. Focus areas include lesson planning, teaching vocabulary, grammar, speaking, reading, writing, listening, culture, task-based teaching, uses of
digital media.
Restriction: Graduate students only.
HUMAN 399. University Teaching. 4 Units.
Limited to Teaching Associates in Humanities Core course.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
Department of African American Studies
Bridget R. Cooks, Director
3000 Humanities Gateway
949-824-2376
http://www.humanities.uci.edu/afam/
Overview
African American Studies is an interdisciplinary program which offers undergraduate students an opportunity to study those societies and cultures
established by the people of the African diaspora. The Department’s curriculum encourages students to investigate the African American experience
from a variety of disciplinary perspectives and theoretical approaches. Among the topics explored in the course offerings are the process of colonization
and the forced migration of African people, the positionality of African people in the racialized symbolic and social orders of the western hemisphere, the
rhetoric produced by and about African people, and the cultural and aesthetic values associated with “blackness” and “Africanness.” The Department
offers a B.A. degree program in African American Studies and a minor.
Career Opportunities
UCI graduates with a B.A. degree in African American Studies enhance their chances of success in the job market and in the highly competitive arena
of graduate and professional school admissions, especially in the fields of medicine and other health professions, law, and business. Employers
and admissions officers understand that many of their employees and graduates will one day work in communities with significant African American
populations, and for this reason they give due consideration to applicants who have in-depth knowledge of African American culture.
Requirements for the B.A. Degree in African American Studies
All students must meet the University Requirements.
All students must meet the School Requirements.
Requirements for the Major
A. Complete the following African American Studies introductory series:
AFAM 40A African American Studies I
AFAM 40B African American Studies II
AFAM 40C African American Studies III
B. Select three courses, with one from three of the following five rubrics:
Humanities (AFAM 110–119)
Gender/Sexuality (AFAM 120–129)
History (AFAM 130–139)
Fine Arts (AFAM 140–149)
Social Sciences (AFAM 150–159)
C. Select five additional upper-division electives from AFAM 110–159, 163.
D. Complete:
AFAM 162W The Black Protest Tradition
Residence Requirement for the Major: A minimum of five upper-division courses required for the major must be completed successfully at UCI.
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Requirements for the Minor in African American Studies
Requirements for the Minor
A. Complete the following African American Studies introductory series:
AFAM 40A African American Studies I
AFAM 40B African American Studies II
AFAM 40C African American Studies III
B. Select three courses, with one from three of the following five rubrics:
Humanities (AFAM 110–119)
Gender/Sexuality (AFAM 120–129)
History (AFAM 130–139)
Fine Arts (AFAM 140–149)
Social Sciences (AFAM 150–159)
C. Select one additional upper-division elective from AFAM 110–159, 163.
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.
Faculty
Nahum D. Chandler, Ph.D. University of Chicago, Director of the Graduate Program in Culture and Theory and Associate Professor of African American
Studies; Comparative Literature; Culture and Theory; European Languages and Studies (modern intellectual history, history of the human sciences)
Bridget R. Cooks Cumbo, Ph.D. University of Rochester, Associate Professor of African American Studies; Art History; Culture and Theory; Visual
Studies (African-American art, museum studies, feminist and post-colonial theory)
Douglas M. Haynes, Ph.D. University of California, Berkeley, Vice Provost for Equity and Diversity and Professor of History; African American Studies;
Culture and Theory; European Languages and Studies (social and cultural history of modern Britain, social history of modern medicine)
Jared Charles Sexton, Ph.D. University of California, Berkeley, Program Director and Associate Professor of African American Studies; Culture and
Theory; Film and Media Studies; Visual Studies (race and sexuality, policing and imprisonment, contemporary U.S. cinema and political culture,
multiracial coalition, critical theory)
Darryl G. Taylor, D.M.A. University of Michigan, Professor of Music; African American Studies
Frank B. Wilderson III, Ph.D. University of California, Berkeley, Professor of African American Studies; Culture and Theory; Drama (Afro-Pessimism, film
theory, Marxism, dramaturgy, narratology.)
Tiffany Willoughby-Herard, Ph.D. University of California, Santa Barbara, Associate Professor of African American Studies; Culture and Theory (South
Africa, poor whites, race in foreign policy, diaspora, comparative racial politics, third world feminisms, feminist pedagogy, black political thought)
Affiliate Faculty
Alex Borucki, Ph.D. Emory University, Assistant Professor of History; African American Studies (African diaspora, early modern Atlantic world, slave
trade, colonial Latin America)
Sohail Daulatzai, Ph.D. University of Southern California, Associate Professor of Film and Media Studies; African American Studies; Culture and Theory;
Visual Studies (African American studies, postcolonial theory, race, hip hop, Muslim diasporas)
Sora Han, Ph.D. University of California, Santa Cruz, Assistant Professor of Criminology, Law and Society; African American Studies; Culture and
Theory (law and popular culture, critical race theory, philosophies of punishment, feminism and psychoanalysis)
Jessica Millward, Ph.D. University of California, Los Angeles, Associate Professor of History; African American Studies; Culture and Theory (U.S.,
slavery, African diaspora, African American gender and women)
Sheron C. Wray, M.A. Middlesex University, Associate Professor of Dance; African American Studies (jazz, choreography, improvisation)
Courses
AFAM 40A. African American Studies I. 4 Units.
Discusses main contours of African American experience from the forced importation of Africans into the Americas in the late fifteenth century to the
development of social movements in post-emancipation societies of the late nineteenth and twentieth centuries.
((III or IV) and VII ).
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AFAM 40B. African American Studies II. 4 Units.
Introduction to the history of modern racial thinking in Western society and its relationship to the material contexts of racial oppression, with emphasis on
its development in British colonies and U.S.
((III or IV) and VII ).
AFAM 40C. African American Studies III. 4 Units.
Introduction to theories of racial blackness in the modern world, with emphasis on developments in British colonies and U.S. Traces emergence of
blackness as term of collective identity, social organization, and political mobilization.
((III or IV) and VII ).
AFAM 50. Introductory Topics in African American Studies. 4 Units.
Introduction to a broad range of topics in African American studies, exploring history, literature, art, culture, politics, and contemporary social issues.
Topical organization of courses addresses issues that have been of importance historically and are reshaping the African diaspora today.
Repeatability: Unlimited as topics vary.
AFAM 111A. Modern African American Art. 4 Units.
Investigates the history of modern African American art; emphasis on the politics of representation. Examines art in a variety of media from material
culture and textiles to painting and photography. Issues of migration, nationalism, gender, sexuality, and hybridity are discussed.
Same as ART HIS 164A.
AFAM 111B. Contemporary African American Art. 4 Units.
Investigates the history of contemporary African American art; emphasis on the politics of representation. Explores art in a variety of media: painting,
sculpture, photography, installation, and new media. Cultural politics, appropriation, identity, gender, sexuality, hybridity and civil rights issues discussed.
Same as ART HIS 164B.
AFAM 112A. Early African American Literature. 4 Units.
Examines the earliest forms of black literary practices, including the jeremiad, the slave narrative, the pamphlet, poetry, the short story, and how these
literary forms are related to the historical experiences of enslavement and emancipation.
Repeatability: Unlimited as topics vary.
AFAM 112B. African American Literature 1900-Present. 4 Units.
Examines individual literary forms and/or authors, as well as movements such as the Harlem Renaissance and the Black Arts Movement. Explores how
black literary practices represent the conditions of modern subjectivities and environments.
Repeatability: Unlimited as topics vary.
AFAM 113. African American Cinema and Media. 4 Units.
Explores the diversity of Black creative production and the historical, social, and economic forces that shaped their emergence. May include Black film,
hip-hop culture, fine art, photography, and others.
Repeatability: Unlimited as topics vary.
AFAM 114. International Cultures. 4 Units.
Explores the various cultures of the African diaspora and their impacts on a global scale. Examines a diverse range of media, including music (reggae,
hip-hop), literature, film, and others and the links between culture and social movements throughout the diaspora.
Repeatability: Unlimited as topics vary.
AFAM 115. Race and Visual Representation. 4 Units.
Examines film, documentary, fine art, photography, and other visual media to explore the multiple ways in which ideas about race are projected and
woven through the visual landscape and the impacts this has on perpetuating social inequalities.
Repeatability: Unlimited as topics vary.
AFAM 116. African Literatures. 4 Units.
Examines literary figures, forms, and movements of African societies. Explores how these literatures represent indigenous cultural practices, the
conditions of modernity, and the relations between both.
Repeatability: Unlimited as topics vary.
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AFAM 117. Asian American and African American Relations. 4 Units.
Addresses relationships of Asian American and African American communities in the United States. Topics include race, class, gender, labor, economic
systems, political mobilization, community, civil rights, activism, cultural expression.
Same as HISTORY 152B, ASIANAM 167.
AFAM 118. Topics in African American Humanities. 4 Units.
Provides students with an opportunity to pursue advanced work in African American studies from one or more humanities approaches (literature, film
and media studies, art history, and others).
Repeatability: Unlimited as topics vary.
AFAM 123. African American Queer Theory. 4 Units.
Explores intersections of African American studies, women's studies, gay and lesbian studies, and queer theory to challenge dominant views of race,
gender, and sexuality. Considers historical and social scientific approaches to topic as well as arts and humanities.
AFAM 125. African American Women in Art. 4 Units.
Examines depictions of and by African American women in art and popular culture through a variety of media including textiles, painting, sculpture,
photography, and installation. Focuses on African American women's experiences, perspectives, and strategies for contemporary representation.
Same as ART HIS 164D.
AFAM 128. Topics in Gender/Sexuality. 4 Units.
Expressions of genders and sexualities across the spectrum of African American experience and creativity.
Repeatability: Unlimited as topics vary.
AFAM 134A. Caribbean History: Colonization to Emancipation. 4 Units.
Exploration of the history of the archipelago from pre-Columbian times to the end of slavery; examining the impact of European colonization, decimation
of the indigenous populations, African slavery, resistance, and emancipation; the unity and diversity of experience in region.
Same as HISTORY 164A.
AFAM 134B. Caribbean History: Emancipation to Independence. 4 Units.
Post-emancipation and anti-colonial struggles ending with political independence for most of the region. Examines social, political, economic, cultural
dimensions of post-emancipation period, including large-scale migration to Central America, the U.S., and Britain; the region's global cultural and political
contribution.
Same as HISTORY 164B.
AFAM 137. History of the African Diaspora. 4 Units.
Examines the causes and consequences of the multiple diasporas of African peoples since the sixteenth century in the Atlantic world, especially the
Americas and Europe.
Same as HISTORY 134E.
AFAM 138. Topics in African American History. 4 Units.
Studies in selected areas of African American history. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
Same as HISTORY 150.
AFAM 142. Topics in African American Drama. 4 Units.
Considers African American theatrical performance and production, including acting, design and production, dramaturgy, criticism and theory, and
stagecraft.
Repeatability: Unlimited as topics vary.
AFAM 143. Topics in African American Music. 4 Units.
Examines African American musical forms and traditions, such as blues, jazz, and reggae, in performance and/or critical and theoretical contexts.
Repeatability: Unlimited as topics vary.
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AFAM 144. Topics in Expressive Forms. 4 Units.
Examines various forms of aesthetic expression in the African diaspora, including dance, music, and the plastic arts, as well as artistic visions of black
cyberspace, digital activism, film, video, and aesthetic conceptions of the future.
Repeatability: Unlimited as topics vary.
AFAM 145. African Americans and Photography. 4 Units.
Explores depictions of and by African Americans through photography. Examines the history of photography in relationship to African American culture
through a variety of media from early daguerreotype processes to digital imagery.
Same as ART HIS 164E.
AFAM 148. Advanced Studio Topics. 4 Units.
Provides an intensive and specialized working environment for practice of a variety of fine arts as practiced in African American traditions: painting,
drawing, sculpture, photography, video, music, digital arts, and performance.
Repeatability: Unlimited as topics vary.
AFAM 151. Comparative Minority Politics. 4 Units.
Examines the political experiences of Blacks, Latinos, and Asian Americans in the United States from roughly 1950 to the present. Focuses on how each
group has pursued political empowerment via both conventional political channels and social movements.
Same as ASIANAM 132, CHC/LAT 147, POL SCI 124C.
AFAM 152. African American Politics. 4 Units.
Examines politics of African Americans in order to gain a broader perspective of the American political process. Major developments in African American
politics (including the civil rights movement, Black presidential bids), continuing problem of racism, responsiveness of key governing institutions.
Same as POL SCI 124E.
AFAM 153. African American Psychology. 4 Units.
Historical overview of the development of black psychology and the African American frame of reference. Topics include personality development,
psychological assessment, issues in education, black mental health, and the role of the African American psychologist in the community.
Same as PSYCH 174E.
AFAM 154. African American Social Formations. 4 Units.
Topics which promote critical investigation into the historical, political, and social formations associated with the Black Diaspora.
Repeatability: Unlimited as topics vary.
AFAM 155. Intercultural Studies. 4 Units.
Studies relationships between various cultural formations within the Black Diaspora and the exchange, amalgamations, and tensions between Black
Diasporic formations and non-Black formations. Examines expressions of racialization as representation, adaption, and resistance.
Repeatability: Unlimited as topics vary.
AFAM 156. African Societies and Politics. 4 Units.
Examines the violent incorporation of Africa within European modernity. Places the discourse of Pan-Africanism, African Nationalisms, Negritude,
African Marxism, and/or African Socialism in juxtaposition to the forces of capitalism, colonialism, and imperialism that restructure African history.
Repeatability: Unlimited as topics vary.
AFAM 157. Critical Race Theory. 4 Units.
Introduction to Critical Race Theory and key American cases on racial inequality. Using this literature, examines the possibilities and pitfalls of legal
claims of race, gender, and sexuality discrimination in the age of colorblindness.
Same as CRM/LAW C178.
Restriction: Upper-division students only.
AFAM 158. Topics in African American Social Sciences. 4 Units.
Provides students with an opportunity to pursue advanced work in African American studies from one or more social science approaches (psychology,
sociology, anthropology, economics, and others).
Repeatability: Unlimited as topics vary.
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AFAM 162W. The Black Protest Tradition. 4 Units.
History and discourses of the black protest tradition. Traces emergence of black protest against racial slavery and white supremacy from the early
colonial period to present and the complex elaboration of identity politics within black communities in the twentieth century.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Restriction: Upper-division students only.
(Ib)
AFAM 163. Seminar in African American Studies. 4 Units.
Explores theoretical and methodological issues in Black Studies via concentrated work on a specific ensemble of questions. Emphasis is on generating
student responses to the material covered through oral and written reports.
Repeatability: Unlimited as topics vary.
AFAM 198. Directed Group Study. 1-4 Units.
Special topics through directed reading. Paper required.
Repeatability: May be taken for credit for 24 units.
AFAM 199. Independent Study. 1-4 Units.
Investigation of special topics through directed reading. Paper required.
Repeatability: May be repeated for credit unlimited times.
AFAM 399. University Teaching. 4 Units.
Limited to teaching assistants.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
Department of Art History
Cécile Whiting, Department Chair
2000 Humanities Gateway
949-824-6635
http://www.humanities.uci.edu/arthistory/
Overview
The Department of Art History offers a major and minor in Art History. Art History is the study of works of art and other visual artifacts from all regions
of the world and all periods of history. Consequently, the undergraduate curriculum in Art History, with its global perspective, is one of the most
diverse disciplines in the humanities. Through Art History, students learn how to describe and interpret a range of objects including sculpture, painting,
photography, architecture, and “new media” such as video and performance art. These skills, along with the program’s intense focus on writing and
verbal expression, prepare students to think critically and to express themselves clearly at a time when visual communication is becoming ever more
important.
Because works of art are always created within a larger cultural context, Art History courses are a good way to understand what other places or times
were like. Students may explore, for example, ancient Greece, 19th century Japan, or even the 21st century United States. Majors in Art History are
thus welcome to take related courses in other fields of the humanities. Students are encouraged to pursue the study of language beyond the minimum
requirements, and because of its international perspective, Art History is a particularly good major for students interested in studying abroad. There are
many study centers throughout the world associated with the University’s Education Abroad Program.
Career Opportunities
Following their graduation, students with a B.A. in Art History have found employment in art galleries, auction houses, and museums, and they have
entered graduate programs with a view to careers in university teaching, curatorial work, and art conservation. Moreover, with its strong emphasis on
developing critical skills in writing, speaking, and analysis, Art History also provides an excellent preparation for many other careers. UCI graduates have
pursued professional paths ranging from medicine and law, to business and education, to information technologies and architecture. As in the case of
arts administration or intellectual property law, some of these professional pursuits have depended on and continue to make use of training in the arts.
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Requirements for the B.A. Degree in Art History
All students must meet the University Requirements.
All students must meet the School Requirements.
Departmental Requirements for the Major
A. Select three of the following:
ART HIS 40A Ancient Egyptian, Greek, and Roman Art and Architecture
ART HIS 40B Arts of Europe: Medieval and Renaissance
ART HIS 40C Early Modern and Modern Art in Europe and America
ART HIS 42A History of Asian Art: Arts of India
ART HIS 42B History of Asian Art: Arts of China
ART HIS 42C History of Asian Art: Arts of Japan
ART HIS 42D History of Asian Art: Arts of Islam
ART HIS 44 Image Collision: A Multicultural Approach to Images and Their Users
1
B. Select eight upper-division Art History courses, with at least one course in each of the following geographical regions:
Americas: Art History 140, 156, 163–167
Europe: Art History 100–140
Asia: Art History 150–163
1
and at least one course in each of the following five historical periods:
Ancient:
Art History 100–107
ART HIS 155A Ancient India
Medieval:
ART HIS 110 Studies in Medieval Art
ART HIS 111B Byzantine Art: 650-1450
ART HIS 112 Studies in Early Christian and Byzantine Art
ART HIS 114 Studies in Western Medieval Art
ART HIS 155B Medieval India
Early Modern:
Art History 120–128
ART HIS 134A Early Modern European Art: Age of Absolutism
ART HIS 151B Later Imperial China
ART HIS 162A Early Modern Japan
ART HIS 165A Early American Art
Modern:
ART HIS 134B Modern European Art: From Revolution to Realism
ART HIS 134C Modern European Art: From Impressionism to the Fauves
ART HIS 134D Modern European Art: From Cubism to Surrealism
ART HIS 134E Topics in Modern European Art
ART HIS 145A Studies in Modern Architecture
ART HIS 151C Modern China
ART HIS 155C Modern India
ART HIS 156 Art and Globalization, Modern
ART HIS 162B Modern Japan
ART HIS 164A Modern African American Art
ART HIS 164E African Americans and Photography
ART HIS 165B Nineteenth Century American Art
ART HIS 165C Modern American Art
ART HIS 183B 20th Century Photographic History
ART HIS 183C Selected Topics in Photographic History
Contemporary:
ART HIS 140A History of Contemporary Art
ART HIS 140B Topics in Contemporary Art
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ART HIS 145B Studies in Architecture after 1945
ART HIS 162C Contemporary Japan
ART HIS 163 Asian American Art, Contemporary
ART HIS 164B Contemporary African American Art
ART HIS 164D African American Women in Art
ART HIS 183B 20th Century Photographic History
ART HIS 183C Selected Topics in Photographic History
C. Complete:
ART HIS 190W Art History Methods
D. Select one of the following options:
1. Two quarters of:
ART HIS 198 Advanced Seminar: Topics in Art History
2. or one quarter of:
ART HIS 196 Ethics, Law, and Art
and
ART HIS 198 Advanced Seminar: Topics in Art History
1
NOTE: A course may apply as both one Geographical Region and one Historical Period, but no course may be used to satisfy more than one
Geographical Region or more than one Historical Period.
Students should enroll in ART HIS 190W (for upper-division writing) as early as possible in their junior year, after successfully completing UCI’s lower-
division writing requirement. It is strongly recommended that students complete ART HIS 190W before taking ART HIS 198.
Residence Requirement for the Major: Five upper-division courses required for the major must be completed successfully at UCI.
4+1 Program in Art History
The 4+1 program allows students to earn a bachelor’s degree in Art History while simultaneously completing courses that can be applied toward a
master’s degree in Art History. This unique structure permits students to complete coursework for their master’s degree during the undergraduate term
and one additional year.
The M.A. degree program in Art History is designed to provide students with advanced skills and broad knowledge in the discipline of art history. The
faculty is particularly well equipped to guide students with special interests in American, Asian, and European art history.
For more information on the 4+1 M.A. in Art History, visit the Art History Graduate tab.
Requirements for the Minor in Art History
Departmental Requirements
A. Select three of the following:
ART HIS 40A Ancient Egyptian, Greek, and Roman Art and Architecture
ART HIS 40B Arts of Europe: Medieval and Renaissance
ART HIS 40C Early Modern and Modern Art in Europe and America
ART HIS 42A History of Asian Art: Arts of India
ART HIS 42B History of Asian Art: Arts of China
ART HIS 42C History of Asian Art: Arts of Japan
ART HIS 42D History of Asian Art: Arts of Islam
ART HIS 44 Image Collision: A Multicultural Approach to Images and Their Users
B. Select four upper-division Art History courses from 100–198, excluding ART HIS 190W.
Residence Requirement for the Minor: 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 department chair.
4+1 M.A. Program in Art History
The 4+1 program allows students to earn a bachelor’s degree while simultaneously completing courses that can be applied toward a master’s degree in
Art History. This unique structure permits students to complete coursework for their master’s degree during the undergraduate term and one additional
year.
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The M.A. degree program in Art History is designed to provide students with advanced skills and broad knowledge in the discipline of art history. The
faculty is particularly well equipped to guide students with special interests in American, Asian, and European art history.
This is a 4+1 M.A. Program for UCI undergraduates majoring in Art History or other majors. Students can begin coursework during the last year of the
B.A. and are required to take a total of nine courses, equivalent to 36 units, toward the M.A. Nine courses are required for the degree: two Art History
Masters Seminars (ART HIS 298), Art History: Theory and Methods (VIS STD 290A), three Graduate Seminars in Visual Studies taught by Art History
faculty (VIS STD 295), an additional elective graduate seminar; and two quarters of Master’s Thesis Research (ART HIS 299).
The Master’s Thesis is an approximately 20-page work of independent research supervised by a member of the faculty. Students wishing to participate
in the program should apply either in their final undergraduate year or in the spring quarter of their penultimate year, which would allow them to begin
course work toward the M.A. in their last undergraduate year.
For more information, please visit: http://www.humanities.uci.edu/arthistory/graduate/51.php
Graduate Program in Visual Studies
In conjunction with the Department of Film and Media Studies, the Department of Art History offers a graduate program in Visual Studies. A program
description and graduate courses may be found in the Program in Visual Studies section.
Faculty
George C. Bauer, Ph.D. Princeton University, Professor Emeritus of Art History (Renaissance and Baroque)
Linda F. Bauer, Ph.D. New York University, Professor Emerita of Art History (Renaissance and Baroque)
Roland Betancourt, Ph.D. Yale University, Assistant Professor of Art History; Visual Studies (Byzantine and Medieval Art, Critical Theory)
Bridget R. Cooks Cumbo, Ph.D. University of Rochester, Associate Professor of African American Studies; Art History; Culture and Theory; Visual
Studies (African-American art, museum studies, feminist and post-colonial theory)
Aglaya Glebova, Ph.D. University of California, Berkeley, Assistant Professor of Art History; Film and Media Studies; Visual Studies (history and theory
of photography and film, European avant-garde, Russian and Soviet art)
Anna Gonosová, Ph.D. Harvard University, Professor Emerita of Art History (Byzantine art, Medieval art)
James D. Herbert, Ph.D. Yale University, Associate Dean of Curriculum and Student Services and Professor of Art History; Visual Studies (modern
European art)
Judy H. Ho, Ph.D. Yale University, Professor Emerita of Art History (Chinese art, archaeology, common religion, Buddhist art)
Philip Leider, M.A. University of Nebraska, Senior Lecturer with Security of Employment Emeritus of Art History
Lyle Massey, Ph.D. University of California, Los Angeles, Associate Professor of Art History; Visual Studies (Italian Renaissance and early modern
European art, gender theory, science studies)
Margaret Miles, Ph.D. Princeton University, Professor of Art History; Visual Studies (Greek and Roman art, archaeology)
James P. Nisbet, Ph.D. Stanford University, Director of the Graduate Program in Visual Studies and Assistant Professor of Art History; Visual Studies
(modern and contemporary art)
Alka Patel, Ph.D. Harvard University, Associate Professor of Art History; Visual Studies (South Asian and Islamic art and architecture, historiographies,
Islamic diasporas in Cuba)
Amy Powell, Ph.D. Harvard University, Associate Professor of Art History; European Languages and Studies; Visual Studies (Late medieval and early
modern art of northern Europe, critical theory)
Sally A. Stein, Ph.D. Yale University, Professor Emerita of Art History (American art, history of photography, feminist theory)
Dickran L. Tashjian, Ph.D. Brown University, Professor Emeritus of Art History (American art and literature, American and European avant-garde, art
and technology)
Cécile Marie Whiting, Ph.D. Stanford University, Department Chair and Professor of Art History; Visual Studies (American art, 20th century visual
culture)
Bert Winther-Tamaki, Ph.D. New York University, Professor of Art History; Asian American Studies; Visual Studies (modern Japanese art and visual
culture, Asian American art, art and globalization)
Roberta Wue, Ph.D. New York University, Associate Professor of Art History; Visual Studies (modern Chinese art, photography, print culture)
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Courses
ART HIS 40A. Ancient Egyptian, Greek, and Roman Art and Architecture. 4 Units.
An overview of Prehistoric, Egyptian, Greek, and Roman art. Considers how and why the peoples of antiquity created art and architecture, as well as the
significance of these works within their social, religious, and historical contexts.
(IV, VIII)
ART HIS 40B. Arts of Europe: Medieval and Renaissance. 4 Units.
Focuses on the art of the Mediterranean area and Europe between ca. A.D. 350 and 1600. By means of movements and artists, examines the cultural
identities of the Christian, Islamic, and Early Modern worlds.
(IV, VIII)
ART HIS 40C. Early Modern and Modern Art in Europe and America. 4 Units.
The visual arts from the seventeenth to the twenty-first centuries. Explores the purposes and meaning of painting, sculpture, and architecture in relation
to artists, viewers, and historical events.
(IV, VIII)
ART HIS 42A. History of Asian Art: Arts of India. 4 Units.
Emphasizing Hindu, Buddhist, and Islamic art of greater India (Pakistan, Bangladesh, Sri Lanka) from proto-historic to modern times. Themes include art
as a source of history, commercial and religious pan-Asian connections, nationalism, and modern versus historical identities.
(IV, VIII)
ART HIS 42B. History of Asian Art: Arts of China. 4 Units.
An introduction to the arts and visual culture of China from Neolithic to modern times. Themes includes the representation of power, death and the
afterlife, popular culture and elite arts, landscape and women's painting, and concludes with contemporary China.
(IV, VIII)
ART HIS 42C. History of Asian Art: Arts of Japan. 4 Units.
Examines compelling images and objects of spirit and power created in Japan over many centuries. Themes include Buddhist icons, narative illustration,
popular prints, architecture, manga, and the avant-garde. Japanese interactions with Korean, Chinese, and European culture are emphasized.
(IV, VIII)
ART HIS 42D. History of Asian Art: Arts of Islam. 4 Units.
Examines past and present Islamic art, spanning 1,500 years and extending from the Americas through Indonesia. Themes include Islam as a
globalizing force, the definition of "Islamic," and the competing roles of religion and politics in making art.
(IV, VIII)
ART HIS 44. Image Collision: A Multicultural Approach to Images and Their Users. 4 Units.
Comparisons between present-day visual culture and pre-modern art to re-evaluate the ways in which one understands the contemporary histories of
underrepresented groups in the United States.
(IV and VII ).
ART HIS 100. Studies in Ancient Art . 4 Units.
Topics in Egyptian, Prehistoric, and Etruscan art of the Mediterranean area treated with specific reference to relevant cultural and historical settings.
Specialized courses in Greek and Roman art are also taught.
Repeatability: Unlimited as topics vary.
ART HIS 103. Studies in Greek Art. 4 Units.
Topics in Greek art, architecture, and topography from the Prehistoric period through the end of the fourth century B.C.E.
Repeatability: Unlimited as topics vary.
ART HIS 107. Studies in Roman Art. 4 Units.
Topics in Hellenistic and Roman art and architecture; stresses historical and political background.
Repeatability: Unlimited as topics vary.
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ART HIS 110. Studies in Medieval Art. 4 Units.
Specialized topics in Medieval art and architecture in Europe, the Mediterranean area, and the Near East between the fourth and fifteenth centuries.
Examples: the Art of the Migration Period, Medieval City.
Repeatability: Unlimited as topics vary.
ART HIS 111B. Byzantine Art: 650-1450. 4 Units.
Studies in the development of the art and architecture of the Byzantine Empire between ca. 650 and 1450.
ART HIS 112. Studies in Early Christian and Byzantine Art. 4 Units.
Selected topics on the development of the art and architecture of the Later Roman and Byzantine Empires between ca. 300 and 1453. Examples: Early
Christian architecture, Byzantine painting.
Repeatability: Unlimited as topics vary.
ART HIS 114. Studies in Western Medieval Art. 4 Units.
Selected topics on the development of art and architecture in Western Europe between ca. 700 and 1400. Examples: Romanesque painting, Gothic
architecture.
Repeatability: Unlimited as topics vary.
ART HIS 120. Studies in Renaissance and Baroque Art. 4 Units.
Selected topics on the art and architecture of Europe between the fifteenth and eighteenth centuries. Examples: Renaissance and Baroque prints,
Bruegel to Rubens.
Repeatability: Unlimited as topics vary.
ART HIS 121. Studies in Southern Renaissance Art. 4 Units.
Selected topics determined by individual faculty members exploring historical developments and individual artists of the fifteenth and sixteenth centuries
in Italy and Spain. Examples: Renaissance Venice, Age of Michelangelo.
Repeatability: Unlimited as topics vary.
ART HIS 123. Studies in Northern Renaissance Art. 4 Units.
Selected topics determined by individual faculty members exploring historical developments and individual artists of the fifteenth and sixteenth centuries
in Northern Europe. Examples: Late Medieval art, painting from Van Eyck to Bosch.
Repeatability: Unlimited as topics vary.
ART HIS 125. Studies in Southern Baroque Art. 4 Units.
Selected topics determined by individual faculty members exploring historical developments and individual artists of the seventeenth and eighteenth
centuries in Italy and Spain. Example: Rome in the seventeenth century.
Repeatability: Unlimited as topics vary.
ART HIS 128. Studies in Northern Baroque Art. 4 Units.
Selected topics determined by individual faculty members exploring historical developments and individual artists of the seventeenth and eighteenth
centuries in Northern Europe. Example: the Age of Rembrandt.
Repeatability: Unlimited as topics vary.
ART HIS 134A. Early Modern European Art: Age of Absolutism. 4 Units.
History of European painting, sculpture, and architecture from 1643 to 1789, during the emergence of nation states dominated by kings and court.
ART HIS 134B. Modern European Art: From Revolution to Realism. 4 Units.
History of European painting and other arts from 1789 to 1851, as the continent lurched through revolution, reaction, and the birth of modern societies
and sensibilities.
ART HIS 134C. Modern European Art: From Impressionism to the Fauves. 4 Units.
History of European painting and urban transformation from 1851 to 1907, when Paris stood strong as the unquestioned cultural capital of the nineteenth
century.
ART HIS 134D. Modern European Art: From Cubism to Surrealism. 4 Units.
History of European painting, sculpture, and design from 1907 to 1940, when Paris and painting lost their dominance as other cultural centers and other
media claimed renewed importance.
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ART HIS 134E. Topics in Modern European Art. 4 Units.
Selected topics within the period 1643 to 1940.
Repeatability: Unlimited as topics vary.
ART HIS 140A. History of Contemporary Art. 4 Units.
Selected topics exploring historical developments of contemporary art from 1945 to the present. Examples: American Art 1945-1989, European Art
1945-1989, Art After 1989. Works of art are studied as cultural, social, and political practices.
Repeatability: Unlimited as topics vary.
ART HIS 140B. Topics in Contemporary Art. 4 Units.
Selected topics exploring artistic movements, artists, and/or issues in contemporary art from 1945 to the present. Examples include Junk Art,
Countercultures, Art and Politics Now. Works of art are studied as cultural, social, and political practices.
Repeatability: Unlimited as topics vary.
ART HIS 145A. Studies in Modern Architecture. 4 Units.
Architecture and related design practices from the late eighteenth century through 1945 are studied in relation to social, aesthetic, technological, and
political questions.
Repeatability: Unlimited as topics vary.
ART HIS 145B. Studies in Architecture after 1945. 4 Units.
Architecture and related design practices from 1945 through present are studied in relation to social, aesthetic, technological, and political questions.
Repeatability: Unlimited as topics vary.
ART HIS 145C. Topics in the History of Modern and Contemporary Architecture. 4 Units.
Varying topics from the late eighteenth century to the present. Architecture and related design practices are studied in relation to social, aesthetic,
technological, and political questions.
Repeatability: Unlimited as topics vary.
ART HIS 150. Studies in Asian Art. 4 Units.
Topics include visual studies in China, Japan, Korea and India.
Repeatability: Unlimited as topics vary.
ART HIS 151B. Later Imperial China. 4 Units.
Investigates the uses, subjects, styles, and social contexts of art made in the later Imperial dynasties, whether court art, religious art, women's painting,
scholar painting, or art for the market.
ART HIS 151C. Modern China. 4 Units.
Examines the evolution and media of Chinese art and visual culture in the context of modern China's sweeping historical, social, and political changes.
ART HIS 155A. Ancient India. 4 Units.
Examines the visual and religious history of the region defined as "India" today, but necessarily encompassing modern Bangladesh and Pakistan.
Culminates with the supposed Golden Age of the Gupta empire and its far-reaching legacies.
Same as HISTORY 170A, REL STD 122.
ART HIS 155B. Medieval India. 4 Units.
Begins with the Gupta period's aesthetic legacies in South Asia's architecture, sculpture, and painting. Explores the dispersal of Islam throughout South
Asia, including the Muslim communities of southern India.
Same as HISTORY 170B, REL STD 123.
ART HIS 155C. Modern India. 4 Units.
Examines the imperial patronage of the Mughal emperors, covering their territorial holdings extending from Afghanistan through western Bangladesh.
Continues with the "aftermath" of the Mughal empire and the rise of British commercialism and colonialism.
ART HIS 155D. Topics in the Art and Architecture of India. 4 Units.
Studies in selected areas of Art and Architecture of India. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
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ART HIS 156. Art and Globalization, Modern. 4 Units.
Study of modern art as a cause and expression of increasing contacts between cultures. Focusing on regions in Asia and the Americas, adoption of
European oil painting, indigenous art movements, and national capital architecture are explored.
ART HIS 162A. Early Modern Japan. 4 Units.
Focuses on the Edo Period (1615-1868), an enormously productive time in the early modern development of Japanese art in woodblock prints, painting,
and crafts. Topics include the image of the beautiful woman, kabuki actor prints, and intoxicated ink painting.
ART HIS 162B. Modern Japan. 4 Units.
Explores artistic developments during the tumultuous modernization of Japan from 1868-1945, with a focus on painting, commercial art, and
architecture. Topics include arts of the Japanese Empire, neo-traditional arts, responses to European modernism, and war propaganda.
ART HIS 162C. Contemporary Japan. 4 Units.
Study of various media of Japanese art from the time of war defeat in 1945 until the present. Topics include artists' responses to the nuclear bomb, the
aesthetics of the "economic miracle," avant-garde groups, manga, and innovations in architecture.
ART HIS 163. Asian American Art, Contemporary. 4 Units.
Study of the Asian American experience in contemporary art and visual culture. Art by Asian Americans of diverse backgrounds as well as the history of
visualization of Asian identities in American art/visual culture.
ART HIS 164A. Modern African American Art. 4 Units.
Investigates the history of modern African American art; emphasis on the politics of representation. Examines art in a variety of media from material
culture and textiles to painting and photography. Issues of migration, nationalism, gender, sexuality, and hybridity are discussed.
Same as AFAM 111A.
ART HIS 164B. Contemporary African American Art. 4 Units.
Investigates the history of contemporary African American art; emphasis on the politics of representation. Explores art in a variety of media: painting,
sculpture, photography, installation, and new media. Cultural politics, appropriation, identity, gender, sexuality, hybridity and civil rights issues discussed.
Same as AFAM 111B.
ART HIS 164C. Topics in African American Art. 4 Units.
Studies in selected areas of African American Art. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
ART HIS 164D. African American Women in Art. 4 Units.
Examines depictions of and by African American women in art and popular culture through a variety of media including textiles, painting, sculpture,
photography, and installation. Focuses on African American women's experiences, perspectives, and strategies for contemporary representation.
Same as AFAM 125.
ART HIS 164E. African Americans and Photography. 4 Units.
Explores depictions of and by African Americans through photography. Examines the history of photography in relationship to African American culture
through a variety of media from early daguerreotype processes to digital imagery.
Same as AFAM 145.
ART HIS 165A. Early American Art. 4 Units.
An examination of American visual culture from 1620 to 1860 from the era of European exploration and colonization of the New World to the beginning
of the Civil War.
ART HIS 165B. Nineteenth Century American Art. 4 Units.
An exploration of American visual culture from 1860 to 1900, including paintings, sculpture, and photographs produced during the Civil War and during
the decades of prosperity that followed.
ART HIS 165C. Modern American Art. 4 Units.
Focusing on the period from 1900 until 1965, this course considers the emergence and institutionalization of modern art in the United States.
ART HIS 165D. Topics in American Art. 4 Units.
Varying topics within the period 1620 to 1970. Works of art are studied in their cultural, social, and political contexts.
Repeatability: Unlimited as topics vary.
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ART HIS 167. Latin American Art History. 4 Units.
Historical periods vary with each offering and may range from pre-Columbian societies, through the colonial era, to developments in modern and
contemporary art.
Repeatability: Unlimited as topics vary.
ART HIS 175. Studies in Native and Tribal Art. 4 Units.
Varying topics on the art and culture of native and tribal societies. For example, North American Indians.
Repeatability: Unlimited as topics vary.
ART HIS 180. Topics in the Criticism of Art. 4 Units.
Selected topics discussed on the theoretical and/or practical dimensions of art historical criticism.
Repeatability: Unlimited as topics vary.
ART HIS 181. Topics in Museum Studies. 4 Units.
Addresses the historical and contemporary function of the museum as an instructional device. The function of exhibitions in the public sphere, and the
roles of curators, educators, and the public are analyzed.
Repeatability: Unlimited as topics vary.
ART HIS 183B. 20th Century Photographic History. 4 Units.
Varying topics within the history of photography in the 20th century. Photographic practice studied in relation to art history, cultural history, and social
history.
Repeatability: Unlimited as topics vary.
ART HIS 183C. Selected Topics in Photographic History. 4 Units.
Varying topics within the history of photography from the early 19th century to the present. Photographic practice studied in relation to art history, cultural
history, and social history. Examples include documentary; pictorialism and art photography; photomontage, photographic books.
Repeatability: Unlimited as topics vary.
ART HIS 185. Topics in Visual Studies. 4 Units.
Interdisciplinary topics on the cultural analysis of visual artifacts and practices.
Repeatability: Unlimited as topics vary.
ART HIS 190W. Art History Methods. 4 Units.
Theory and practice of art history, with an emphasis on formal and social models of analyzing and writing about art.
Prerequisite: Satisfactory completion of the Lower-division Writing requirement.
Restriction: Art History majors only. Upper-division students only.
(Ib)
ART HIS 196. Ethics, Law, and Art. 4 Units.
Addresses a broad range of ethical and legal issues pertaining to art, ownership, looting and theft, museum policies, and cultural heritage.
ART HIS 198. Advanced Seminar: Topics in Art History. 4 Units.
Discussion and report-oriented seminar with emphasis on reading, writing, and thinking about problems in art history. Examples: Gothic Cathedral,
Portraiture East and West.
Prerequisite: Recommended: ART HIS 190W.
Repeatability: Unlimited as topics vary.
Restriction: Art History majors have first consideration for enrollment. Upper-division students only.
Concurrent with ART HIS 298.
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ART HIS 199. Independent Study in Art History. 1-4 Units.
Supervised, but independent reading or research on art historical topics.
Repeatability: May be taken for credit 4 times.
Restriction: Art History majors only.
ART HIS 298. Master's Seminar: Topics in Art History. 4 Units.
Studies in selected areas of Art History. Examples include Gothic Cathedral, Portraiture East and West.
Repeatability: Unlimited as topics vary.
Concurrent with ART HIS 198.
ART HIS 299. Master's Thesis Research. 4 Units.
Research and writing of the Master's thesis.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
ART HIS 399. University Teaching. 4 Units.
Limited to teaching assistants.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
Department of Asian American Studies
James Kyung-Jin Lee, Chair
3000 Humanities Gateway
949-824-2376
http://www.humanities.uci.edu/aas/
Overview
The Department of Asian American Studies examines the historical and contemporary experiences of Asians in the United States and in a global
context. The curriculum seeks to provide an analysis of the cultural, political, and economical organization of Asian American communities. Students
are invited to participate and partake in broadening their understanding of multicultural perspectives within U.S. society. The Department offers a B.A.
degree program in Asian American Studies, a minor, and a graduate emphasis.
The Department also contributes to the Culture and Theory Ph.D. program, which uses the strengths of interdisciplinary programs and departments,
particularly African American Studies, Chicano/Latino Studies, Asian American Studies, Critical Theory, and Gender and Sexuality Studies. This
degree uses a problem-oriented rather than a disciplinary approach to issues of race, gender, and sexuality in relation to diasporas, transnational, and
postcolonial contexts, all of which are broadly based in the humanities, social sciences, and arts.
Scholarship Opportunities
The Ching-Suei Su Endowed Memorial Scholarship is awarded annually to sophomores or juniors who are majoring in Asian American Studies, East
Asian Languages and Literatures, or Linguistics (with an emphasis on an East Asian language) and who demonstrate academic excellence and campus
or community service.
Undergraduate Program
Requirements for the B.A. Degree in Asian American Studies
All students must meet the University Requirements.
All students must meet the School Requirements.
Department Requirements for the Major in Asian American Studies
A. Three introductory Asian American Studies core courses:
ASIANAM 50 Asian American Histories
or ASIANAM 51 The U.S. and Asia
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and
ASIANAM 52 Asian American Communities
or ASIANAM 53 Asian Americans and Comparative Race Relations
and
ASIANAM 54 Asian American Stories
or ASIANAM 55 Asian Americans and the Media
B. Complete the following:
ASIANAM 100W Research Methodologies for Asian American Studies
C. Select one course from each of the following areas:
Humanities/Arts: Asian American Studies 110–129
Social Science/Social Ecology: Asian American Studies 130–149
Asian American Sub-groups: Asian American Studies 151–160
Ethnic/Race/Gender Relations: Asian American Studies 161–170
D. Select four additional upper-division elective Asian American Studies courses. Students may request, by petition, one lower-division course to count
as an elective. This course must be primarily focused on issues relevant to Asian American Studies.
Residence Requirement for the Major: A minimum of five upper-division courses required for the major must be completed successfully at UCI.
Additional Information
Career Opportunities
Many career opportunities exist for students who graduate with a B.A. degree in Asian American Studies, such as service with national and international
organizations which seek knowledge of American multicultural society in general, and of Asian American peoples and cultures in particular; positions
as area specialists with state and federal government agencies; careers in the private sector with corporations or private organizations which have a
significant portion of their activities in the U.S. and the Pacific Rim; and positions of service and leadership within Asian American communities. Students
may also continue their education and pursue professional or graduate degrees.
Requirements for the Minor in Asian American Studies
Requirements for the Minor
A. Three introductory Asian American Studies core courses:
ASIANAM 50 Asian American Histories
or ASIANAM 51 The U.S. and Asia
and
ASIANAM 52 Asian American Communities
or ASIANAM 53 Asian Americans and Comparative Race Relations
and
ASIANAM 54 Asian American Stories
or ASIANAM 55 Asian Americans and the Media
B. Four upper-division courses selected from Asian American Studies 100W–169, ASIANAM 199.
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 Department.
Graduate Emphasis in Asian American Studies
The Department of Asian American Studies offers a graduate emphasis in Asian American Studies, which is available in conjunction with selected
departmental graduate programs. Students in the graduate emphasis complete a minimum of four courses, including ASIANAM 200A and
ASIANAM 200B (offered every other year), and two electives, one of which is selected from the student’s own department or area of interest, and the
other from a discipline outside that department or area.
Subject to the requirements of participating academic units, Ph.D. students in the emphasis should have at least one Asian American Studies core
faculty member on their qualifying examination and dissertation committees. With the approval of the Asian American Studies Graduate Committee,
affiliated faculty members can sit in place of the core faculty. (There are no requirements concerning qualifying examinations or theses for master’s
students.)
Applicants to the emphasis must be admitted to a participating UCI graduate program. For complete information about application policies and
procedures, as well as the requirements of the emphasis, see one of the Asian American Studies faculty members.
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Faculty
Christine Bacareza Balance, Ph.D. New York University, Assistant Professor of Asian American Studies; Culture and Theory; Gender and Sexuality
Studies (Performance studies, popular music, critical race and ethnic studies, Filipino/Filipino American studies, queer & feminist theory.)
Dorothy B. Fujita-Rony, Ph.D. Yale University, Associate Professor of Asian American Studies; Culture and Theory; History (U.S. history, Asian
American studies)
Claire J. Kim, Ph.D. Yale University, Professor of Asian American Studies; Culture and Theory; Political Science
Ngoc-Tram Le-Huynh, M.A., University of California, Los Angeles, Lecturer of Asian American Studies
James K. Lee, Ph.D. University of California, Los Angeles, Department Chair and Associate Professor of Asian American Studies; Culture and Theory
(Asian American literature and culture, contemporary U.S. literature, race and ethnic studies, urban studies, religious studies)
Julia Hyoun Joo Lee, Ph.D. University of California, Los Angeles, Associate Professor of Asian American Studies; Culture and Theory (Asian American
literature and culture, African American literature and culture, ethnic literature, twentieth-century American literature.)
John M. Liu, Ph.D. University of California, Los Angeles, Senior Lecturer with Security of Employment Emeritus of Asian American Studies
Genevieve Erin O'Brien, M.A. School of the Art Institute of Chicago, Lecturer of Asian American Studies
Beheroze F. Shroff, M.F.A. University of California, Los Angeles, Lecturer of Asian American Studies
Linda T. Võ, Ph.D. University of California, San Diego, Professor of Asian American Studies; Planning, Policy, and Design; Sociology (race and ethnic
relations, immigrants and refugees, gender relations, community and urban studies)
Judy Wu, Ph.D. Stanford University, Professor of Asian American Studies (Asian American history; comparative racialization and immigration; empire
and decolonization; gender and sexuality)
Affiliate Faculty
Kei Akagi, B.A. International Christian University, Professor of Music; Asian American Studies
Yong Chen, Ph.D. Cornell University, Professor of History; Asian American Studies (Asian American history and immigration, food and culture, U.S./
China economic and cultural interactions)
Laura H. Kang, Ph.D. University of California, Santa Cruz, Department Chair and Associate Professor of Gender and Sexuality Studies; Asian American
Studies; Comparative Literature (feminist epistemologies and theories, cultural studies, ethnic studies)
Kyung Hyun Kim, Ph.D. University of Southern California, Professor of Korean Culture; Asian American Studies; Film and Media Studies; Visual Studies
(East Asian cinema, modern Korea, critical theory)
Jennifer Lee, Ph.D. Columbia University, Professor of Sociology; Asian American Studies (immigration, race/ethnicity, social inequality, culture, Asian
American studies)
Stephen Lee, J.D. University of California, Berkeley, Professor of School of Law; Asian American Studies
Daphne Pi-Wei Lei, Ph.D. Tufts University, Head of Doctoral Studies and Professor of Drama; Asian American Studies (Asian theatre, Asian American
theatre, intercultural theatre, gender theory, performance theory)
Simon Leung, B.A. University of California, Los Angeles, Professor of Art; Asian American Studies (new genres, critical theory, contemporary art history,
performance)
Sanjoy Mazumdar, Ph.D. Massachusetts Institute of Technology, Professor of Planning, Policy, and Design; Asian American Studies
Yong Soon Min, M.F.A. University of California, Berkeley, Professor Emerita of Art; Asian American Studies; Culture and Theory (minority, diasporic, and
third cinemas; media, nationalism, and globalization; race, sexuality, and popular culture)
Bert Winther-Tamaki, Ph.D. New York University, Professor of Art History; Asian American Studies; Visual Studies (modern Japanese art and visual
culture, Asian American art, art and globalization)
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Courses
ASIANAM 50. Asian American Histories. 4 Units.
Examines and compares diverse experiences of major Asian American groups since the mid-nineteenth century. Topics include origins of emigration;
the formation and transformation of community; gender and family life; changing roles of Asian Americans in American society. Formerly ASIANAM 60A.
Same as HISTORY 15C, SOC SCI 78A.
((III or IV) and VII ).
ASIANAM 51. The U.S. and Asia. 4 Units.
Explores the historical and contemporary transnational linkages between the U.S. and regions in Asia and their resultant flows of people, goods, and
ideas. Attention given to the role of militarism and processes of globalization, and the histories of cultural contact/conflict.
((III or IV) and VIII ).
ASIANAM 52. Asian American Communities. 4 Units.
Examines the renewal of Asian immigration following World War II. Explores contemporary Asian American populations and communities in the U.S.,
and the impact of contemporary Asian immigration on the U.S. political economy and social order.
Same as SOC SCI 78B.
(III, VII)
ASIANAM 53. Asian Americans and Comparative Race Relations. 4 Units.
Analyzes the Asian American experience in comparative perspective, which includes comparisons of different ethnic and racial groups, and across
gender and class. Possible topics include labor, economy, politics, migration, nation, popular culture, gender, family, sexuality, and multiraciality.
Same as SOC SCI 78C.
(III, VII)
ASIANAM 54. Asian American Stories. 4 Units.
Examines stories from Asian American communities through literary texts and other media. Selected themes may include the following: dislocation/
relocation, finding/inventing a usable past, poetics/politics in language, identities/ethnicities.
(IV, VII)
ASIANAM 55. Asian Americans and the Media. 4 Units.
Investigates popular representations of and cultural productions by Asian Pacific Americans and Asians in the Americas from the late-nineteenth century
to the present. Cultural media may include political cartoons, film/television, popular music, visual art, blogs/Web sites, and performance.
(IV, VII)
ASIANAM 100W. Research Methodologies for Asian American Studies. 4 Units.
Explores various research methodologies for Asian American Studies combining theoretical knowledge with field research. Goals: conduct field research
about immigrants and refugees from Asia. Topics vary: migration and labor, assimilation and cultural preservation, cultural expressions in the diaspora.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
(Ib)
ASIANAM 110. Asian American Writers. 4 Units.
Literary analysis of Asian American writers' representations of issues of identity, class, history among others. Variety of literary forms—novel, poem,
drama, essay—included in a study of a variety of Asian American ethnic groups.
Repeatability: Unlimited as topics vary.
ASIANAM 111. Asian American History. 4 Units.
Introduction to important themes in the history of people of Asian ancestry in the United States from the nineteenth century to the present.
Repeatability: Unlimited as topics vary.
ASIANAM 112. Asian American Art History. 4 Units.
Investigation of Asian American experience expressed by art and visual culture throughout the twentieth century. Art by Asian Americans of diverse
backgrounds as well as the history of cultural visualization of Asian identities in American art/visual culture.
Repeatability: Unlimited as topics vary.
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ASIANAM 114. Asian American Film and Video. 4 Units.
Topics include histories of Asian American film and video, including documentaries, experimental, short subjects, feature-length independent film, and
other forms of cinematic expression. Explores issues of identity (national, racial, gendered, among others).
Repeatability: Unlimited as topics vary.
ASIANAM 116. Asian Americans and Popular Culture. 4 Units.
Focuses on Asian Americans' relationship to popular culture as both producers and consumers. Topics include consumer cultures and subcultures,
cyberspace and public space, popular music, indy comics and other print media.
Repeatability: Unlimited as topics vary.
ASIANAM 118. Asian American Performance and Writing. 4 Units.
Intensive performing workshop producing work inspired by community, personal experience, international issues. Focuses on new ways of
understanding ethnicity, class, and gender issues through performance.
ASIANAM 131. Asian American Politics. 4 Units.
Provides various overviews of politics within Asian American communities. May compare with African American and/or Latino politics.
Repeatability: Unlimited as topics vary.
ASIANAM 132. Comparative Minority Politics. 4 Units.
Examines the political experiences of Blacks, Latinos, and Asian Americans in the United States from roughly 1950 to the present. Focuses on how each
group has pursued political empowerment via both conventional political channels and social movements.
Same as AFAM 151, CHC/LAT 147, POL SCI 124C.
ASIANAM 134. Asian American Community Public Health. 4 Units.
Focuses on major issues and concepts of community health and their application to public health programs for Asian American populations. Analyzes
individual, institutional, community, and policy factors that influence a person's health status within a larger environmental context.
Same as PUBHLTH 134.
ASIANAM 137. Asian American Labor. 4 Units.
Explores history of Asian Americans and work from the nineteenth century to the present. Areas of study include migration, colonialism, family, social
organization, and work culture.
Same as HISTORY 152A.
ASIANAM 138. Race and Urban Space. 4 Units.
Examines how ethnic and racial processes shape and structure interactions in urban settings, such as schools, housing, employment, and public
spaces, with attention to the international impact of globalization and postcolonial forces.
ASIANAM 139. Asian Americans and Education. 4 Units.
Introduces students to the major issues facing Asian Americans in K-16 education and schooling experiences through scientific, historical, and
interdisciplinary approaches, in both mainstream and minority education.
ASIANAM 141. Asian American Psychology. 4 Units.
Examines the social and psychological concerns of Asian Americans; e.g., coping with racial prejudice, maintaining bicultural identities, dealing with
cross-cultural conflicts in interracial relationships, and trying to reconcile generational differences between immigrant parents and their American-born
children.
Same as PSYCH 174A.
ASIANAM 142. Muslim Identities in North America. 4 Units.
Explores multiple identities of Muslims in North America, including indigenous Muslims and immigrants of many national origins. Explores religious,
political, cultural, ethnic, class differences among American Muslims, turning to Islamic institutions or events near UCI to conduct fieldwork projects.
Same as ANTHRO 125Z.
ASIANAM 143. Religious Traditions of Asian Americans. 4 Units.
Studies the religious traditions of Asian Americans, focusing on the transplantation of religious institutions, establishment of sacred spaces, celebration
of religious holidays, socialization of children, as well as birth, marriage, gender relations, death, family.
Same as SOCIOL 136.
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ASIANAM 144. The Politics of Protest. 4 Units.
Examines the Civil Rights, Black Power, and women’s movements in relationship to the Asian American movement. Uses social movement theories to
illuminate the cases, and the cases to critique and revise the theories.
Same as POL SCI 124A.
(VII)
ASIANAM 150. Special Topics in Asian American Studies. 4 Units.
Analyzes a variety of themes in Asian American Studies—identity, history, culture—from various interdisciplinary perspectives in humanities, arts, social
sciences.
Repeatability: Unlimited as topics vary.
ASIANAM 151. Asian American Ethnic Groups. 4 Units.
Topics include study of the history, culture, and social formations of diverse Asian American subgroups such as Pacific Islanders, Hmong, Thai,
Indonesian, Indian subcontinental, among others.
Repeatability: Unlimited as topics vary.
ASIANAM 151C. The Korean American Experience. 4 Units.
Explores the factors that have distinctly shaped the Korean American experience, including patterns of racial domination, the profile of immigrant flow,
immigrant roles in the urban political economy, politics in Korea, and the role of the church.
Same as SOC SCI 178C.
ASIANAM 151D. The Vietnamese American Experience. 4 Units.
Studies the resettlement of Vietnamese in the United States following their exodus from Southeast Asia. Topics discussed include the Vietnam War, the
1975 evacuation, boat and land refugees, the shaping of Vietnamese communities, and Vietnamese American literature.
Same as SOC SCI 178D.
ASIANAM 151E. The Japanese American Experience. 4 Units.
Studies the settlement of Japanese in Hawaii and the continental United States since the late nineteenth century. Topics covered include sugar
plantations, development of rural Japanese America, World War II internment, post-War community development, and persistence of Japanese
American identity.
Same as SOC SCI 178E.
ASIANAM 151F. South Asian American Experience. 4 Units.
Examines and compares the experiences of South Asian immigrants in the U.S. over time. Looks at the economic, political, and social positions of the
immigrants, with special emphasis on religious changes and the changes in the second and later generations.
Same as SOC SCI 178F.
Restriction: Asian American Studies and Social Policy and Public Service majors have first consideration for enrollment.
ASIANAM 151H. Southeast Asian American Experience. 4 Units.
Analyzes experiences of refugees and immigrants from Southeast Asia, which may include those from Cambodia, Laos, Vietnam, and the Philippines.
Examines political and economic factors for their exodus and how they reconstruct their identities, histories, and communities.
Same as SOC SCI 178H.
ASIANAM 151J. Chinese American Experience. 4 Units.
Analyzes the experiences of Chinese in the United States. Immigration, Chinese exclusion, racial and gender identity. Historical overview and
contemporary issues covered.
Same as SOC SCI 178J.
ASIANAM 151K. Filipina/Filipino American Experience. 4 Units.
Explores the experience of Filipina/Filipino Americans from the era of Spanish colonization of the Philippines to present-day community formations in the
United States, with special emphasis on the twentieth century. Topics include colonialism, nation, migration, gender, and culture.
Same as SOC SCI 178K.
UCI General Catalogue 2016-2017 799
800 School of Humanities
ASIANAM 161. Ethnic and Racial Communities. 4 Units.
Examines various theoretical analyses of race and ethnicity, particularly as they apply to Asian Americans. Also explores the relationship of Asian
Americans to other racialized minorities in the U.S.
Same as SOC SCI 175B.
ASIANAM 162. Asian American Women. 4 Units.
Examines the representations and experiences of Asian American women from diverse perspectives. Explores the commonalities and differences
among various groups of Asian American women, with particular focus on history, culture, values, and family roles.
Same as SOC SCI 177B.
ASIANAM 163. Asian American Women's Film. 4 Units.
Explores the significance of film and video made by Asian American women in relation to race, representation, and social change. These film and video
makers use media to raise complex issues of class, politics, and race interacting with gender.
Repeatability: Unlimited as topics vary.
ASIANAM 164. Special Topics in Ethnicity, Gender, and Race. 4 Units.
Topics include analysis and comparison of various themes related to ethnicity, gender, and race within Asian American communities.
Repeatability: Unlimited as topics vary.
ASIANAM 166. Asian Americans and Race Relations. 4 Units.
Analyzes Asian American race relations and racialized interconnections, as well as Asian Americans in racial hierarchy. Topics include racial
categorization, citizenship, immigration, equity.
ASIANAM 167. Asian American and African American Relations. 4 Units.
Addresses relationships of Asian American and African American communities in the United States. Topics include race, class, gender, labor, economic
systems, political mobilization, community, civil rights, activism, cultural expression.
Same as AFAM 117, HISTORY 152B.
ASIANAM 168. Politics of Animal Rights. 4 Units.
Examines animal rights/welfare movement’s efforts to transform moral, practical, and legal standing of nonhuman animals in contemporary U.S.
Explores intersection of racism, sexism, and speciesism informed by theories of race and ethnicity, including Asian American Studies.
Same as POL SCI 126F.
Restriction: Political Science majors and Asian American Studies majors have first consideration for enrollment.
ASIANAM 171A. Migration Destinations. 4 Units.
Examines the migration patterns to the three largest nations that receive immigrants (i.e., permanent settlers): Australia, Canada, and the United States.
Same as SOCIOL 175D, INTL ST 117B.
ASIANAM 199. Independent Study. 1-4 Units.
Directed reading and research in consultation with a faculty member. Substantial written work required.
Repeatability: May be repeated for credit unlimited times.
ASIANAM 200A. Theory and Methods in Asian American Studies. 4 Units.
Introduction to the intersection of the social sciences, humanities, and other fields that constitute the theory and methodology of Asian American Studies.
Focuses on the interventions and contestations within Asian American Studies that have transformed the discipline in recent years.
Restriction: Graduate students only.
ASIANAM 200B. Contemporary Issues in Asian American Studies. 4 Units.
Examines the interrelations between history, theory, and race in the aftermath of the twentieth-century decolonial movements, offering an account of
race through postcolonial and postnationalist approaches in comparative contexts. Considers the interventions made by transnational feminist and
racialized queer critiques.
Restriction: Graduate students only.
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University of California, Irvine 2016-2017 801
ASIANAM 201. Graduate Topics in Asian American Studies. 4 Units.
Seminars on various topics in Asian American Studies.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
ASIANAM 250. Advanced Topics in Asian American Studies. 4 Units.
Seminar covering various areas of research within Asian American Studies as an interdisciplinary field. Recommended for advanced graduate students.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
ASIANAM 290. Directed Research. 4-12 Units.
Directed graduate study/research in Asian American Studies.
Repeatability: May be taken for credit for 24 units.
Restriction: Graduate students only.
ASIANAM 291. Directed Reading. 4 Units.
Readings focused on specialized topics in consultation with, and with the consent of, a faculty member.
Repeatability: May be taken for credit for 12 units.
Restriction: Graduate students only.
ASIANAM 399. University Teaching. 4 Units.
Limited to teaching assistants.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Emphasis in Asian American Studies graduate students only.
Department of Classics
Paul Andrew Zissos, Department Chair
400 Murray Krieger Hall
949-824-6735
http://www.humanities.uci.edu/classics/
Overview
The Department of Classics aims to provide the undergraduate student with a working knowledge of the origins and heritage of Graeco-Roman
civilization. The Department is committed to a twofold purpose: (1) disseminating interest in and knowledge of Classical Civilization through the teaching
of Greek and Latin language and literature; and (2) helping students, through courses in Classical literature, history, civilization, mythology, and religion
taught through English translations, to appreciate the achievements of Greek and Roman culture and their pervasive influence on our own civilization.
The Department offers a major in Classics with three possible emphases. Students may choose an emphasis in Greek and Latin Language and
Literature, Latin Language and Literature, or Classical Civilization. Students are encouraged to consult with the Classics faculty regarding the
appropriate choice of major and design of their programs.
For the emphasis in Greek and Latin Language and Literature, study of the Classics must be based on competence in both Greek and Latin. This
emphasis is designed to provide the student with language competence as rapidly as possible, so that by the end of first-year Greek or Latin the
student has already been introduced to some of the major Classical authors in the original language. From then on, courses are devoted to reading and
interpreting the literature of ancient Greece and Rome. In addition to their training in the languages, students increase their knowledge of the literature,
history, and thought of the ancient world through the close study of some of its finest writers.
The Latin Language and Literature emphasis is designed for those students who want to focus on Rome and the Latin language as their area of study.
By the end of first-year Latin, students will be reading and analyzing some of the most influential works in Latin literature. In addition to gaining an
expertise in Latin, students also devote a portion of their study to an examination of the history and culture of ancient Rome by taking upper-division
Classical Civilization courses with Rome as their focus and/or additional Latin courses. Courses from other departments in the School of Humanities
with a focus on later historical periods heavily influenced by Roman culture (such as the medieval period) may be used to satisfy some of the degree
requirements, with prior approval of the Department of Classics.
UCI General Catalogue 2016-2017 801
802 School of Humanities
The emphasis in Classical Civilization is designed for students who do not plan to concentrate on the Classical languages or pursue graduate study in
the Classics, yet wish to obtain an undergraduate degree based on a sound knowledge of the Classical world. This major requires one year of study
(or its equivalent) of either Greek or Latin and courses taught in English translation concerning such topics as Classical literature, civilization, history,
archaeology, art, drama, and philosophy.
Students entering UCI with previous Greek or Latin training may be given advanced standing. Usually, one year of high school work is equated with one
quarter of UCI work. For example, students with one, two, or three years of high school Latin (or Greek) will enroll in Latin (or Greek) 1B, 1C, and 100,
respectively. Placement may vary, depending on the extent of the student’s preparation. Students with transfer credit for Greek and/or Latin may not
repeat those courses for credit. Students with high school training in the Classical languages are encouraged to consult with the Classics faculty before
enrolling in Classics courses.
The Department adheres to the policy of giving its students an opportunity to participate in the departmental decision-making process. Student
representatives, elected from and by the undergraduate majors, participate in all open departmental meetings. Representatives are responsible for
maintaining close liaison with their constituency, for representing the students’ interest in curriculum and personnel matters.
Inquiries regarding language placement, prerequisites, planning a program of study, or other matters related to the Department’s offerings should be
directed to the Office of the Chair, 400 Murray Krieger Hall, telephone 949-824-6735.
Study Abroad
The Department of Classics encourages students to take advantage of educational opportunities abroad while making progress toward their UCI degree.
Classics majors and minors can benefit from a broader perspective of the field by studying for periods ranging from one quarter to one year at any
number of universities all over the world through the UC Education Abroad Program. Students can also augment their exposure to Greek, Latin, and
Classical civilizations by studying for a summer or during the academic year in Greece or Italy at programs sponsored by other academic institutions
through the International Opportunities Program. To determine how study abroad can fit into a Classics major, visit the UCI Study Abroad Center's Study
Abroad in Your Major website (http://www.cie.uci.edu/academics/academicplanning.html). See the Department of Classics Undergraduate Program
Advisor for additional information.
Career Opportunities
The study of the ancient world is a valuable possession for modern life. The discipline of Classics is an important part of a well-rounded education.
Greek and Latin language and literature, history, philosophy, mythology and religion make an excellent basis for exploring all periods of Western culture
down to the present day. Classics is an interdisciplinary study, exploring human culture through a variety of methods and points of view. For this reason,
the student who chooses to major in Classics may find many professional opportunities.
Graduate and professional schools in medicine, law, management, and other fields welcome students with training in Classics. So do many business
corporations. Business, industry, and technology are well acquainted with the value of an education in Classics. They are aware that students with a
strong background in a respected and challenging major such as Classics are disciplined thinkers who can express themselves in clear, coherent, and
cogent language, capabilities that are considered valuable in future physicians, lawyers, and managers.
There are also specific vocational opportunities open to the graduate in Classics. A major in this field may lead to a career in high school teaching, or
(after appropriate further study) in college or university teaching. It is also an excellent preparation for advanced study in other academic disciplines
such as archaeology, history, comparative literature, philosophy, and linguistics, as well as for theological studies and for work in a wide range of the
humanities and social sciences.
The UCI Career Center provides services to students and alumni including career counseling, information about job opportunities, a career library, and
workshops on résumé preparation, job search, and interview techniques. See the Career Center section for additional information.
Requirements for the B.A. Degree in Classics
All students must meet the University Requirements.
All students must meet the School Requirements.
All students are subject to the Language Other Than English Placement and Progression policies.
Departmental Requirements for the Major
The B.A. program in Classics is devoted to the study of languages, literature, and culture of ancient Greece and Rome. Students select one of three
emphases: (1) Greek and Latin Language and Literature; (2) Latin Language and Literature; or (3) Classical Civilization.
Emphasis in Greek and Latin Language and Literature
A. Choose either Greek Focus or Latin Focus:
1. Greek Focus:
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University of California, Irvine 2016-2017 803
CLASSIC 36A- 36B- 36C The Formation of Ancient Greek Society: Early Greece
and The Formation of Ancient Greek Society: Late Archaic and Classical
Greece
and The Formation of Ancient Greek Society: Fourth-Century and
Hellenistic Greece
and select six upper-division courses in Greek 100–104, GREEK 120
and select three upper-division courses in Latin 100–104
or
2. Latin Focus:
CLASSIC 37A- 37B- 37C The Formation of Ancient Roman Society: Origins to Roman Republic
and The Formation of Ancient Roman Society: Roman Empire
and The Formation of Ancient Roman Society: The Fall of Rome
and select six upper-division courses in Latin 100–104
and select three upper-division courses in Greek 100–104
B. One additional upper-division course in Greek or Latin. One upper-division Classics class (CLASSIC 140, CLASSIC 150, CLASSIC 160,
CLASSIC 170, CLASSIC 176) may be substituted for the upper-division Greek or Latin course with prior approval of the departmental undergraduate
advisor.
C. Senior Capstone Requirement:
CLASSIC 192A-CLASSIC 192B (or equivalent) taken during the senior year. Under the guidance of a faculty mentor, students design and execute
a senior project. Students may plan a project centering on an area of strong interest and may write a research paper, design a creative project, a
primary or secondary school curriculum, or other similar projects. All project proposals must be approved by the end of CLASSIC 192A. Six units
of CLASSIC 198, CLASSIC 199, or GREEK 199 may be substituted for CLASSIC 192A-CLASSIC 192B with prior approval of the departmental
undergraduate advisor.
Emphasis in Latin Language and Literature
A. Complete:
CLASSIC 37A- 37B- 37C The Formation of Ancient Roman Society: Origins to Roman Republic
and The Formation of Ancient Roman Society: Roman Empire
and The Formation of Ancient Roman Society: The Fall of Rome
B. Select six upper-division courses in Latin 100–104.
C. Select four upper-division courses from the following:
LATIN 103 Seminar in Latin Prose
LATIN 104 Seminar in Latin Poetry
CLASSIC 140 Classics and History: The Ancient World
CLASSIC 150 Classical Mythology
CLASSIC 160 Topics in Classical Literature in English Translation
CLASSIC 170 Topics in Classical Civilization
CLASSIC 176 International Studies and the Classics
Courses taken in another UCI department may be substituted with prior approval of the departmental undergraduate advisor; three of these courses
must be Roman in topic (the fourth course may have a Greek topic).
D. Senior Capstone Requirement:
CLASSIC 192A-CLASSIC 192B (or equivalent) taken during the senior year. Under the guidance of a faculty mentor, students design and execute
a senior project. Students may plan a project centering on an area of strong interest and may write a research paper, design a creative project, a
primary or secondary school curriculum, or other similar projects. All project proposals must be approved by the end of CLASSIC 192A. Six units of
CLASSIC 198, CLASSIC 199, LATIN 198, or LATIN 199 may be substituted for CLASSIC 192A- CLASSIC 192B with prior approval of the departmental
undergraduate advisor.
Emphasis in Classical Civilization
A. Select one of the following:
LATIN 1A- 1B- 1C Fundamentals of Latin
and Fundamentals of Latin
and Fundamentals of Latin
GREEK 1A- 1B- 1C Fundamentals of Greek
and Fundamentals of Greek
and Fundamentals of Greek
or equivalent
and select one of the following:
UCI General Catalogue 2016-2017 803
804 School of Humanities
CLASSIC 36A- 36B- 36C The Formation of Ancient Greek Society: Early Greece
and The Formation of Ancient Greek Society: Late Archaic and Classical
Greece
and The Formation of Ancient Greek Society: Fourth-Century and
Hellenistic Greece
CLASSIC 37A- 37B- 37C The Formation of Ancient Roman Society: Origins to Roman Republic
and The Formation of Ancient Roman Society: Roman Empire
and The Formation of Ancient Roman Society: The Fall of Rome
CLASSIC 45A- 45B- 45C Classical Mythology: The Gods
and Classical Mythology: The Heroes
and Classical Mythology: Ancient and Modern Perspectives of Classical
Mythology
B. Select five upper-division Classics courses.
C. Select two additional upper-division Classics courses. These courses may be in related fields such as Classical history, Classical philosophy, or
Classical art and if so, may be taken in another UCI department with prior approval of the departmental undergraduate advisor.
D. Senior Capstone Requirement:
CLASSIC 192A-CLASSIC 192B (or equivalent) taken during the senior year. Under the guidance of a faculty mentor, students design and execute
a senior project. Students may plan a project centering on an area of strong interest and may write a research paper, design a creative project, a
primary or secondary school curriculum, or other similar projects. All project proposals must be approved by the end of CLASSIC 192A. Six units of
CLASSIC 198 or CLASSIC 199 may be substituted for CLASSIC 192A-CLASSIC 192B with prior approval of the departmental undergraduate advisor.
Residence Requirement for the Major: At least five upper-division courses required for the major must be completed successfully at UCI.
Planning a Program of Study
The Department believes in close consultation with students on academic advising and program planning. Students planning to major in Classics or
minor in Greek, Latin, or Classical Civilization are strongly urged to consult with the departmental faculty at the earliest moment to learn about the
various programs.
Minor in Archaeology
The interdisciplinary minor in Archaeology introduces students to modern archaeological theory and practice. Students are exposed to different
approaches and theoretical frameworks used in the reconstruction of cultures based on their material remains and examine the use of such approaches
and frameworks in a comparative context that emphasizes one geographic area. Students also become familiar with the importance of understanding
the historical, geographic, and environmental contexts in which a particular material culture develops and transforms. The minor helps to prepare
students for advanced training in art history, the archaeology of specific geographical regions, cultural resource management, museum studies, and
historical preservation. It emphasizes classical and historical archaeology of the last 5,000 years of human history.
Requirements for the Minor in Archaeology
Completion of seven courses (28 units). Only one course from requirements D–F may be lower division. Courses that are listed in the Catalogue as
“topics vary” must be approved by the Department of Classics undergraduate advisor.
A. Complete:
ANTHRO 2C Introduction to Archaeology
B. Select one lower-division survey course on the pre-modern world from the following:
ANTHRO 41A Global Cultures and Society
ART HIS 40A Ancient Egyptian, Greek, and Roman Art and Architecture
ART HIS 42A History of Asian Art: Arts of India
HISTORY 21A World: Innovations
C. Select one upper-division social theory course from the following:
ANTHRO 125B Ecological Anthropology
ANTHRO 136B History of Anthropological Theory
HISTORY 102B Topics in Environmental History
D. Select one course on the social study of scientific inquiry from the following:
ANTHRO 128A Science, Technology, Controversy
HISTORY 60 The Making of Modern Science
GEN&SEX 50A Gender and Feminism in Everyday Life
GEN&SEX 50B Gender and Power
GEN&SEX 60A Gender and Science
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University of California, Irvine 2016-2017 805
E. Geographic specialty:
Select two courses focusing on one particular area from the requirement F list.
F. Geographic subspecialty:
Select one course on an area outside the student’s geographic specialty from the following:
Africa and Asia:
ART HIS 150 Studies in Asian Art
ART HIS 175 Studies in Native and Tribal Art
HISTORY 130A Jewish History, Ancient to Early Modern Times
HISTORY 131A History of Zoroastrianism (or HISTORY 131B, 131C, 131D, 131E)
HISTORY 134A Africa: Societies and Cultures
Greece and Rome:
ART HIS 100 Studies in Ancient Art
ART HIS 103 Studies in Greek Art
ART HIS 107 Studies in Roman Art
CLASSIC 36A The Formation of Ancient Greek Society: Early Greece
CLASSIC 36B The Formation of Ancient Greek Society: Late Archaic and Classical
Greece
CLASSIC 36C The Formation of Ancient Greek Society: Fourth-Century and Hellenistic
Greece
CLASSIC 37A The Formation of Ancient Roman Society: Origins to Roman Republic
CLASSIC 37B The Formation of Ancient Roman Society: Roman Empire
CLASSIC 37C The Formation of Ancient Roman Society: The Fall of Rome
CLASSIC 140 Classics and History: The Ancient World
CLASSIC 170 Topics in Classical Civilization
Americas:
ANTHRO 141A Ancient Civilization of Mexico and the Southwest
ANTHRO 149 Special Topics in Archaeology
ANTHRO 162A Peoples and Cultures of Latin America
ANTHRO 162B Indian North America
ART HIS 164A Modern African American Art
ART HIS 175 Studies in Native and Tribal Art
HISTORY 151A Chicana/Chicano History: Pre-Colonial to 1900
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 Humanities Undergraduate Study Office.
Greek, Latin, and Classic Civilization Minors
Requirements for the Minors (Greek, Latin, and Classical Civilization)
The Department offers minors in Greek, Latin, and Classical Civilization.
Greek
GREEK 1A- 1B- 1C Fundamentals of Greek
and Fundamentals of Greek
and Fundamentals of Greek
Select six upper-division courses in Greek 100–104. Greek 120 may be substituted for one course at the 100 level.
Latin
LATIN 1A- 1B- 1C Fundamentals of Latin
and Fundamentals of Latin
and Fundamentals of Latin
Select six upper-division courses in Latin 100–104.
Classical Civilization
Select one of the following:
UCI General Catalogue 2016-2017 805
806 School of Humanities
CLASSIC 36A- 36B- 36C The Formation of Ancient Greek Society: Early Greece
and The Formation of Ancient Greek Society: Late Archaic and Classical
Greece
and The Formation of Ancient Greek Society: Fourth-Century and
Hellenistic Greece
CLASSIC 37A- 37B- 37C The Formation of Ancient Roman Society: Origins to Roman Republic
and The Formation of Ancient Roman Society: Roman Empire
and The Formation of Ancient Roman Society: The Fall of Rome
CLASSIC 45A- 45B- 45C Classical Mythology: The Gods
and Classical Mythology: The Heroes
and Classical Mythology: Ancient and Modern Perspectives of Classical
Mythology
Select five upper-division Classics courses, one of which may be in a related field such as history, art history, or philosophy.
Residence Requirement for the Minor: Four upper-division courses 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.
On This Page:
• University of California Tri-Campus Graduate Program in Classics
• Tri-Campus Graduate Program Faculty List
• Master of Arts in Classics
• Doctor of Philosophy in Classics
®
• Thesaurus Linguae Graecae
The University of California Tri-Campus Graduate Program in Classics
UC Irvine, UC Riverside, and UC San Diego
Michele Salzman, Chair, Joint Executive Committee
NOTE: Admission to the program is not available at this time. Contact the Department for information.
The UC Tri-Campus Graduate Program in Classics is a joint venture that combines faculty in Classics and related disciplines from the three
southernmost University of California campuses—UC Irvine, UC Riverside, and UC San Diego.
Students accepted into the program may enroll at any of the three campuses, but normally apply for admission through UCI, which is the main location
for instruction and administration. Applications are reviewed by an admissions committee composed of faculty members from all three campuses.
The goal of the program is to provide a graduate education that unites the main currents of modern literary, cultural, and social theory with the traditional
skills and methodologies of classical philology. Candidates for degrees are expected to exhibit facility in Greek and Latin, competence in research,
including theoretical approaches to texts and objects, digital skills for research and teaching, and experience in teaching. These goals are realized
through the four core courses (CLASSIC 200A, CLASSIC 200B, CLASSIC 200C and CLASSIC 201) and seminars (CLASSIC 220).
All entering students are admitted into the Ph.D. program. With the exception of those granted advanced standing because they hold the M.A. degree in
Classics from another institution, entering students may be awarded an M.A. along the way.
Faculty
Luci Berkowitz, Ph.D. Ohio State University, Professor Emerita of Classics, UCI (Greek literary history, computer application to literature)
Cynthia L. Claxton, Ph.D. University of Washington, Senior Lecturer in Classics, Undergraduate Program Director, and Humanities Language Learning
Director, UCI (Greek prose, historiography)
Anthony Edwards, Ph.D. Cornell University, Professor of Classics and Comparative Literature, UCSD (epic, Greek comedy, critical theory)
Richard I. Frank, Ph.D. University of California, Berkeley, Professor Emeritus of History and Classics, UCI (Roman history, Latin elegy and satire,
classical tradition)
Zina Giannopoulou, Ph.D. University of Illinois, Associate Professor of Classics and Graduate Advisor, UCI (literary theory and Platonic hermeneutics,
Classical and Hellenistic philosophy, Greek tragedy and epic)
David Glidden, Ph.D. Princeton University, Professor Emeritus of Philosophy, UCR (Greek and Roman philosophy)
Denver Graninger, Ph.D. Cornell University, Assistant Professor of History, UCR (social and political implications of Greek religion)
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University of California, Irvine 2016-2017 807
Monte Johnson, Ph.D. University of Toronto, Associate Professor of Philosophy, UCSD (ancient philosophy)
Dayna Kalleres, Ph.D. Brown University, Associate Professor of Literature and the Study of Religion, UCSD (early to late antique Christian literature and
culture)
Andromache Karanika, Ph.D. Princeton University, Associate Professor of Classics, UCI (Greek epic poetry, Greek lyric, folklore)
Marianne McDonald, Ph.D. University of California, Irvine, Professor of Theatre and Classics, UCSD (Greek and Roman theatre, ancient drama in
modern plays, film, and opera)
Margaret M. Miles, Ph.D. Princeton University, Professor of Art History and Classics, UCI (Greek and Roman art and archaeology, ancient Sicily, Greek
religion)
Jozef Müller, Ph.D. Princeton University, Assistant Professor of Philosophy, UCR (Aristotle, Plato, Hellenistic Philosophy, and Neoplatonism)
Sheldon Nodelman, Ph.D. Yale University, Associate Professor of Visual Arts, UCSD (Classical art and architecture, Roman portraiture, critical theory)
®
Maria C. Pantelia, Ph.D. Ohio State University, Department Chair and Professor of Classics, Director, Thesaurus Linguae Graecae , UCI (Greek epic,
Hellenistic poetry, digital technologies in the humanities)
Lisa Raphals, Ph.D. University of Chicago, Professor of Chinese/Comparative Literature, UCR (comparative philosophy, religion, history of science, and
gender, with other interests in poetics and science fiction and media studies)
Wendy Raschke, Ph.D. State University of New York, Buffalo, Lecturer in Classics, UCR (Roman satire, Greek art and archaeology)
Michele Salzman, Ph.D. Bryn Mawr College, Chair, Joint Executive Committee, UC Tri-Campus Graduate Program in Classics and Professor of History,
UCR (Late antiquity; Roman history and literature, religion, women’s studies)
Thomas F. Scanlon, Ph.D. Ohio State University, Professor of Classics, UCR (Greek and Roman historiography, ancient athletics)
Dana F. Sutton, Ph.D. University of Wisconsin, Professor Emeritus of Classics, UCI (Greek and Latin drama, Greek poetry, Anglo-Latin literature)
Edward Watts, Ph.D. Yale University, Professor of History, UCSD (intellectual and religious history of the Early Byzantine Empire)
Andrew Zissos, Ph.D. Princeton University, Associate Professor of Classics, UCI (Latin epic, medieval Latin, Roman culture)
Master of Arts in Classics
The requirements for the M.A. degree are two years (six quarters) of course work, followed by a comprehensive examination or completion of a Master’s
thesis. A reading knowledge of either German, French, Italian, or an equivalent language, demonstrated by examination or appropriate course work,
is also required. M.A. students must successfully complete a minimum of 12 approved, seminar-level courses. The normal course load is three 200-
level courses each quarter distributed as follows: nine quarters of CLASSIC 220; three quarters of CLASSIC 200A, CLASSIC 200B, CLASSIC 200C,
and CLASSIC 201; a fourth quarter may be substituted for a CLASSIC 220. Up to one quarter of CLASSIC 290 for research and writing of the Master’s
thesis may be substituted for a CLASSIC 220. If remedial work is required in Greek or Latin, with the Graduate Advisor’s approval, one enhanced
upper-division Greek or Latin course (enrolled as a CLASSIC 280) may be substituted for a CLASSIC 220. With the Graduate Advisor’s approval,
M.A. students may substitute one external graduate seminar in a relevant area outside of Classics (at any of the three participating campuses) for a
CLASSIC 220. At the end of a student’s M.A. studies, a positive vote of the program faculty is necessary for continuation in the Ph.D. program. The
expected time for completion of the M.A. degree is two years.
Doctor of Philosophy in Classics
The requirements for the Ph.D. degree are three years (nine quarters) of course work. Minimum course requirements are four quarters of
CLASSIC 200A, CLASSIC 200B, CLASSIC 200C, and CLASSIC 201; 12 quarters of CLASSIC 220; two external graduate seminars, from departments
or programs outside of Classics. These may be taken from the offerings of any of the three campuses. Students may take up to two quarters of
enhanced upper-division Greek or Latin courses (enrolled as 280s) in place of CLASSIC 220s with permission of the Graduate Advisor if remedial
work is required in Greek or Latin. Where appropriate, in the third year of course work, a second CLASSIC 200A, CLASSIC 200B, or CLASSIC 200C,
may be substituted for a CLASSIC 220. CLASSIC 280, Independent Study (supervised research), may be substituted for CLASSIC 220s only with the
permission of the Graduate Advisor. Up to 12 equivalent graduate-level courses completed elsewhere may be substituted for Tri-Campus Program
courses with approval of the Joint Executive Committee. CLASSIC 280 may be used, normally in the fourth year, to provide time to work on the Greek
and Latin reading lists and to prepare for Qualifying Examinations, but these courses do not count toward the required 18 courses. Students are
encouraged to take courses and seminars in relevant areas outside the program at any of the three campuses. At this stage, and during the fourth year
of study, students are expected to have read extensively in the primary texts, in literary history and theory, and in ancient history. In addition, experience
in supervised teaching and/or research activity is normally required. In order to qualify as a candidate for the Ph.D. and enter the dissertation stage,
a student must pass a set of five written qualifying examinations, including Greek translation and Latin translation; Greek history and Roman history;
history of Greek and Roman literature. Once these examinations have been passed, a student must submit a substantial dissertation prospectus,
comparable to a research paper in scope and detail, and pass an oral examination administered by the candidacy committee. Ph.D. students must
also demonstrate reading proficiency in one modern research language (normally German and French or Italian) by the end of their second year either
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through appropriate course work or by examination. Proficiency in a second modern research language is expected by the end of the third year. The
normative time for advancement to candidacy is four years. The normative time for completion of the Ph.D. is six years, and the maximum time permitted
is eight years.
The facilities, course offerings, programs, and individual faculty mentorship of all three campuses are available to students in the UC Tri-Campus
Graduate Program in Classics. In addition, program resources are enhanced through a cooperative teaching arrangement among the Tri-Campus
Program and the Classics graduate programs at UC Los Angeles, UC Santa Barbara, and the University of Southern California.
®
Thesaurus Linguae Graecae
® ®
The Thesaurus Linguae Graecae (TLG ) is a research center at UCI. TLG has created a digital library of Greek literature, a unique resource for
research in Greek literary and linguistic studies. Although administratively separate, TLG is closely affiliated with the Department of Classics. Information
is available in the Office of Research section of this Catalogue.
Faculty
Luci B. Berkowitz, Ph.D. Ohio State University, Professor Emerita of Classics (Greek literary history, computer applications to literature)
Cynthia L. Claxton, Ph.D. University of Washington, Undergraduate Program Advisor, Humanities Language Learning Director and Senior Lecturer of
Classics (Greek prose, historiography)
Richard I. Frank, Ph.D. University of California, Berkeley, Professor Emeritus of History; Classics (Roman history, Classical tradition)
Zina Giannopoulou, Ph.D. University of Illinois at Urbana-Champaign, Graduate Advisor and Associate Professor of Classics; European Languages and
Studies (philosophy and literature, Classical tradition, Plato, Greek tragedy and epic)
Andromache Karanika, Ph.D. Princeton University, Associate Professor of Classics (Greek epic poetry, Greek lyric, folklore)
Maria C. Pantelia, Ph.D. Ohio State University, Director, Thesaurus Linguae Graecae® and Professor of Classics; Classics (Greek epic, Hellenistic
poetry, digital technologies in the humanities)
Patrick J. Sinclair, Ph.D. Northwestern University, Professor Emeritus of Classics (rhetoric, Latin prose, lexicography)
Dana Sutton, Ph.D. University of Wisconsin-Madison, Professor Emeritus of Classics (Greek and Latin drama, Greek poetry, Anglo-Latin literature)
Paul A. Zissos, Ph.D. Princeton University, Department Chair and Associate Professor of Classics (Latin epic, medieval Latin, Roman culture)
Classics Courses
CLASSIC 5. Building English Vocabulary through Greek and Latin Roots. 4 Units.
Formation and use of English words from Greek and Latin derivatives. Particularly useful for first-year students who wish to augment their vocabulary
systematically.
CLASSIC 10. Scientific and Specialized Terminology. 4 Units.
A study of English terms derived from Greek and Latin and important to contemporary medicine, science, and other professions, with emphasis on
development of word-building skills. No prior knowledge of Greek or Latin required.
CLASSIC 36A. The Formation of Ancient Greek Society: Early Greece. 4 Units.
A survey of ancient Greek civilization from its origins in the Bronze Age to the mid-Archaic period. Examines political and social history, as well as
literature, art, religion, and archaeological remains.
Same as HISTORY 36A.
(IV)
CLASSIC 36B. The Formation of Ancient Greek Society: Late Archaic and Classical Greece. 4 Units.
A survey of ancient Greek civilization from the Late Archaic period to the Classical period. Focuses on major institutions and cultural phenomena as
seen through the study of ancient Greek literature, history, archaeology, and religion.
Same as HISTORY 36B.
(IV)
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CLASSIC 36C. The Formation of Ancient Greek Society: Fourth-Century and Hellenistic Greece. 4 Units.
A survey of ancient Greek civilization from the fourth century BCE through to the Hellenistic period. Focuses on major institutions and cultural
phenomena as seen through the study of ancient Greek literature, history, archaeology, and religion.
Same as HISTORY 36C.
(IV)
CLASSIC 37A. The Formation of Ancient Roman Society: Origins to Roman Republic. 4 Units.
A survey of the development of Roman civilization from its eighth century BCE beginnings to the civil wars of the first century BCE. Examines political
and social history, as well as literature, art, architecture, and religion.
Same as HISTORY 37A.
(IV)
CLASSIC 37B. The Formation of Ancient Roman Society: Roman Empire. 4 Units.
A survey of Roman civilization from Augustus’s consolidation of power following the civil wars of the first century BCE to the crisis of the third century
CE. Includes social history, literature, art, architecture, and religion.
Same as HISTORY 37B.
(IV)
CLASSIC 37C. The Formation of Ancient Roman Society: The Fall of Rome. 4 Units.
A survey of Roman civilization from the crisis of the third century CE to the so-called “fall of Rome” in 476 CE. Examines political and social history, as
well as literature, art, architecture, and religion.
Same as HISTORY 37C.
(IV)
CLASSIC 45A. Classical Mythology: The Gods. 4 Units.
An overview of the main myths of the gods of the ancient Greeks and Romans and their influence in contemporary and later literature and art. Includes
readings from both ancient and modern sources. Course may be offered online.
(IV)
CLASSIC 45B. Classical Mythology: The Heroes. 4 Units.
An overview of the main myths of the heroes of the ancient Greeks and Romans and their influence in contemporary and later literature and art. Includes
readings from both ancient and modern sources.
(IV)
CLASSIC 45C. Classical Mythology: Ancient and Modern Perspectives of Classical Mythology. 4 Units.
Detailed examination of key Greek and Roman myths, their interpretations, and the influence they have exerted on literature, art, and popular culture in
subsequent periods.
(IV)
CLASSIC 99. Special Studies in Classics. 1-4 Units.
Lower-division level independent research with Classics faculty.
Repeatability: May be repeated for credit unlimited times.
CLASSIC 140. Classics and History: The Ancient World. 4 Units.
Selected topics in society and culture of the Graeco-Roman world. Readings in translation.
Repeatability: Unlimited as topics vary.
CLASSIC 150. Classical Mythology. 4 Units.
Selected myths and legends as used in Classical literature, and their modern interpretations.
CLASSIC 160. Topics in Classical Literature in English Translation. 4 Units.
Studies in selected areas of Classical literature. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
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CLASSIC 160W. Topics in Classical Literature in English Translation. 4 Units.
Studies in selected areas of Classical literature. Topics addressed vary each quarter.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Repeatability: Unlimited as topics vary.
(Ib)
CLASSIC 170. Topics in Classical Civilization. 4 Units.
Studies in selected areas of Classical civilization. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
CLASSIC 176. International Studies and the Classics. 4 Units.
Develops a broader understanding of the formation of different cultures and countries of Classical times and their impact on the modern world.
Repeatability: Unlimited as topics vary.
CLASSIC 192A. Senior Capstone. 2 Units.
Under the guidance of a faculty mentor, majors design and execute a senior project. This project may be a research paper, dramatic production, school
curriculum, etc. All projects must be approved by the faculty mentor.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Grading Option: In progress only.
CLASSIC 192B. Senior Capstone. 4 Units.
Under the guidance of a faculty mentor, majors design and execute a senior project. This project may be a research paper, dramatic production, school
curriculum, etc. All projects must be approved by the faculty mentor.
Prerequisite: CLASSIC 192A. Satisfactory completion of the Lower-Division Writing requirement.
CLASSIC 198. Directed Group Study. 4 Units.
Special topics in Classical studies through directed reading and research.
Repeatability: May be repeated for credit unlimited times.
CLASSIC 199. Independent Study in Classics. 1-4 Units.
Independent research with Classics faculty.
Repeatability: May be repeated for credit unlimited times.
CLASSIC 200A. Contemporary Literary Theory and the Classics. 4 Units.
An introduction to contemporary literary theory focusing on important critical approaches; topics vary from year to year.
Repeatability: Unlimited as topics vary.
CLASSIC 200B. Diachronic Perspectives on Classical Antiquity. 4 Units.
Examines ways in which Classical texts and ideas have been received and appropriated for the diverse purposes of ancient and subsequent cultures.
Repeatability: Unlimited as topics vary.
CLASSIC 200C. Greece and Rome in Their Contemporary Cultural Contexts. 4 Units.
An introduction to the methods and perspectives of social scientific theory which can be used to study the material and social dimensions of the ancient
cultures of Greece and Rome.
Repeatability: Unlimited as topics vary.
CLASSIC 201. Research and Pedagogical Tools for Classicists. 4 Units.
Covers various technical skills essential for successful research and pedagogy in Classics, including use of digital resources (e.g., bibliographical
databases). Introduction to important disciplinary subfields, such as textual criticism and epigraphy. Selection of topics will be at instructor's discretion.
CLASSIC 203A. Survey of Greek Literature . 4 Units.
Intensive Greek readings in poetry and prose selected from the Tri-Campus Program reading list.
Repeatability: May be taken for credit 2 times as topics vary.
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CLASSIC 203B. Survey of Latin Literature. 4 Units.
Intensive Latin readings in poetry and prose selected from the Tri-Campus Program reading list.
Repeatability: May be taken for credit 2 times as topics vary.
CLASSIC 205. CONCURRENT READING. 2 Units.
Special Instance.
Repeatability: May be repeated for credit unlimited times.
Restriction: Grad students only
CLASSIC 220. Classics Graduate Seminar. 4 Units.
Subject matter variable; mainly but not exclusively major literary topics.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
CLASSIC 280. Independent Study. 4-12 Units.
Supervised independent research. Subject varies.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate only.
CLASSIC 290. Research in Classics. 4-12 Units.
Research under Classics faculty.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
CLASSIC 299. Dissertation Research. 4-12 Units.
Dissertation research with Classics faculty.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
CLASSIC 399. University Teaching. 4 Units.
Limited to Teaching Assistants.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
Greek Courses
GREEK 1A. Fundamentals of Greek. 5 Units.
Elements of Classical Greek grammar, syntax, and vocabulary.
Overlaps with GREEK S1AB.
Restriction: GREEK 1A and GREEK S1AB may not be taken for full credit.
GREEK 1B. Fundamentals of Greek. 5 Units.
Elements of Classical Greek grammar, syntax, and vocabulary.
Prerequisite: GREEK 1A. GREEK 1A with a grade of C or better.
Overlaps with GREEK S1AB, GREEK S1BC.
Restriction: GREEK 1B and GREEK S1AB and GREEK S1BC may not be taken for full credit.
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GREEK 1C. Fundamentals of Greek. 5 Units.
Introduction to reading texts.
Prerequisite: GREEK 1B. GREEK 1B with a grade of C or better.
Overlaps with GREEK S1BC.
Restriction: GREEK 1C and GREEK S1BC may not be taken for full credit.
(VI)
GREEK S1AB. Fundamentals of Greek. 7.5 Units.
First half of first- year Greek in an intensified form.
Overlaps with GREEK 1A, GREEK 1B.
Restriction: GREEK S1AB and GREEK 1A and GREEK 1B may not be taken for full credit.
GREEK S1BC. Fundamentals of Greek. 7.5 Units.
Second half of first- year Greek in an intensified form.
Prerequisite: GREEK S1AB or GREEK 1B. GREEK S1AB with a grade of C or better. GREEK 1B with a grade of C or better.
Overlaps with GREEK 1C, GREEK 1B.
Restriction: GREEK S1BC and GREEK 1B and GREEK 1C may not be taken for full credit.
(VI)
GREEK 2. Introduction to Biblical Greek. 4 Units.
An inductive approach to learning to read Biblical Greek texts. Basic grammar, syntax, morphology, and vocabulary presented within the context of
reading. Course is not a substitute for GREEK 1A, GREEK 1B, and GREEK 1C series.
GREEK 99. Special Studies in Greek. 1-4 Units.
Lower-division level independent research with Greek faculty.
Repeatability: May be repeated for credit unlimited times.
GREEK 100. Topics in Attic Greek. 4 Units.
Selected readings in Attic Greek prose and poetry. Authors may include Xenophon, Lysias, Antiphon, Euripides, and others. Selections from prose and
poetry will be read each quarter. Grammar and syntax review included.
Prerequisite: GREEK 1C or placement into GREEK 100. GREEK 1C with a grade of C or better.
Repeatability: Unlimited as topics vary.
GREEK 103. Seminar in Greek Prose. 4 Units.
Specialized and focused study of a particular Greek prose author or topic.
Prerequisite: GREEK 100.
Repeatability: Unlimited as topics vary.
GREEK 104. Seminar in Greek Poetry. 4 Units.
Specialized and focused study of a particular topic or author of Greek poetry.
Prerequisite: GREEK 100.
Repeatability: Unlimited as topics vary.
GREEK 120. Reading of Selected Portions of the New Testament. 4 Units.
Studies in selected areas of the New Testament. Topics addressed vary each quarter.
Prerequisite: GREEK 1C or GREEK S1BC.
Repeatability: Unlimited as topics vary.
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GREEK 198. Directed Group Study. 4 Units.
Special topics in Greek culture and civilization through directed reading and research.
Repeatability: May be repeated for credit unlimited times.
GREEK 199. Independent Studies in Greek. 1-4 Units.
Independent research with Greek faculty.
Repeatability: May be repeated for credit unlimited times.
Latin Courses
LATIN 1A. Fundamentals of Latin. 5 Units.
Elements of Latin grammar, syntax, and vocabulary.
Overlaps with LATIN S1AB.
Restriction: LATIN 1A and LATIN S1AB may not be taken for full credit.
LATIN 1B. Fundamentals of Latin. 5 Units.
Elements of Latin grammar, syntax, and vocabulary.
Prerequisite: LATIN 1A. LATIN 1A with a grade of C or better.
Overlaps with LATIN S1AB, LATIN S1BC.
Restriction: LATIN 1B and LATIN S1AB and LATIN S1BC may not be taken for full credit.
LATIN 1C. Fundamentals of Latin. 5 Units.
Introduction to reading texts, including study of the poetry of Catullus and selected readings.
Prerequisite: LATIN 1B. LATIN 1B with a grade of C or better.
Overlaps with LATIN S1BC.
Restriction: LATIN 1C and LATIN S1BC may not be taken for full credit.
(VI)
LATIN S1AB. Fundamentals of Latin. 7.5 Units.
First half of first-year Latin in an intensified form.
Overlaps with LATIN 1A, LATIN 1B.
Restriction: LATIN S1AB and LATIN 1A and LATIN 1B may not be taken for full credit.
LATIN S1BC. Fundamentals of Latin . 7.5 Units.
Second half of first-year Latin in an intensified form.
Prerequisite: LATIN S1AB or LATIN 1B. LATIN S1AB with a grade of C or better. LATIN 1B with a grade of C or better.
Overlaps with LATIN 1B, LATIN 1C.
Restriction: LATIN S1BC and LATIN 1B and LATIN 1C may not be taken for full credit.
(VI)
LATIN 99. Special Studies in Latin. 1-4 Units.
Lower-division level independent research with Latin faculty.
Repeatability: May be repeated for credit unlimited times.
LATIN 100. Topics in Classical Latin. 4 Units.
Selected readings in Classical Latin prose and poetry. Authors may include Cicero, Caesar, Ovid, Catullus, and others. Selections from prose and poetry
will be read each quarter. Grammar and syntax review included.
Prerequisite: LATIN 1C or placement into Latin 100. LATIN 1C with a grade of C or better.
Repeatability: Unlimited as topics vary.
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LATIN 103. Seminar in Latin Prose. 4 Units.
Specialized and focused study of a particular Latin prose author or topic.
Prerequisite: LATIN 100.
Repeatability: Unlimited as topics vary.
LATIN 104. Seminar in Latin Poetry. 4 Units.
Specialized and focused study of a particular topic or author in Latin poetry.
Prerequisite: LATIN 100.
Repeatability: Unlimited as topics vary.
LATIN 198. Directed Group Study. 1-4 Units.
Special topics in Roman culture and civilization through directed reading and research.
Repeatability: May be repeated for credit unlimited times.
LATIN 199. Independent Studies in Latin. 1-4 Units.
Independent research with Latin faculty.
Repeatability: May be repeated for credit unlimited times.
Department of Comparative Literature
Nasrin Rahimieh, Department Chair
243 Humanities Instructional Building
949-824-6406
http://www.humanities.uci.edu/complit/
[email protected]
Overview
Comparative Literature is the study of the world through its literatures and cultures. Critical theory and translation provide frameworks for making moves:
across languages, media, geographic borders, and political visions. In the Department of Comparative Literature, graduate and undergraduate students
immerse themselves in national and regional literatures—of Asia, Africa, Latin America, North America, and Europe—while simultaneously placing those
cultural practices within dynamic global exchanges, both historical and contemporary. Through courses, conferences, collaborative projects, and digital
media, Comparative Literature at UCI advances critical cosmopolitanism—a kind of worldliness cultivated by creative engagements with power, peoples,
and their symbolic practices. From novel to poetry, drama to film, monuments to political protest, comics to audio, urban space to visual culture—
Comparative Literature introduces students to global cultures in the widest sense, and to the theoretical lenses essential for putting them in perspective.
Writing, speaking, visualizing, blogging, social networking: through multiple media Comparative Literature students at every level interpret and engage
with other academics and publics outside the academy. Together, students of Comparative Literature strive for a continually evolving practice of critical
awareness and political action: a global literacy and citizenship through which to face the challenges of life and work in the 21st century.
The Department of Comparative Literature offers a major with three emphases: Comparative Literature and Critical Theory, Cultural Studies, and World
Literature. It also offers a minor. The Department seeks to foster and maintain a lively community that includes undergraduates, graduates, and faculty,
and to that end holds a variety of meetings and activities so that majors can get to know one another and other members of the Department.
Requirements for the B.A. Degree in Comparative Literature
All students must meet the University Requirements.
All students must meet the School Requirements.
Department Requirements for the Major
A. Complete:
COM LIT 60A World Literature
COM LIT 60B Reading with Theory
COM LIT 60C Cultural Studies
B. Complete:
COM LIT 190W Advanced Seminar in Comparative Literature and Theory (capstone
seminar)
C. Select two additional upper-division Comparative Literature courses or other upper-division courses offered in the School of Humanities.
D. Completion of one of the three emphases:
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1. Emphasis in Comparative Literature and Critical Theory
(a) Select five upper-division courses in Comparative Literature.
(b) Competence in a foreign language sufficient for reading and understanding literature and culture in that language may be demonstrated through
course work in one of the following ways:
(1) Two upper-division courses in a foreign literature or culture in which texts are read in the original, or
(2) One upper-division course in a foreign literature or culture in which texts are read in the original, plus one upper-division course in a literature or
culture in translation, or
(3) Students of Chinese, Japanese, and Korean take three years of language training plus one approved upper-division course in a foreign literature
or culture in which texts are read in the original language or in translation, or
(4) Students of languages for which no language training is offered past 2C may take any two upper-division courses in a foreign literature or culture
in translation.
(5) Students who study Greek and Latin fulfill the entire requirement by successfully completing two years of college-level language training and one
upper-division course in a foreign literature or culture in translation.
An Independent Study course may substitute for any part (i.e., either a language or literature course) of the foreign language requirement upon petition
to the undergraduate studies director in Comparative Literature.
2. Emphasis in Cultural Studies
(a) Select six upper-division courses in Comparative Literature (three of which must be from the following list):
COM LIT 105 Topics in Comparative Multiculturalism
COM LIT 130 Gender, Sexuality, Race, Class
COM LIT 132 Discourse, Ideologies, and Politics
COM LIT 140 Critical Cultural Studies
COM LIT 141 Popular Culture
COM LIT 142 The Metropolis and Other Cultural Geographies
COM LIT 143 Literature, Arts, and Media
COM LIT 144 Literature, History, and Society
3. Emphasis in World Literature
Select six upper-division courses in Comparative Literature (three of which must be from the following list):
COM LIT 100A Nations, Regions, and Beyond
COM LIT 105 Topics in Comparative Multiculturalism
COM LIT 107 Colonialisms and Postcolonialisms
COM LIT 108 Diasporic Literatures and Cultures
COM LIT 123 Literatures in Dialogue
1
COM LIT 150 Literature in Translation
1
COM LIT 150 may be replaced with other approved foreign literature-in-translation courses offered in the Humanities.
Residence Requirement for the Comparative Literature Major: COM LIT 190W and four additional upper-division courses in Comparative Literature
or other upper-division courses offered in the School of Humanities 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 by the appropriate program advisor or chair.
Planning a Program of Study
The Department offers close consultation for academic planning. All students should plan courses of study with faculty advisors. Students who wish to
pursue double majors, special programs, or study abroad are urged to seek advising as early as possible.
Additional Information
Careers for the Comparative Literature Major
Courses in Comparative Literature train students to read critically, to think and write analytically in a variety of genres and media, to learn languages,
and to do independent research, always in a global context. This course of study helps qualify majors for careers in education, international relations,
law, government, technology, communications and media, nonprofit organizations, and publishing. In recent years graduates from the Department of
Comparative Literature have won Fulbrights, gone on to law school, nursing school, and master’s programs in social work or psychology, and found jobs
in public relations firms, done editorial work, and conducted clinical research in pharmaceutical firms. The Comparative Literature major is also excellent
preparation for an academic career. Graduates have gone on to Ph.D. programs at Michigan, Cambridge, Harvard, Princeton, UCLA, UC Berkeley, and
other schools. Many also teach English, world literature, and modern foreign languages at the high-school level.
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Minor in Comparative Literature
Departmental Requirements for the Comparative Literature Minor
A. Complete:
COM LIT 60A World Literature
COM LIT 60B Reading with Theory
COM LIT 60C Cultural Studies
B. Select three upper-division courses in Comparative Literature.
C. Select one additional upper-division course in Comparative Literature or another upper-division course offered in the School of Humanities.
Residence Requirement for the Comparative Literature Minor: Four upper-division courses 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 by the appropriate program advisor or chair.
On This Page:
• Graduate Program
• Master of Arts in Comparative Literature
• Doctor of Philosophy in Comparative Literature
Graduate Program
Comparative Literature faculty at UCI Irvine are particularly well equipped to guide students in Critical Theory, Cultural Studies, Rhetorical Studies,
Postcolonial Theory, Critical Race Theory, Theory of the Novel, Gender and Queer Theory, and Political Theory; the faculty also have expertise in
African literature, Persian literature, Irish literature, Caribbean literature, Indigenous literatures, East Asian film, Latin American literature and film, Digital
Culture, and Sound Studies, and offer seminars that deal with some of the major figures and issues in contemporary theoretical debates, including
Deleuze, Foucault, Gramsci, Derrida, as well as object relations theory/psychoanalysis, theories of sovereignty, state formation, and subaltern studies,
and the study of the everyday. The M.A. degree is considered to be a step toward the Ph.D.; only students intending to complete the doctorate are
admitted to the program. Applicants must hold a B.A. or equivalent degree and should normally have majored in Comparative Literature, English, or a
foreign literature. Majors in other disciplines (e.g., philosophy, history, visual studies, women’s studies, ethnic studies) will be considered, provided that a
sufficient background in literary and cultural studies and in at least one foreign language is demonstrated.
The Department offers a track in (1) Comparative Literature with an emphasis in a literary tradition, (2) Comparative Literature with an emphasis in
Translation Studies, and (3) Comparative Literature with an emphasis in Critical Theory. (See the departmental graduate student handbook for a
description of these emphases.) Graduate students in Comparative Literature may also complete an emphasis in Chinese Language and Literature,
Classics, East Asian Cultural Studies, French, German, Japanese Language and Literature, or Spanish. Emphases in Asian American Studies, Critical
Theory, Feminist Studies, and Visual Studies are available through the School of Humanities. Within these emphases, students enroll in sequences of
courses that highlight individual interests and expertise. In consultation with advisors, students may also develop individualized curricula that cut across
these and other offerings in the Department and School.
A minor field specialization is recommended. This optional component promotes engagement with a field or methodology outside the student’s
specialization. It may be of a national, historical, disciplinary, or methodological nature, with the student of western postmodern literary theory and
forms engaging in a focused study of ancient Greek or Roman philosophy and culture, for example, or the student of East Asian languages and
diasporic literatures may work in anthropology or ethnography. This optional component of the student’s program may be fulfilled through course work,
independent studies, or a Qualifying Examination topic.
Graduate students in Comparative Literature must demonstrate a command of two foreign languages consistent with their particular focus of study within
the program. Competence in two foreign languages is required for the Ph.D. and is verified through examination, a longer translation project, and/or
course work.
The Department recognizes that most of its graduate students intend to become teachers, and believes that graduate departments should be training
college teachers as well as scholars—indeed, that teaching and scholarship complement one another. Thus candidates for the Ph.D. are expected to
acquire experience in teaching, and all Ph.D. candidates gain supervised training as part of the seminar work required for the degree.
Several substantial fellowships are available to graduate students.
The Schaeffer Fellowship provides $20,000 plus fees for up to two years to Ph.D. students in Comparative Literature for whom translation will be a
crucial element of their dissertation work. Scholars translating literary or historical texts or archival materials not previously reliably available in English
as part of their dissertation research are eligible. Multiple fellowships per year may be awarded. Students interested in the Schaeffer Fellowship should
contact the Department prior to applying to the Ph.D. program.
The Murray Krieger Fellowship in Literary Theory is intended for an outstanding entering graduate student pursuing the Ph.D. in Comparative Literature
or English who demonstrates a primary interest in theory as theory relates to literary texts.
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A range of other fellowships is also available to students in the Department.
Master of Arts in Comparative Literature
Entering students are assigned a faculty advisor who usually serves as the chair of the student’s M.A. examination committee (which consists of at
least two other members of the faculty). Nine courses and an examination are required to complete the degree. The normal academic load for both
M.A. and Ph.D. candidates is three courses a quarter; teaching assistants take two courses in addition to earning credit for University teaching. Only in
exceptional circumstances will students be permitted to undertake programs of less than six full courses during the academic year.
The M.A. examination is normally taken during the quarter in which the student completes course work. For the examination, the candidate submits
an M.A. paper and a statement of purpose outlining past and future course work and preliminary plans for the Ph.D. qualifying examination. The M.A.
examination consists of a discussion of the student’s paper and the statement of purpose. In practice, it resembles an extended advising session, but
with particularly close attention to the student’s paper.
Doctor of Philosophy in Comparative Literature
The doctoral program in Comparative Literature prepares the student for a professional career in the research and teaching of comparative literary and
cultural studies. Some students also choose to enter professions (e.g., specialized research, nonprofit organizations, international cultural exchange) in
which the specialized work in a specific field indicated by an advanced degree is highly desirable.
Normally, students who have not done graduate work at another university must complete at least 18 courses. Upon completion of the course work,
the student takes a qualifying examination on four areas formulated by the student in consultation with the four faculty members who make up the
examination committee. The four areas are to cover a major field, a secondary field, a special topic, and theory. All four areas are to be related to each
other and to work toward the dissertation. The examination is part written, part oral, according to a formula decided by the student and the committee.
The examination as a whole should reflect the student’s ability to work in at least two languages.
After passing the qualifying examination, the student forms a dissertation committee of three faculty members, formulates a dissertation topic in
consultation with them, and submits a prospectus for the dissertation along with a preliminary bibliography. Study toward the Ph.D. culminates in the
dissertation. The normative time for advancement to candidacy is four years. The normative time for completion of the Ph.D. is seven years, and the
maximum time permitted is nine years.
Faculty
M. Ackbar Abbas, M.Phil. University of Hong Kong, Professor of Comparative Literature; Culture and Theory; Film and Media Studies; Visual Studies
(Hong Kong culture and postcolonialism, visual culture, architecture and cinema, cultural theory, globalization)
Eyal Amiran, Ph.D. University of Virginia, Associate Professor of Comparative Literature; Film and Media Studies; Visual Studies (digital media theory,
twentieth-century literature, narrative and textual theory, psychoanalysis, modern and postmodern intellectual history)
Luis Avilés, Ph.D. Brown University, Associate Professor of Spanish and Portuguese; Comparative Literature; Culture and Theory; European Languages
and Studies (Golden Age literature and critical theory)
Etienne Balibar, Ph.D. Catholic University of Nijmegen, Professor Emeritus of French; Comparative Literature (political philosophy, critical theory,
epistemology of the social sciences, ethics)
Ellen S. Burt, Ph.D. Yale University, Professor of English; Comparative Literature; European Languages and Studies (eighteenth-century French
literature and nineteenth-century poetry)
Nahum D. Chandler, Ph.D. University of Chicago, Director of the Graduate Program in Culture and Theory and Associate Professor of African American
Studies; Comparative Literature; Culture and Theory; European Languages and Studies (modern intellectual history, history of the human sciences)
James A. Fujii, Ph.D. University of Chicago, Associate Professor of Japanese; Comparative Literature (modern Japanese literature, human-animal
relations, cultural studies)
Alexander Gelley, Ph.D. Yale University, Professor Emeritus of Comparative Literature (eighteenth- and nineteenth-century European novel, critical
theory)
David Theo Goldberg, Ph.D. The Graduate Center, City University of New York, Director of the UC Humanities Research Institute and Professor of
Comparative Literature; Anthropology; Criminology, Law and Society; Culture and Theory (race, racism, race and the law, political theory, South Africa,
digital humanities)
Hu Ying, Ph.D. Princeton University, Professor of Chinese; Comparative Literature (narrative literature, translation theory, feminist theory)
Susan C. Jarratt, Ph.D. University of Texas at Austin, Professor of Comparative Literature; Culture and Theory; Education (histories and theories of
rhetoric, ancient Greek rhetoric, writing studies)
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Adriana M. Johnson, Ph.D. Duke University, Associate Professor of Comparative Literature; Spanish and Portuguese (Latin American literature and film,
subaltern studies, postcolonial studies, politics and culture)
Laura H. Kang, Ph.D. University of California, Santa Cruz, Department Chair and Associate Professor of Gender and Sexuality Studies; Asian American
Studies; Comparative Literature (feminist epistemologies and theories, cultural studies, ethnic studies)
Ketu H. Katrak, Ph.D. Bryn Mawr College, Professor of Drama; Comparative Literature (drama and performance, African drama and Ancient Sanskrit
drama [from India], postcolonial literature and theory, women writers and feminist theory)
Arlene Keizer, Ph.D. University of California, Berkeley, Associate Professor of English; Comparative Literature; Culture and Theory (African American
and Caribbean literature, critical race and ethnic studies, feminist and psychoanalytic theory, cultural studies)
Rodrigo Lazo, Ph.D. University of Maryland, College Park, Associate Professor of English; Comparative Literature (hemispheric American studies,
nineteenth century, Latino studies and the Americas, Cuba, immigrant literature)
Catherine Liu, Ph.D. Yale University, Department Chair and Professor of Film and Media Studies; Comparative Literature; Visual Studies (Hou Hsiao-
hsien, culture wars, Frankfurt School, historiography of critical theory/cultural studies, surveillance, cold war culture and neoliberalism)
Julia R. Lupton, Ph.D. Yale University, Associate Dean for Research and Professor of English; Comparative Literature; Education (Renaissance
literature, literature and psychology)
Steven J. Mailloux, Ph.D. University of Southern California, Professor Emeritus of English; Comparative Literature (rhetoric, critical theory, American
literature, law and literature)
J. Hillis Miller, Ph.D. Harvard University, UCI Endowed Chair and Professor Emeritus of Comparative Literature; English (Victorian literature, critical
theory)
Jane O. Newman, Ph.D. Princeton University, Professor of Comparative Literature; Culture and Theory; English; European Languages and Studies
(comparative Renaissance and early modern literature and culture [English, French, German, Italian, neo-Latin], Mediterranean Renaissance studies,
Baroque, afterlives of antiquity, Walter Benjamin, Erich Auerbach, pre-modern lessons for the modern and post-modern)
Carrie J. Noland, Ph.D. Harvard University, Professor of French; Comparative Literature (20th-century poetry and poetics, avant-garde movements in art
and literature, critical theory, performance studies)
Margot Norris, Ph.D. State University of New York College at Buffalo, Professor Emerita of English; Comparative Literature (modern Irish, British,
American and continental modernism, literature and war)
Laura B. O'Connor, Ph.D. Columbia University, Associate Professor of English; Comparative Literature (Irish literature, twentieth-century poetry, Anglo-
American modernism)
Kavita S. Philip, Ph.D. Cornell University, Associate Professor of History; Comparative Literature; Informatics (history of modern South Asia, science and
technology, political ecology, critical theoretical studies of race, gender, colonialism, new media, and globalization)
Rajagopalan Radhakrishnan, Ph.D. Binghamton University, State University of New York, UCI Chancellor's Professor of English; Comparative Literature;
Culture and Theory (critical theory, postcoloniality, nationalisms and diasporas, poststructuralism, postmodernism, democracy and minority discourse,
cultural studies, globalization and transnationalism)
Nasrin Rahimieh, Ph.D. University of Alberta, Professor of Comparative Literature; Culture and Theory; Gender and Sexuality Studies (Modern Persian
literature and culture, diaspora studies, women's writing.)
John C. Rowe, Ph.D. State University of New York College at Buffalo, Professor Emeritus of English; Comparative Literature
Annette M. Schlichter, Ph.D. Humboldt University of Berlin, Associate Professor of Comparative Literature; Culture and Theory; European Languages
and Studies (feminist theory and criticism, queer theory, critiques of heterosexuality, contemporary American literature, gender and literature, voice
studies)
Beryl F. Schlossman, Doctorate University of Paris 7, Ph.D. Johns Hopkins University, Professor of Comparative Literature; European Languages and
Studies; Film and Media Studies; Visual Studies (Modern literature, critical theory, film studies, psychoanalysis, the arts in society.)
Gabriele J. Schwab, Ph.D. University of Konstanz, Department Chair and UCI Chancellor's Professor of Comparative Literature; Anthropology; Culture
and Theory; European Languages and Studies (modern literature, critical theory, psychoanalysis, comparative literature)
Martin Schwab, Ph.D. Heidelberg University, Professor Emeritus of Philosophy; Comparative Literature; European Languages and Studies (philosophy
and aesthetics)
John H. Smith, Ph.D. Princeton University, Professor of Comparative Literature; German (18th- and 19th-century literature and intellectual history,
literary theory)
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University of California, Irvine 2016-2017 819
James Steintrager, Ph.D. Columbia University, Director of the Emphasis in Critical Theory and Professor of English; Comparative Literature; European
Languages and Studies (eighteenth-century comparative literature, ethical philosophy and literature, systems theory, amatory and erotic fiction)
Rei Terada, Ph.D. Boston University, Professor of Comparative Literature; Culture and Theory (theory, poststructuralism, nineteenth- and twentieth-
century poetry)
Jennifer Terry, Ph.D. University of California, Santa Cruz, Associate Professor of Gender and Sexuality Studies; Comparative Literature; Gender and
Sexuality Studies (cultural studies, social theory; science and technology studies, formations of gender and sexuality, critical approaches to modernity,
American studies in transnational perspective, processes of militarization)
Ngugi Wa Thiong'O, B.A. Makerere University, UCI Distinguished Professor of Comparative Literature; English (African and Caribbean literatures,
theater and film, performance studies, cultural and political theory)
Georges Y. Van Den Abbeele, Ph.D. Cornell University, Dean of the School of Humanities and Professor of Comparative Literature; English; European
Languages and Studies; Film and Media Studies; Visual Studies (French and European philosophical literature, travel narrative and tourism/migration
studies, critical theory and aesthetics, francophone literature, history of cartography, media history and theory.)
Courses
COM LIT 8. Travels in Comparative Literature. 4 Units.
Readings in English and in English translation on such topics as love, war, cities, travel writing, politics, fantasy and science fiction, violence.
Repeatability: Unlimited as topics vary.
(IV)
COM LIT 9. Introduction to Multiculturalism. 4 Units.
Various themes and forms of literary and cultural production within a multicultural framework, including African American, Asian American, Chicano/
Latino, and Native American literatures and cultures.
Repeatability: Unlimited as topics vary.
(IV, VII)
COM LIT 10. Topics in World Literature. 4 Units.
Introduction to texts from across the globe and from different historical periods. Readings in English and English translation.
Repeatability: Unlimited as topics vary.
(IV, VIII)
COM LIT 60A. World Literature. 4 Units.
An introduction to the comparative study of literatures and cultures in a global context. Studies literary texts and other media across the borders of
various cultures, historical periods, and traditions. All texts are read in English translation.
(IV, VIII)
COM LIT 60B. Reading with Theory. 4 Units.
Introduction to theory and methods of literary and cultural criticism in a global context. Students read theoretical approaches to literature, culture, and
ideas. Marx and Freud, e.g., may be studied alongside readings in narrative poetry, film, song lyrics, novel.
(IV, VIII)
COM LIT 60C. Cultural Studies. 4 Units.
Introduces students to a variety of cultural practices (literature, blogs, films, radio, comics) from across the globe. Focuses on the ways that context,
genre, and medium (e.g., written, visual, oral) affect how these practices are produced, circulated, and received.
(IV, VIII)
COM LIT 100A. Nations, Regions, and Beyond. 4 Units.
Intensive study of national and regional cultural and literary traditions from across the globe, among them the literary and cultural production of the
Middle East, Africa, Europe, the Americas, and Asia.
Repeatability: Unlimited as topics vary.
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COM LIT 102. Comparative Studies in Literature and Theory. 4 Units.
In-depth discussion of special topics.
Repeatability: Unlimited as topics vary.
COM LIT 102W. Comparative Studies in Literature and Theory. 4 Units.
In-depth discussion of special topics.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Repeatability: Unlimited as topics vary.
(Ib)
COM LIT 105. Topics in Comparative Multiculturalism. 4 Units.
Treats the literatures and cultures of one or more minority groups in California and the United States, including African Americans, Asian Americans,
Chicano/Latinos, and Native Americans, and their relations to other national literatures.
Prerequisite: Satisfactory completion of the lower-division writing requirement.
Repeatability: May be repeated for credit unlimited times.
COM LIT 107. Colonialisms and Postcolonialisms. 4 Units.
Explores topics such as colonialism and race, decolonization, pre- and postcoloniality, globalization, and the cultural dynamics of colonization and
subjectivity.
Repeatability: Unlimited as topics vary.
COM LIT 108. Diasporic Literatures and Cultures. 4 Units.
Literatures, cultures, and histories of diasporic groups, e.g., literature of the Persian diaspora; cinema of the African diaspora.
Repeatability: Unlimited as topics vary.
COM LIT 120. Philosophy, Culture, and Literature. 4 Units.
Discusses contemporary and historical philosophical questions and figures--for example, existentialism or debates about artificial intelligence--in
interaction with culture and literature.
Repeatability: Unlimited as topics vary.
COM LIT 121. Narrative, Pattern, and Text. 4 Units.
Explores textual patterns, structures, and effects. May include topics such as novel, hypertext, genre, reader responses, intertextuality.
Repeatability: Unlimited as topics vary.
COM LIT 122. Rhetorical Approaches to Literature. 4 Units.
Studies the art and politics of rhetoric and persuasion in connection with cultural works from various times and places, for example, classical political
speeches, Internet journalism.
Repeatability: Unlimited as topics vary.
COM LIT 123. Literatures in Dialogue. 4 Units.
Studies how texts interact across time and space in a global context. Uses concepts of influence, imitation, and parody, to ask, for example, how the
Homeric epics can help us understand Caribbean novels and U.S. movies such as Troy.
Repeatability: Unlimited as topics vary.
COM LIT 130. Gender, Sexuality, Race, Class. 4 Units.
Discusses the roles of differences such as race, class, gender, and sexuality in society, culture, and literature across the globe, covering topics such as
theoretical and literary representations of queer sexuality, gender performance, critical race theory.
Repeatability: Unlimited as topics vary.
COM LIT 131. Psychoanalysis and Culture. 4 Units.
Discusses major psychoanalytic writings of Freud and others in connection with questions of culture.
Repeatability: Unlimited as topics vary.
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COM LIT 132. Discourse, Ideologies, and Politics. 4 Units.
Compares ideologies and systems, e.g., nationalism and fundamentalism, as they affect literature and culture in a global context.
Repeatability: Unlimited as topics vary.
COM LIT 140. Critical Cultural Studies. 4 Units.
Introduces a variety of ways of understanding cultural phenomena in relation to different power structures. These cultural phenomena may include
comics, film, literature, sports, music, festivals, telling stories, or eating out.
Repeatability: Unlimited as topics vary.
COM LIT 141. Popular Culture . 4 Units.
Critical analyses of popular culture such as comics, oral narratives, films, TV, music, in an internationl framework.
Repeatability: Unlimited as topics vary.
COM LIT 142. The Metropolis and Other Cultural Geographies. 4 Units.
Examines the relationship between space and culture; cultural production in the city, suburb, and/or countryside; spaces in texts and artifacts (film,
literature, comics, photographs) in a global context.
Repeatability: Unlimited as topics vary.
COM LIT 143. Literature, Arts, and Media. 4 Units.
Explores literature and other arts and media in a global context. May include film and electronic media, fine arts, oral cultures, architecture, in an
international framework.
Repeatability: Unlimited as topics vary.
COM LIT 144. Literature, History, and Society. 4 Units.
Explores the relationship between literary texts and their historical and social contexts in an international framework. Courses may address, for example,
literary and cultural expressions in social revolutions or the way literary texts talk back to medicine, religion, and anthropology.
Repeatability: Unlimited as topics vary.
COM LIT 150. Literature in Translation. 4 Units.
The study of literary works in one or more genres in English translation. May be a comparative study of works from several different original languages
or a concentration on works from a single cultural/linguistic tradition.
Repeatability: Unlimited as topics vary.
COM LIT 160. World Cinema . 4 Units.
Comparative analysis of contemporary film in languages other than English.
Repeatability: May be taken for credit 2 times as topics vary.
COM LIT 190W. Advanced Seminar in Comparative Literature and Theory. 4 Units.
Capstone seminar for the Comparative Literature major. Deepens understanding of the field through investigation of a special topic and a substantial
research and writing project.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Comparative Literature majors have first consideration for enrollment.
(Ib)
COM LIT 198. Special Topics. 1-4 Units.
Directed group study of selected topics.
Repeatability: May be repeated for credit unlimited times.
COM LIT 199. Independent Study in Comparative Literature. 1-4 Units.
To be taken only when the materials to be studied lie outside the normal run of departmental offerings.
Repeatability: May be repeated for credit unlimited times.
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COM LIT 200A. History of Comparative Literature and Introduction to Methods and Theories of CL. 4 Units.
Seminar designed to introduce graduate students in Comparative Literature to the discipline of Comparative Literature. Issues and theories of
comparative literary and cultural study are covered. Strongly recommended for first and second year students before the M.A. exam and review.
Restriction: Graduate students only.
COM LIT 200B. Theories of Translation. 4 Units.
The reproduction, translation, and transfer of literary and cultural, ideological and political, and symbolic codes and texts have long been the object of
study in Comparative Literature. Addresses the diverse ways in which expressive systems interact and intersect.
Repeatability: Unlimited as topics vary.
COM LIT 200C. Theories of Globalization, Inter-Nationalism, and Postcolonialism. 4 Units.
Addresses both theories and the complex history of literary and cultural expression in a national, trans-, inter-, and post-national, global frame. Topics
may include: globalism and nationhood, theories of citizenship and political subjecthood, postcolonial literature and theory.
Repeatability: Unlimited as topics vary.
COM LIT 200D. Cultural Rhetoric and Rhetorical Theory. 4 Units.
Surveys contemporary theories of cultural rhetoric and the cultural rhetoric of contemporary theory, and interrogates the intersection of rhetoric, critical
theory, and cultural studies. Both historical and contemporary theories of rhetoric and cultural rhetorics are studied.
Repeatability: Unlimited as topics vary.
COM LIT 210. Comparative Studies . 4 Units.
Studies in selected areas of Comparative Literature. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
COM LIT 220. Translation Workshop. 2-4 Units.
Trains students in the methodologies and practice of translation. Students focus on the translating process in a series of case studies and individual
projects.
Repeatability: May be taken for credit for 8 units.
COM LIT 290. Reading and Conference. 4-12 Units.
Studies in selected areas. Topics addressed vary each quarter.
Repeatability: May be repeated for credit unlimited times.
COM LIT 291. Guided Reading Course. 4 Units.
Studies in selected areas. Topics addressed vary each quarter.
Repeatability: May be repeated for credit unlimited times.
COM LIT 299. Dissertation Research. 4-12 Units.
A units-only course for students in the dissertation phase.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
COM LIT 399. University Teaching. 4 Units.
Limited to Teaching Assistants.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
Emphasis in Critical Theory
James Steintrager, Director
179 Humanities Instructional Building
949-824-6720
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University of California, Irvine 2016-2017 823
http://www.humanities.uci.edu/critical/
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 HUMAN 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 HUMAN 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.
Graduate Program in Culture and Theory
On This Page:
• Admission
• Requirements
Please visit the Culture and Theory Program website (http://www.humanities.uci.edu/cultureandtheory/program) for contact and admissions
information.
Overview
The Ph.D. program in Culture and Theory provides a strong theoretical and critical approach to race, gender, and sexuality studies. It is the Ph.D.
graduate program that is constituted by several interdisciplinary units including African American Studies and Asian American Studies, and works
integrally with the Critical Theory Emphasis. Interdisciplinary in nature and buttressed by the established strengths in critical theory at UCI, the program
uses a problem-oriented approach to issues of race, gender, and sexuality in diasporic, transnational, and postcolonial contexts, as they are engaged
broadly in the humanities, social sciences, and arts.
The Ph.D. program in Culture and Theory is designed to take full advantage of the combined expertise of the nationally and internationally prominent
faculty at UCI whose work exemplifies the best in contemporary, critical, interdisciplinary studies in the humanities, social sciences, and the arts.
Admission
For information about admissions, visit the Culture and Theory Program website (http://www.humanities.uci.edu/cultureandtheory/program).
Applicants must have earned a bachelor’s, master’s, or equivalent degree in any discipline in the humanities, arts, or social sciences.
Applicants submit official transcripts, statement of purpose, personal history (U.S. citizens and permanent residents only), three letters of
recommendation, aptitude scores from the Graduate Record Examination, and a sample of written work. In addition, an interview may be required.
Incoming students are admitted for fall quarter only.
To be admitted formally into the doctoral program, students must satisfactorily pass an evaluation at the end of their first year of study; this includes
students who entered with an M.A. from another institution.
NOTE: Ph.D. students will receive the M.A. degree after the satisfactory completion of specified requirements, as a step toward the Ph.D. Those
students who complete the M.A., but whose committees assess their work as not meeting the standard for the Ph.D., will receive a terminal M.A. degree.
Students who enter the program with an M.A. from another institution may receive full or partial credit for the M.A., depending on the assessment of the
Executive Committee at the time the student is admitted or on the assessment of the student’s faculty advisor and committee during the student’s first
year. Students who receive full credit for the M.A. will be exempt from writing the master’s paper. The procedure for formally requesting course credit is
detailed in the Program Handbook.
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Requirements
1. CLT&THY 200A, CLT&THY 200B, CLT&THY 200C. Basic to the curriculum, this three-quarter core sequence provides a solid foundation in critical
and cultural theories, their philosophical genealogies and institutional histories, and interdisciplinary methodologies. The core sequence also
provides the space for an intellectual coherence and cohort building for Culture and Theory graduate students who will be taking most of their other
courses in supporting departments and programs.
2. Seven additional theoretical courses drawn from sets of offerings in the core supporting interdisciplinary units, the Critical Theory Emphasis, and
other course offerings by core and affiliated faculty, which may include HUMAN 260A-HUMAN 260B-HUMAN 260C and HUMAN 270. One of these
courses must be focused on research methods. Working closely with a faculty advisor and committee, students set up a coherent course of study
related to one or more of the areas explored in the core courses. Typically the seven courses will revolve around a set of theoretical problems,
e.g., feminist theory and practice, critical race studies, sexualities, postcolonialism, transnational circuits, globalization, theorizing the political,
philosophical debates on ethics, the intersections of visuality and textuality, to name a few. The theoretical problem courses are centered on the
philosophical and theoretical approaches that form the basis of much work in critical, cultural, and social theory regarding race, gender, and sexuality
studies.
3. Six courses on a focused area of study. This might include concentrations within and across a department, within the Critical Theory emphasis,
or in one of the core supporting interdisciplinary units. In the latter case, students will take the dedicated core courses of a Graduate Emphasis.
Students could also choose to work on a coherent area of focused study devised with their advisor. The courses in a focused area of study address
a particular field in which various forms of critical theory have been applied, as well as a focus on groups, nations, and regions: examples include
globalization, racism and the welfare state, diasporas of particular kinds, human rights, anti-colonial resistance movements in particular regions,
Muslim women and questions of the veil, the Harlem Renaissance, Asian American feminism, modernity and race.
4. CLT&THY 280. In this independent study course taken during their second year, students expand and develop a seminar paper into the master’s
paper, with the guidance of their faculty advisor.
5. Students must TA in a Humanities or Social Sciences department or program for a minimum of three quarters. They are also required to take the
teaching seminar and workshops associated with the course in which they teach.
6. CLT&THY 290. Students take this two-unit research and prospectus seminar in their third and fourth years to enable systematic progress toward
their dissertation.
7. Additionally, students are expected to participate regularly in the Culture and Theory Colloquium, a series of events comprised of lectures,
conferences, and performances sponsored by the program and allied units, particularly in the social sciences and the arts. Each year, the
Colloquium will also include academic workshops (e.g., faculty and student works-in-progress, as well as on grant writing and on framing the
dissertation project) and professionalization workshops (e.g., preparation for conferences and, later, for the job market). In addition to exposure
to diverse ideas and development of practical techniques, participation in the Colloquium is intended to strengthen relations among students, and
between students and faculty who are otherwise stretched across several units and schools.
Master’s Paper and M.A. Degree: During their second year, students work with their faculty advisor to expand and develop a seminar paper into a
master’s paper. A master’s paper expands a seminar paper to a version that is of near-publishable quality. Upon completion of the paper, the faculty
advisor and two other core faculty members will participate in an assessment of student’s work to date.
Ph.D. students will receive the M.A. degree after the satisfactory completion of the three core courses, seven theoretical problem courses, six courses
on a focused area of study, and the master’s paper. Those students who complete the M.A. requirements, but whose committees assess their work as
not meeting the standards for the Ph.D., will receive a terminal M.A. degree.
Qualifying Examination: Students work with a committee comprised of five faculty members, including one outside member, to draw up reading
lists and head notes on four topics, as well as a dissertation prospectus. Three of these topics should relate to the major areas of study outlined in
the 200A, B, C core course sequence, and one should relate to the student’s area of disciplinary or focused study. The examination itself will be
comprised of a written and oral exam. A student shall advance to candidacy upon successful passing of the Qualifying Exam and fulfillment of the
language requirement, normally by the end of the third year. For a more detailed explanation of the Qualifying Exam, the timeline for its preparation, and
composition of its committee, consult the Program Handbook.
Language Requirement: By the time they qualify for candidacy, students must demonstrate through course work or examination the ability to do
research in one ancient or modern language (other than English).
Dissertation: The dissertation topic should be drawn from a focused area of study, chosen in consultation with the dissertation advisor and other
committee members. Students will draw up their dissertation committee, which must consist of at least three members, at least two of whom must be
drawn from the core faculty in the program whose interests match the topic chosen for the thesis. Dissertations must be approved by the student’s
dissertation committee and submitted to the executive committee.
Time to Degree: The normative time for advancement to candidacy is four years. The normative time for completion of the Ph.D. is seven years, and
the maximum time permitted is eight years.
824 UCI General Catalogue 2016-2017
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Faculty
M. Ackbar Abbas, M.Phil. University of Hong Kong, Professor of Comparative Literature; Culture and Theory; Film and Media Studies; Visual Studies
(Hong Kong culture and postcolonialism, visual culture, architecture and cinema, cultural theory, globalization)
Jonathan Alexander, Ph.D. Louisiana State University, Campus Writing Coordinator and Professor of English; Culture and Theory; Education; Gender
and Sexuality Studies (writing studies, sexuality studies, queer theory, new media studies)
Luis Avilés, Ph.D. Brown University, Associate Professor of Spanish and Portuguese; Comparative Literature; Culture and Theory; European Languages
and Studies (Golden Age literature and critical theory)
Christine Bacareza Balance, Ph.D. New York University, Assistant Professor of Asian American Studies; Culture and Theory; Gender and Sexuality
Studies (Performance studies, popular music, critical race and ethnic studies, Filipino/Filipino American studies, queer & feminist theory.)
Catherine Benamou, Ph.D. New York University, Associate Professor of Film and Media Studies; Culture and Theory; Visual Studies (Hispanophone
and Lusophone cinema and television, U.S. Latino media, Orson Welles and maverick cinema, transnational flows, spectatorship, cinematic memory
and cultures of preservation)
Victoria Bernal, Ph.D. Northwestern University, Professor of Anthropology; Culture and Theory
Susan C. Bibler Coutin, Ph.D. Stanford University, Associate Dean of the Graduate Division and Professor of Criminology, Law and Society;
Anthropology; Culture and Theory (law, culture, immigration, human rights, citizenship, political activism, Central America)
Nahum D. Chandler, Ph.D. University of Chicago, Director of the Graduate Program in Culture and Theory and Associate Professor of African American
Studies; Comparative Literature; Culture and Theory; European Languages and Studies (modern intellectual history, history of the human sciences)
Vinayak Chaturvedi, Ph.D. University of Cambridge, Associate Professor of History; Culture and Theory (modern South Asia, social and intellectual
history)
Bridget R. Cooks Cumbo, Ph.D. University of Rochester, Associate Professor of African American Studies; Art History; Culture and Theory; Visual
Studies (African-American art, museum studies, feminist and post-colonial theory)
Sohail Daulatzai, Ph.D. University of Southern California, Associate Professor of Film and Media Studies; African American Studies; Culture and Theory;
Visual Studies (African American studies, postcolonial theory, race, hip hop, Muslim diasporas)
Julia Elyachar, Ph.D. Harvard University, Associate Professor of Anthropology; Culture and Theory; Economics
Raúl A. Fernández, Ph.D. Claremont Graduate University, Director of the UC-Cuba Academic Initiative and Professor Emeritus of Chicano/Latino
Studies; Culture and Theory; Social Sciences
Dorothy B. Fujita-Rony, Ph.D. Yale University, Associate Professor of Asian American Studies; Culture and Theory; History (U.S. history, Asian
American studies)
David Theo Goldberg, Ph.D. The Graduate Center, City University of New York, Director of the UC Humanities Research Institute and Professor of
Comparative Literature; Anthropology; Criminology, Law and Society; Culture and Theory (race, racism, race and the law, political theory, South Africa,
digital humanities)
Gilbert G. Gonzalez, Ph.D. University of California, Los Angeles, Professor Emeritus of Chicano/Latino Studies; Culture and Theory; Social Sciences
Sora Han, Ph.D. University of California, Santa Cruz, Assistant Professor of Criminology, Law and Society; African American Studies; Culture and
Theory (law and popular culture, critical race theory, philosophies of punishment, feminism and psychoanalysis)
Douglas M. Haynes, Ph.D. University of California, Berkeley, Vice Provost for Equity and Diversity and Professor of History; African American Studies;
Culture and Theory; European Languages and Studies (social and cultural history of modern Britain, social history of modern medicine)
Winston A. James, Ph.D. University of London, Professor of History; Culture and Theory (Caribbean, African American, African diaspora)
Susan C. Jarratt, Ph.D. University of Texas at Austin, Professor of Comparative Literature; Culture and Theory; Education (histories and theories of
rhetoric, ancient Greek rhetoric, writing studies)
Victoria E. Johnson, Ph.D. University of Southern California, Associate Professor of Film and Media Studies; Culture and Theory; Visual Studies
(television, critical race theory, sound, media policy, sport)
Arlene Keizer, Ph.D. University of California, Berkeley, Associate Professor of English; Comparative Literature; Culture and Theory (African American
and Caribbean literature, critical race and ethnic studies, feminist and psychoanalytic theory, cultural studies)
Claire J. Kim, Ph.D. Yale University, Professor of Asian American Studies; Culture and Theory; Political Science
UCI General Catalogue 2016-2017 825
826 School of Humanities
Mark A. LeVine, Ph.D. New York University, Professor of History; Culture and Theory (modern Middle Eastern history, Islamic studies, histories of
empire and globalization)
James K. Lee, Ph.D. University of California, Los Angeles, Department Chair and Associate Professor of Asian American Studies; Culture and Theory
(Asian American literature and culture, contemporary U.S. literature, race and ethnic studies, urban studies, religious studies)
Julia Hyoun Joo Lee, Ph.D. University of California, Los Angeles, Associate Professor of Asian American Studies; Culture and Theory (Asian American
literature and culture, African American literature and culture, ethnic literature, twentieth-century American literature.)
Felicidad (Bliss) Lim, Ph.D. New York University, Associate Professor of Film and Media Studies; Culture and Theory; Visual Studies (Philippine cinema,
temporality, postcolonial and feminist film theory, transnational horror and the fantastic, film archives)
William M. Maurer, Ph.D. Stanford University, Dean of the School of Social Sciences and Professor of Anthropology; Criminology, Law and Society;
Culture and Theory (anthropology of law, globalization, Caribbean, anthropology of money and finance, gender and kinship)
Jessica Millward, Ph.D. University of California, Los Angeles, Associate Professor of History; African American Studies; Culture and Theory (U.S.,
slavery, African diaspora, African American gender and women)
Glen M. Mimura, Ph.D. University of California, Santa Cruz, Associate Professor of Film and Media Studies; Culture and Theory; Visual Studies
(minoritarian and political film; media and race; popular culture and social movements)
Yong Soon Min, M.F.A. University of California, Berkeley, Professor Emerita of Art; Asian American Studies; Culture and Theory (minority, diasporic, and
third cinemas; media, nationalism, and globalization; race, sexuality, and popular culture)
Michael J. Montoya, Ph.D. Stanford University, UCI Chancellor's Fellow and Associate Professor of Anthropology; Chicano/Latino Studies; Culture and
Theory; Program in Public Health (social inequality and health, race and ethnicity, social and cultural studies of science, technology, and medicine,
participation of ethnic populations in biomedical research, the U.S./Mexican border, critical bioethics)
Gonzalo Navajas, Ph.D. University of California, Los Angeles, Professor of Spanish and Portuguese; Culture and Theory; European Languages and
Studies (eighteenth through twentieth-first century Spanish literature and intellectual history, film, critical theory, cultural criticism, creative writing)
Jane O. Newman, Ph.D. Princeton University, Professor of Comparative Literature; Culture and Theory; English; European Languages and Studies
(comparative Renaissance and early modern literature and culture [English, French, German, Italian, neo-Latin], Mediterranean Renaissance studies,
Baroque, afterlives of antiquity, Walter Benjamin, Erich Auerbach, pre-modern lessons for the modern and post-modern)
Rachel S. O'Toole, Ph.D. University of North Carolina at Chapel Hill, Associate Professor of History; Culture and Theory (Colonial Latin America, African
Diaspora, colonialisms, race, racism, indigenous histories, gender, Atlantic worlds)
Kevin E. Olson, Ph.D. Northwestern University, Associate Professor of Political Science; Culture and Theory (contemporary European political theory,
cultural politics, politics of diversity, popular sovereignty, citizenship, nineteenth- and twentieth-century political theory)
Kristin Peterson, Ph.D. William Marsh Rice University, Associate Professor of Anthropology; Culture and Theory
Rajagopalan Radhakrishnan, Ph.D. Binghamton University, State University of New York, UCI Chancellor's Professor of English; Comparative Literature;
Culture and Theory (critical theory, postcoloniality, nationalisms and diasporas, poststructuralism, postmodernism, democracy and minority discourse,
cultural studies, globalization and transnationalism)
Nasrin Rahimieh, Ph.D. University of Alberta, Professor of Comparative Literature; Culture and Theory; Gender and Sexuality Studies (Modern Persian
literature and culture, diaspora studies, women's writing.)
Belinda Robnett, Ph.D. University of Michigan, Professor of Sociology; Culture and Theory (social movements, race and ethnicity, gender, social
change, African Americans)
Constance J. Samaras, M.F.A. Eastern Michigan University, Professor of Art; Culture and Theory (photography, intermedia, cultural criticism)
Jeanne Scheper, Ph.D. University of California, Santa Barbara, Assistant Professor of Gender and Sexuality Studies; Culture and Theory (feminist
performance studies and visual culture, cultural studies, theories of race, gender and sexuality, trans-Atlantic modernism)
Annette M. Schlichter, Ph.D. Humboldt University of Berlin, Associate Professor of Comparative Literature; Culture and Theory; European Languages
and Studies (feminist theory and criticism, queer theory, critiques of heterosexuality, contemporary American literature, gender and literature, voice
studies)
Gabriele J. Schwab, Ph.D. University of Konstanz, Department Chair and UCI Chancellor's Professor of Comparative Literature; Anthropology; Culture
and Theory; European Languages and Studies (modern literature, critical theory, psychoanalysis, comparative literature)
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University of California, Irvine 2016-2017 827
Jared Charles Sexton, Ph.D. University of California, Berkeley, Program Director and Associate Professor of African American Studies; Culture and
Theory; Film and Media Studies; Visual Studies (race and sexuality, policing and imprisonment, contemporary U.S. cinema and political culture,
multiracial coalition, critical theory)
Rei Terada, Ph.D. Boston University, Professor of Comparative Literature; Culture and Theory (theory, poststructuralism, nineteenth- and twentieth-
century poetry)
Heidi E. Tinsman, Ph.D. Yale University, Professor of History; Culture and Theory; Gender and Sexuality Studies (Latin America, gender and sexuality,
world history)
Keith Topper, Ph.D. University of California, Los Angeles, Associate Professor of Political Science; Culture and Theory (political theory, critical theory,
poststructuralism, theories of power, language and politics, theory and politics of interpretation, politics of culture, philosophy of the social sciences)
Rodolfo D. Torres, Ph.D. Claremont Graduate University, Professor of Planning, Policy, and Design; Culture and Theory; Political Science
Roxanne Varzi, Ph.D. Columbia University, Associate Professor of Anthropology; Culture and Theory; Film and Media Studies; Visual Studies (Iran,
media, war, visual anthropology, film studies, ethnographic and fiction writing)
Frank B. Wilderson III, Ph.D. University of California, Berkeley, Professor of African American Studies; Culture and Theory; Drama (Afro-Pessimism, film
theory, Marxism, dramaturgy, narratology.)
Tiffany Willoughby-Herard, Ph.D. University of California, Santa Barbara, Associate Professor of African American Studies; Culture and Theory (South
Africa, poor whites, race in foreign policy, diaspora, comparative racial politics, third world feminisms, feminist pedagogy, black political thought)
Mei Zhan, Ph.D. Standford University, Associate Professor of Anthropology; Culture and Theory (medical anthropology, cultural and social studies of
science, globalization, transnationalism, gender, China and United States)
Courses
CLT&THY 200A. Identity and Difference. 4 Units.
Introduction to scholarship on social movements, institutions, and theories relating to the rise of identities based on race, gender, ethnicity, class, and
sexuality.
CLT&THY 200B. Power and Resistance. 4 Units.
Focusing on questions of power and resistance, examines theorists, mostly from the middle twentieth century to the twenty-first century, whose work has
led to the study of revolutions and resistance movements and their centrality in cultural theory.
CLT&THY 200C. Movement and Displacement. 4 Units.
Focusing on epistemologies of contemporary cultural theory, probes the genealogies of ideas of movement and settlement. Examines ways in which
epistemologies of movement and displacement produce texts and contexts of knowledge formation.
CLT&THY 280. Independent Study. 4 Units.
Limited to students who have not yet received the M.A. degree.
Repeatability: May be repeated for credit unlimited times.
CLT&THY 289. Topics in Culture and Theory. 4 Units.
Seminars on various topics in Culture and Theory.
Repeatability: Unlimited as topics vary.
CLT&THY 290. Research and Prospectus Seminar. 2 Units.
Bi-weekly seminar required for third- and/or fourth-year students. Students make presentations of dissertation prospectus for discussion. All graduate
students welcome to attend and participate. Meant especially for students preparing for formal presentation of prospectus.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
CLT&THY 298. Directed Reading. 4-12 Units.
Directed readings on a specific topic agreed upon by students and their instructors. Limited to students who have completed their M.A. degree and are
preparing for their qualifying exam.
Prerequisite: Completion of the M.A. degree.
Repeatability: May be repeated for credit unlimited times.
UCI General Catalogue 2016-2017 827
828 School of Humanities
CLT&THY 299. Dissertation Research. 4-12 Units.
Dissertation research in Culture and Theory.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Department of East Asian Languages and Literatures
Michael Fuller, Department Chair
443 Humanities Instructional Building
949-824-2227
http://www.humanities.uci.edu/eastasian/
Overview
Contemporary East Asian societies are vibrant and complex, and they are heirs to rich cultural traditions that continue to inform the present. The four
majors offered by the Department of East Asian Languages and Literatures provide students the opportunity to explore these societies and cultures
in all their diversity, and to pursue their study of East Asia across national and regional boundaries. The Department houses both undergraduate and
graduate (Ph.D.) programs.
Undergraduate Program
The Department offers four undergraduate majors: the B.A. degree program in Chinese Studies (with two emphases: Chinese Language and Literature,
and Chinese Culture and Society); the B.A. degree program in East Asian Cultures; the B.A. degree program in Japanese Language and Literature;
and the B.A. degree program in Korean Literature and Culture. In addition, minors are offered in Chinese Language and Literature, Chinese Studies,
Japanese Language and Literature, Japanese Studies, and Korean Literature and Culture.
Major in Chinese Studies
The major in Chinese Studies offers two emphases: Chinese Language and Literature, and Chinese Culture and Society. The Language and Literature
emphasis enables students to understand the extensive and rich literary, historical, social, and aesthetic achievements of China by studying its
language, literature, film, religion, and other cultural accomplishments in depth. The Culture and Society emphasis stresses a multidisciplinary
examination of modern Chinese culture and society that includes the perspectives of both the humanities and the social sciences. The major
emphasizes the complementarity of these approaches in understanding the complexity of the forces that have shaped contemporary China.
Requirements for the B.A. Degree in Chinese Studies
All students must meet the University Requirements.
All students must meet the School Requirements.
All students are subject to the Language Other Than English Placement and Progression policies.
Departmental Requirements for the Major in Chinese Studies
Emphasis in Chinese Language and Literature
A. Complete:
1
CHINESE 3C Advanced Mandarin Chinese
B. Complete:
CHINESE 100A- 100B- 100C Classical Chinese
and Classical Chinese
and Classical Chinese
C. Complete:
CHINESE 101A- 101B- 101C Fourth-Year Mandarin Chinese
and Fourth-Year Mandarin Chinese
2
and Fourth-Year Mandarin Chinese
D. Complete:
E ASIAN 190 Junior-Senior Colloquium
E. Select one upper-division course dealing with the literature or culture of another East Asian country.
F. Select four additional courses in Chinese literature, history, art history, linguistics, comparative literature, film and media, religion, gender studies, or
philosophy, of which one may be a lower-division East Asian course offered by the Department.
1
If a student is exempted from CHINESE 3C based on examination or equivalent, a course on a Chinese topic offered by the Department is
required.
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University of California, Irvine 2016-2017 829
2
If a student is exempted from the 101 series, three upper-division courses on Chinese topics offered by the Department are required.
Emphasis in Chinese Culture and Society
A. Complete one of the following:
CHINESE 2C Intermediate Mandarin Chinese
CHINESE 2DC Intermediate Mandarin Chinese - Dialect Background Track
CHINESE 2MC Intermediate Mandarin Chinese - Mandarin Background Track
or equivalent.
B. Complete:
HISTORY 171D- 171E Chinese History to 1800
and Chinese History: 1800-1949
C. Complete:
E ASIAN 190 Junior-Senior Colloquium
D. Select three upper-division courses on China offered by the Department.
1
E. Select two approved upper-division courses dealing with the literature, religion, culture, history, or society of another East Asian country.
F. Select two approved upper-division courses in the School of Social Sciences dealing with China.
G. Select two additional courses in Chinese language, literature, history, art history, linguistics, comparative literature, film and media, religion, gender
studies, or philosophy, of which one may be a lower-division East Asian course offered by the Department. (Courses from the School of Social Sciences
1
may be substituted with departmental approval by petition.)
1
For a list of approved courses, please consult http://www.humanities.uci.edu/eastasian/chinese/course/acourses2.php
Residence Requirement for the Major: At least five upper-division courses required for the major must be completed successfully at UCI. Students are
encouraged, however, to complete up to a year of their language study in approved programs of study abroad.
Major in East Asian Cultures
The curriculum for the major in East Asian Cultures focuses on the regional dynamics of cultural and social transformations in East Asia. Students
benefit from an multidisciplinary approach to the study of intra-regional relationships between East Asian countries in order to situate them in their
broader global contexts. By integrating the study of East Asia with theoretical issues that shape the study of world culture in general, students gain the
dual perspectives derived from examining East Asian cultures on their own terms and from recognizing the affinities these civilizations share, and the
conflicts they encounter in their interactions with the rest of the world.
Requirements for the B.A. Degree in East Asian Cultures
All students must meet the University Requirements.
All students must meet the School Requirements.
All students are subject to the Language Other Than English Placement and Progression policies.
Departmental Requirements for the Major in East Asian Cultures
A. Complete one of the following:
CHINESE 2C Intermediate Mandarin Chinese
CHINESE 2DC Intermediate Mandarin Chinese - Dialect Background Track
CHINESE 2MC Intermediate Mandarin Chinese - Mandarin Background Track
JAPANSE 2C Intermediate Japanese
KOREAN 2C Intermediate Korean
KOREAN 2KC Intermediate Korean for Students with a Previous Background in Korean
B. Select two quarters of:
E ASIAN 155 Topics in Cultural Studies in East Asia
C. Complete:
E ASIAN 190 Junior-Senior Colloquium
D. Select nine additional upper-division courses in the areas of East Asian literature, culture, history, art history, linguistics, film and media, religion,
philosophy, gender studies, or comparative literature, at least three of which must pertain to a country other than the one of language specialization. Up
to four of these courses (or more by petition) may be taken outside the Department, with the approval of the undergraduate advisor.
Residence Requirement for the Major: At least five upper-division courses required for the major must be completed successfully at UCI. Students are
encouraged, however, to complete up to a year of their language study in approved programs of study abroad.
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Major in Japanese Language and Literature
The curriculum for Japanese Language and Literature enables students to understand the extensive and rich literary, historical, social, and aesthetic
achievements of Japan by studying its language, literature, film, religion, and other cultural accomplishments in depth.
Requirements for the B.A. Degree in Japanese Language and Literature
All students must meet the University Requirements.
All students must meet the School Requirements.
All students are subject to the Language Other Than English Placement and Progression policies.
Departmental Requirements for the Major in Japanese Language and Literature
A. Complete:
JAPANSE 3C Advanced Japanese
B. Complete:
E ASIAN 190 Junior-Senior Colloquium
C. Select one of the following:
Two upper-division courses dealing with premodern Japanese literature or culture or
JAPANSE 100A- 100B Classical Japanese
and Classical Japanese
1
D. Select one of the following:
JAPANSE 101A Fourth Year Japanese
JAPANSE 101B Fourth Year Japanese
JAPANSE 101C Fourth Year Japanese
E. Select one upper-division course dealing with modern Japanese literature and culture
F. Select one upper-division course dealing with the literature or culture of another East Asian country
G. Select six additional courses in Japanese literature, culture, history, art history, linguistics, film and media, religion, philosophy, gender studies, or
comparative literature, of which one may be a lower-division East Asian course offered by the Department.
1
If a student is exempted from 101, an upper-division course on a Japanese topic offered by the Department is required. JAPANSE 100A may be
selected to fulfill this requirement only if the student has not selected JAPANSE 100A-JAPANSE 100B to satisfy requirement C.
Residence Requirement for the Major: At least five upper-division courses required for the major must be completed successfully at UCI. Students are
encouraged, however, to complete up to a year of their language study in approved programs of study abroad.
Major in Korean Literature and Culture
The curriculum for Korean Literature and Culture enables students to understand the extensive and rich literary, historical, social, and aesthetic
achievements of Korea by studying its language, literature, film, religion, and other cultural accomplishments in depth.
Requirements for the B.A. Degree in Korean Literature and Culture
All students must meet the University Requirements.
All students must meet the School Requirements.
All students are subject to the Language Other Than English Placement and Progression policies.
Departmental Requirements for the Major in Korean Literature and Culture
A. Complete:
1
KOREAN 3C Advanced Korean
B. Complete:
E ASIAN 130 Topics in Korean Society and Culture
E ASIAN 140 Topics in Korean Literature and Society
E ASIAN 190 Junior-Senior Colloquium
C. Select five courses in Korean literature, culture, history, art history, linguistics, film and media, religion, philosophy, gender studies, or comparative
literature, of which one may be a lower-division East Asian course offered by the Department.
D. Select three upper-division courses dealing with the literature or culture of another East Asian country.
1
If a student is exempted from KOREAN 3C based on examination or equivalent, a course on a Korean topic offered by the Department is
required.
830 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 831
Residence Requirement for the Major: At least five upper-division courses required for the major must be completed successfully at UCI. Students are
encouraged, however, to complete up to a year of their language study in approved programs of study abroad.
Additional Information
Planning a Program of Study
The student should plan a coherent program that both fulfills the requirements of the major and covers the student’s areas of interest in allied fields
outside East Asian Languages and Literatures.
Students who plan to enroll in a language course in Chinese, Japanese, or Korean will be placed on the basis of a written test and oral interview in the
respective language, regardless of their language background or proficiency, unless they have taken previous course work in the same language at UCI.
(The number of years of high school-level study is taken into account only as a reference.) The written test is typically administered through the Testing
Office; the oral interview, by the appropriate faculty, who will evaluate students’ oral/aural abilities in the target language and consider results from the
written placement test and any prior exposure to the language to determine their proper placement level. In the case of some languages, students in the
first-year levels will be placed in either heritage classes (for students who have had exposure to the language in question through family ties) or non-
heritage classes (for students with no exposure).
The faculty encourages students who are serious about improving their East Asian language ability in reading, writing, and speaking to take advantage
of opportunities to immerse themselves in the relevant language by studying abroad through the University’s Education Abroad Program (UCEAP)
or through the International Opportunities Program (IOP). Students can gain substantially from first-hand experience of the culture they have studied
academically while still making progress toward their UCI degree. Programs are available for one quarter, one semester, or one year. More information
is available from academic counselors or at the Study Abroad Program website (http://www.studyabroad.uci.edu).
Careers for the Majors
Studies in the East Asian programs will give students the preparation needed to pursue a career involving these important Pacific Rim nations. In an
era in which the United States is seeking to come to grips with the challenges and opportunities presented by this vital area of the world, the training in
language, literature, and culture offered by the departmental majors will serve students well in a variety of endeavors, such as international business,
law, government service, journalism, teaching, and other careers involved with public affairs.
Focused undergraduate study in the language and literary and cultural traditions of an East Asian country is also a valuable preparation for those
students intent upon pursuing graduate study in any field of East Asian language or culture.
The UCI Career Center provides services to students and alumni including career counseling, information about job opportunities, a career library, and
workshops on resume preparation, job search, and interview techniques. See the Career Center section for additional information.
Requirements for the Chinese Language and Literature Minor
A. Three quarters of advanced Chinese language instruction, selected from the following:
CHINESE 3A Advanced Mandarin Chinese
CHINESE 3B Advanced Mandarin Chinese
CHINESE 3C Advanced Mandarin Chinese
CHINESE 100A Classical Chinese
CHINESE 100B Classical Chinese
CHINESE 100C Classical Chinese
CHINESE 101A Fourth-Year Mandarin Chinese
CHINESE 101B Fourth-Year Mandarin Chinese
CHINESE 101C Fourth-Year Mandarin Chinese
CHINESE 115 Chinese Literature: Advanced Texts
B. Select four upper-division courses from the East Asian Languages and Literatures offerings on Chinese topics.
Residence Requirement for the Minor: A minimum of 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.
Requirements for the Minor in Chinese Studies
A. Complete:
CHINESE 2C Intermediate Mandarin Chinese
or CHINESE 2MC Intermediate Mandarin Chinese - Mandarin Background Track
or CHINESE 2DC Intermediate Mandarin Chinese - Dialect Background Track
or equivalent
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832 School of Humanities
B. Complete:
E ASIAN 55 Introduction to East Asian Cultures (when the course is on a Chinese topic)
1
C. One upper-division course in Chinese history
1
D. One upper-division course on China, offered by the School of Social Sciences
1
E. One upper-division course on China, offered by the School of Humanities
F. Select three upper-division courses selected from the East Asian Languages and Literatures offerings on Chinese topics
1
A list of approved courses can be viewed on the East Asian Languages and Literatures website (http://www.humanities.uci.edu/eastasian/
japanese/course/acourses.php).
Residence Requirement for the Minor: A minimum of 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.
Requirements for the Japanese Language and Literature Minor
A. Three quarters of advanced Japanese language instruction, selected from the following:
JAPANSE 3A Advanced Japanese
JAPANSE 3B Advanced Japanese
JAPANSE 3C Advanced Japanese
JAPANSE 100A Classical Japanese
JAPANSE 100B Classical Japanese
JAPANSE 101A Fourth Year Japanese
JAPANSE 101B Fourth Year Japanese
JAPANSE 101C Fourth Year Japanese
JAPANSE 115 Japanese Literature: Advanced Texts
B. Select four upper-division courses (or five courses, if the 100A-B sequence has been chosen) from the East Asian Languages and Literatures
offerings on Japanese topics.
Residence Requirement for the Minor: A minimum of 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.
Requirements for the Minor in Japanese Studies
A. Complete:
JAPANSE 2C Intermediate Japanese (or equivalent)
B. Complete:
E ASIAN 55 Introduction to East Asian Cultures (when the course is on a Japanese
1
topic)
C. One upper-division course in Japanese history
1
D. One upper-division course on Japan, offered by the School of Social Sciences
1
E. One upper-division course on Japan, offered by the School of Humanities
F. Select three upper-division courses from the East Asian Languages and Literatures offerings on Japanese topics.
1
A list of approved courses can be viewed on the East Asian Languages and Literatures website (http://www.humanities.uci.edu/eastasian/
japanese/course/acourses.php).
Residence Requirement for the Minor: A minimum of 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.
Requirements for the Korean Literature and Culture Minor
A. Complete:
KOREAN 2C Intermediate Korean
or KOREAN 2KC Intermediate Korean for Students with a Previous Background in Korean
or equivalent
B. Complete:
832 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 833
E ASIAN 130 Topics in Korean Society and Culture
E ASIAN 140 Topics in Korean Literature and Society
C. Select one course dealing with Korean visual culture (examples: Korean cinema, visual art)
D. Select four upper-division courses selected from the East Asian Languages and Literatures offerings on Korean topics.
Residence Requirement for the Minor: A minimum of 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.
On This Page:
• Master of Arts in East Asian Languages and Literatures
• Doctor of Philosophy in East Asian Languages and Literatures
• Concentration in Chinese
• Concentration in Japanese
• Concentration in East Asian Cultural Studies
• Graduate Emphasis in Comparative Literature
Graduate Program
The Department offers a Ph.D. degree program in East Asian Languages and Literatures, with concentrations in Chinese, Japanese, and East Asian
Cultural Studies. The M.A. degree may be awarded to Ph.D. students in progress toward the doctoral degree.
The graduate program emphasizes rigorous training in language and textual analysis, with equal attention given to the historical, social, and cultural
dimensions of literary study. In addition to more traditional vocabularies of criticism and theory, the curriculum encourages exploration of recent
challenges to established conceptual and methodological frameworks. The program builds on the foundation of a faculty whose research interests
engage major issues in Chinese, Japanese, and Korean literature and culture, while developing connections with the larger community of scholarship at
UCI.
Because the graduate program is designed to prepare students for both college-level teaching and advanced research, each student will be required to
serve, under direct faculty supervision, as a teaching assistant in an appropriate undergraduate course offered through the Department. As noted below,
one quarter’s worth of this teaching may be counted as part of the required course work toward completion of the degree.
Assuming that a student is enrolled full-time and enters the program with no major deficiencies in background or training, the normative time needed to
complete the Ph.D. degree is seven years from matriculation. The maximum time permitted is eight years. For students admitted with an M.A. degree or
its equivalent from another institution, certain course requirements may be waived upon the approval of a faculty advisory committee, with a consequent
reduction in normative time for completion of the Ph.D.
The following graduate emphases are available: Asian American (see the Asian American Studies section); Critical Theory (see the Humanities Special
Programs section); Feminist Studies (see the Gender and Sexuality Studies section); Visual Studies (see the Visual Studies section); and Comparative
Literature (see below, following the Ph.D. program requirements).
Master of Arts in East Asian Languages and Literatures
Students are not admitted to an M.A.-only degree program but may be granted an M.A. in recognition of progress toward the Ph.D., normally after six
quarters of course work and submission of two approved seminar papers, which will serve as the M.A. examination.
Doctor of Philosophy in East Asian Languages and Literatures
Requirements for Admission
In addition to meeting the general requirements for admission to graduate study at UCI, specified by the Graduate Division, all students must present
the following for review by an admissions committee composed of members of the faculty in East Asian Languages and Literatures: records of prior
scholastic performance, including all college transcripts; three letters of recommendation; samples of written work; and aptitude scores from the
Graduate Record Examination. Although the Department does not require entering students to have received an undergraduate degree comparable
to its own, it recommends as much preparation in an East Asian language as possible. It also welcomes applications from students whose language
training may not be as extensive but who have shown promise in the study of related disciplines. The study of appropriate European languages is
encouraged as well.
General Requirements
Upon admission to the program, the student is assigned a graduate advisor, in consultation with whom an advisory committee consisting of two
additional faculty members is constituted. The student and committee plan a program of study consisting of 15 graduate courses.
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834 School of Humanities
Before advancement to candidacy (normally after three years of graduate study), the student must have (1) completed required course work as detailed
below; (2) prepared one paper of publishable quality; (3) completed language requirements as listed below; (4) prepared five research reports on current
scholarly articles to be decided upon in consultation with the faculty advisor; and (5) passed the qualifying examinations on four topics to be selected in
consultation with the faculty advisory committee no more than two quarters before the examinations are to be taken. At least one of the topics should be
related directly to the student’s projected area of specialization in dissertation research.
Students who complete the qualifying examinations successfully are advanced to candidacy for the Ph.D. degree. The normative time for advancement
to candidacy is four years. They then write their doctoral dissertation on a topic developed in consultation with the faculty advisory committee. Some
period of study abroad, for enhancement of language proficiency and/or dissertation research, is strongly encouraged.
Concentration in Chinese
Select three courses from Chinese 201-204.
Select either:
CHINESE 211A- 211B Studies in Traditional Chinese Narrative and Prose
and Studies in Traditional Chinese Narrative and Prose
or
CHINESE 212A- 212B Studies in Traditional Chinese Poetry
and Studies in Traditional Chinese Poetry
CHINESE 213A- 213B Studies in Modern Chinese Literature
and Studies in Modern Chinese Literature
CHINESE 214 Studies in Chinese Literature and Cultural Theory
and select seven additional courses (of which one may be in the graduate teaching program) as determined upon consultation with faculty advisors.
At least three of these additional courses must be taken outside the Department on a relevant topic in literary or cultural theory. Courses taken to fulfill
language requirements may not be counted toward the course work requirement.
Language Requirements. Before advancement to candidacy, all students must have completed four years of modern Chinese, two years of classical
Chinese, and three years of modern Japanese, and have demonstrated reading proficiency in another appropriate language. Much of this work may,
of course, have been completed prior to admission. In addition, the requirement for a second year of classical Chinese may be fulfilled by taking three
reading courses in classical literature.
Concentration in Japanese
Select three courses from Japanese 201-205.
Select either:
JAPANSE 211A- 211B Studies in Traditional Japanese Prose
and Studies in Traditional Japanese Prose
or
JAPANSE 212A- 212B Studies in Traditional Japanese Poetry or Drama
and Studies in Traditional Japanese Poetry or Drama
JAPANSE 213A- 213B Studies in Modern Japanese Literature
and Studies in Modern Japanese Literature
JAPANSE 214 Studies in Japanese Literary and Cultural Theory
and select seven additional courses (of which one may be in the graduate teaching program) as determined upon consultation with faculty advisors.
At least three of these additional courses must be taken outside the Department on relevant topics in literary or cultural theory. Courses taken to fulfill
language requirements may not be counted toward the course work requirement.
Language Requirements. Before advancement to candidacy, all students must have completed four years of modern Japanese and one year of
classical Japanese, and have demonstrated reading proficiency in another appropriate language. In addition, students emphasizing classical Japanese
are required to take one year of classical Chinese. Much of this work may, of course, have been completed prior to admission.
Concentration in East Asian Cultural Studies
Select four Theory and Cultural Studies graduate courses
Select four graduate courses in Chinese, Japanese, or Korean
and select seven additional courses (of which one may be in the graduate teaching program) as determined upon consultation with faculty advisors. At
least three of these additional courses must be taken outside the Department on relevant topics. Courses taken to fulfill language requirements may not
be counted toward the course work requirement.
Other Requirements. Before advancement to candidacy, all students must have completed examinations in four areas as determined upon consultation
with faculty advisors. These areas will vary according to the interests of the student; examples might be Colonial and Postcolonial Theories; Modernity
and East Asia; Critique of Asian Studies as a field; Gender, Class and East Asia; Visual Culture and Japan; and Theorizing Minority Status in East Asia.
834 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 835
All students must have completed four years of Chinese, Japanese, or Korean, or the equivalent. Three years or the equivalent in a second East Asian
language is recommended. Much of this work may, of course, have been completed prior to admission.
Graduate Emphasis in Comparative Literature
A student must submit an application for the emphasis to the Graduate Advisor in East Asian Languages and Literatures, and the Department tracks
the student’s progress and fulfillment of requirements. Upon graduation, students receive a letter from the Graduate Advisor certifying completion of the
emphasis.
1
Select at least five graduate courses in the Department of Comparative Literature:
One of the five courses should be:
COM LIT 200A History of Comparative Literature and Introduction to Methods and Theories
of CL
or COM LIT 200B Theories of Translation
or COM LIT 200C Theories of Globalization, Inter-Nationalism, and Postcolonialism
At least three of the courses should have a Comparative Literature (CL) designation.
One of the courses could be:
HUMAN 270 Advanced Critical Theory
1
Three of which may be counted toward the seven electives required for the Ph.D. in East Asian Languages and Literatures.
Qualifying Examination and Dissertation. One topic on the Ph.D. Qualifying Examination should be on a Comparative Literature topic and should be
prepared with a professor from the Comparative Literature program who will serve as a member of the student’s examination committee. The student
should be able to demonstrate some expertise in comparative critical methodologies as well as knowledge of a literature and tradition other than those in
East Asian. One member of the student’s dissertation committee will normally be from the Comparative Literature program.
Faculty
William H. Bridges, Ph.D. Princeton University, Assistant Professor of Japanese (modern Japanese literature; cultural studies; race and ethnic studies)
Jessica Chen, B.A. , Lecturer of Chinese
Hyunju Choe, M.A. University of Utah, Lecturer of Korean
Chungmoo Choi, Ph.D. Indiana University, Associate Professor of Korean Culture (modern Korea, postcolonial and colonial discourse, popular culture,
anthropology)
Ryuko Flores, M.A. University of California, Los Angeles, Lecturer of Japanese
James A. Fujii, Ph.D. University of Chicago, Associate Professor of Japanese; Comparative Literature (modern Japanese literature, human-animal
relations, cultural studies)
Michael A. Fuller, Ph.D. Yale University, Department Chair and Professor of East Asian Languages and Literature; Chinese (Chinese poetry and poetics,
the cultural and intellectual contexts for poetry, aesthetic theory, linguistic issues in classical Chinese)
Ruohmei Hsieh, M.A. State University of New York at Stony Brook, Academic Coordinator and Lecturer of Chinese
Hu Ying, Ph.D. Princeton University, Professor of Chinese; Comparative Literature (narrative literature, translation theory, feminist theory)
Martin W. Huang, Ph.D. Washington University, Professor of Chinese (narrative theories and traditional Chinese fiction)
Hyun Young Chung Hyun, M.A. Yonsei University, Academic Coordinator and Lecturer of Korean
Kyung Hyun Kim, Ph.D. University of Southern California, Professor of Korean Culture; Asian American Studies; Film and Media Studies; Visual Studies
(East Asian cinema, modern Korea, critical theory)
Susan B. Klein, Ph.D. Cornell University, Associate Professor of Japanese (premodern and modern theater and dance, Japanese religions, feminist
critical theory)
Jung Hwa Lee, M.A. California State University, Fullerton, Lecturer of Korean
Margherita Long, Ph.D. Princeton University, Associate Professor of Japanese (Japanese literature and film; ecocriticism; peace activism; feminist
theory; eco-documentary)
Ayako Nagai, M.A. University of Illinois at Urbana-Champaign, Lecturer of Japanese
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836 School of Humanities
Ying Y. Petersen, Ph.D. University of California, Berkeley, Lecturer of Chinese
Hidemi Riggs, Ph.D. University of California, Los Angeles, Academic Coordinator and Lecturer of Japanese
Bert Scruggs, Ph.D. University of Pennsylvania, Associate Professor of Chinese (China, identity, memory, nature, postcolonialism, solitude, Taiwan)
Eiko Sithi-Amnuai, B.A. Kansai University, Lecturer of Japanese
Serk Bae Suh, Ph.D. University of California, Los Angeles, Associate Professor of Korean (modern Korean literature)
Chinese Courses
CHINESE 1A. Fundamental Mandarin Chinese. 5 Units.
Natural approach emphasizing four fundamental skills: listening, speaking, reading and writing. Specifically designed for students with no previous
experience in any dialect of Chinese. Conducted in Mandarin Chinese using the Pinyin system of Romanization, traditional and simplified Chinese
characters.
Prerequisite: Placement into CHINESE 1A.
Overlaps with CHINESE S1AB, CHINESE 1MA, CHINESE 1DA.
Restriction: CHINESE 1A and CHINESE 1DA and CHINESE 1MA and CHINESE S1AB may not be taken for full credit.
CHINESE 1B. Fundamental Mandarin Chinese. 5 Units.
Natural approach emphasizing four fundamental skills: listening, speaking, reading and writing. Specifically designed for students with no previous
experience in any dialect of Chinese. Conducted in Mandarin Chinese using the Pinyin system of Romanization, traditional and simplified Chinese
characters.
Prerequisite: CHINESE 1A or placement into CHINESE 1B. CHINESE 1A with a grade of C or better.
Overlaps with CHINESE S1AB, CHINESE S1BC, CHINESE 1MB, CHINESE 1DB.
Restriction: CHINESE 1B and CHINESE 1DB and CHINESE 1MB and CHINESE S1AB and CHINESE S1BC may not be taken for full credit.
CHINESE 1C. Fundamental Mandarin Chinese. 5 Units.
Natural approach emphasizing four fundamental skills: listening, speaking, reading and writing. Specifically designed for students with no previous
experience in any dialect of Chinese. Conducted in Mandarin Chinese using the Pinyin system of Romanization, traditional and simplified Chinese
characters.
Prerequisite: CHINESE 1B or CHINESE S1AB or placement in CHINESE 1C. CHINESE 1B with a grade of C or better. CHINESE S1AB with a grade of
C or better.
Overlaps with CHINESE 1DC, CHINESE 1MC, CHINESE S1BC.
Restriction: CHINESE 1C and CHINESE 1DC and CHINESE 1MC and CHINESE S1BC may not be taken for full credit.
(VI)
CHINESE 1DA. Fundamentals of Mandarin Chinese - Dialect Background Track. 5 Units.
Natural approach emphasizing four fundamental skills: listening, speaking, reading and writing. Specifically designed for students with previous
background in a Chinese dialect other than Mandarin. Conducted in Mandarin Chinese using the Pinyin system of Romanization, traditional and
simplified Chinese characters.
Prerequisite: Placement into CHINESE 1DA.
Overlaps with CHINESE 1A, CHINESE S1AB, CHINESE 1MA.
Restriction: CHINESE 1DA and CHINESE 1MA and CHINESE 1A and CHINESE S1AB may not be taken for full credit.
836 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 837
CHINESE 1DB. Fundamentals of Mandarin Chinese - Dialect Background Track. 5 Units.
Natural approach emphasizing four fundamental skills: listening, speaking, reading and writing. Specifically designed for students with previous
background in a Chinese dialect other than Mandarin. Conducted in Mandarin Chinese using the Pinyin system of Romanization, traditional and
simplified Chinese characters.
Prerequisite: CHINESE 1DA or placement into CHINESE 1DB. CHINESE 1DA with a grade of C or better.
Overlaps with CHINESE 1B, CHINESE S1AB, CHINESE S1BC, CHINESE 1MB.
Restriction: CHINESE 1DB and CHINESE 1MB and CHINESE 1B and CHINESE S1AB and CHINESE S1BC may not be taken for full credit.
CHINESE 1DC. Fundamentals of Mandarin Chinese - Dialect Background Track. 5 Units.
Natural approach emphasizing four fundamental skills: listening, speaking, reading and writing. Specifically designed for students with previous
background in a Chinese dialect other than Mandarin. Conducted in Mandarin Chinese using the Pinyin system of Romanization, traditional and
simplified Chinese characters.
Prerequisite: CHINESE 1DB or placement into CHINESE 1DC. CHINESE 1DB with a grade of C or better.
Overlaps with CHINESE S1BC, CHINESE 1MC, CHINESE 1C.
Restriction: CHINESE 1DC and CHINESE 1MC and CHINESE 1C and CHINESE S1BC may not be taken for full credit.
(VI)
CHINESE 1MA. Fundamentals of Mandarin Chinese - Mandarin Background Track. 5 Units.
Natural approach emphasizing four fundamental skills: listening, speaking, reading and writing. Specifically designed for students with previous
background in Mandarin Chinese. Conducted in Mandarin Chinese using the Pinyin system of Romanization, traditional and simplified Chinese
characters.
Prerequisite: Placement into CHINESE 1MA.
Overlaps with CHINESE 1DA, CHINESE 1A, CHINESE S1AB.
Restriction: CHINESE 1MA and CHINESE 1DA and CHINESE 1A and CHINESE S1AB may not be taken for full credit.
CHINESE 1MB. Fundamentals of Mandarin Chinese - Mandarin Background Track. 5 Units.
Natural approach emphasizing four fundamental skills: listening, speaking, reading and writing. Specifically designed for students with previous
background in Mandarin Chinese. Conducted in Mandarin Chinese using the Pinyin system of Romanization, traditional and simplified Chinese
characters.
Prerequisite: CHINESE 1MA or placement into CHINESE 1MB. CHINESE 1MA with a grade of C or better.
Overlaps with CHINESE 1B, CHINESE 1DB, CHINESE S1AB, CHINESE S1BC.
Restriction: CHINESE 1MB and CHINESE 1DB and CHINESE 1B and CHINESE S1AB and CHINESE S1BC may not be taken for full credit.
CHINESE 1MC. Fundamentals of Mandarin Chinese - Mandarin Background Track. 5 Units.
Natural approach emphasizing four fundamental skills: listening, speaking, reading and writing. Specifically designed for students with previous
background in Mandarin Chinese. Conducted in Mandarin Chinese using the Pinyin system of Romanization, traditional and simplified Chinese
characters.
Prerequisite: CHINESE 1MB or placement into CHINESE 1MC. CHINESE 1MB with a grade of C or better.
Overlaps with CHINESE 1C, CHINESE 1DC, CHINESE S1BC.
Restriction: CHINESE 1MC and CHINESE 1DC and CHINESE 1C and CHINESE S1BC may not be taken for full credit.
(VI)
CHINESE S1AB. Fundamentals of Mandarin Chinese. 7.5 Units.
First half of first-year Mandarin Chinese in an intensive setting using natural approach with emphasis on listening, speaking, reading, and writing.
Prerequisite: Placement into CHINESE 1A or CHINESE 1B or CHINESE 1MA or CHINESE 1MB or CHINESE 1DA or CHINESE 1DB.
Overlaps with CHINESE 1A, CHINESE 1B, CHINESE 1MA, CHINESE 1DA, CHINESE 1DB, CHINESE 1MB.
Restriction: CHINESE S1AB and CHINESE 1A and CHINESE 1B and CHINESE 1DA and CHINESE 1DB and CHINESE 1MA and CHINESE 1MB may
not be taken for full credit.
UCI General Catalogue 2016-2017 837
838 School of Humanities
CHINESE S1BC. Fundamentals of Mandarin Chinese. 7.5 Units.
Second half of first-year Mandarin Chinese in an intensive setting using natural approach with emphasis on listening, speaking, reading, and writing.
Prerequisite: CHINESE S1AB or CHINESE 1B or CHINESE 1DB or CHINESE 1MB or placement into CHINESE 1C or CHINESE 1DC or
CHINESE 1MC. CHINESE S1AB with a grade of C or better. CHINESE 1B with a grade of C or better. CHINESE 1DB with a grade of C or better.
CHINESE 1MB with a grade of C or better.
Overlaps with CHINESE 1C, CHINESE 1B, CHINESE 1DB, CHINESE 1DC, CHINESE 1MB, CHINESE 1MC.
Restriction: CHINESE S1BC, CHINESE 1B, CHINESE 1C, CHINESE 1DB or CHINESE 1DC, CHINESE 1MB or CHINESE 1MC and may not be taken
for full credit.
(VI)
CHINESE 2A. Intermediate Mandarin Chinese. 5 Units.
Both authentic and pedagogically-prepared materials are used to further develop students' ability to communicate in culturally, socially, and linguistically
appropriate manners. Taught in Chinese using Pinyin romanization system and both traditional and simplified forms of Chinese.
Prerequisite: CHINESE 1C or CHINESE S1BC or placement into CHINESE 2A. CHINESE 1C with a grade of C or better. CHINESE S1BC with a grade
of C or better.
Overlaps with CHINESE 2DA, CHINESE 2MA.
Restriction: CHINESE 2A and CHINESE 2DA and CHINESE 2MA may not be taken for full credit.
(VIII)
CHINESE 2B. Intermediate Mandarin Chinese. 5 Units.
Both authentic and pedagogically-prepared materials are used to further develop students' ability to communicate in culturally, socially, and linguistically
appropriate manners. Taught in Chinese using Pinyin romanization system and both traditional and simplified forms of Chinese.
Prerequisite: CHINESE 2A or placement into CHINESE 2B. CHINESE 2A with a grade of C or better.
Overlaps with CHINESE 2DB, CHINESE 2MB.
Restriction: CHINESE 2B and CHINESE 2DB and CHINESE 2MB may not be taken for full credit.
(VIII)
CHINESE 2C. Intermediate Mandarin Chinese. 5 Units.
Both authentic and pedagogically-prepared materials are used to further develop students' ability to communicate in culturally, socially, and linguistically
appropriate manners. Taught in Chinese using Pinyin romanization system and both traditional and simplified forms of Chinese.
Prerequisite: CHINESE 2B or placement into CHINESE 2C. CHINESE 2B with a grade of C or better.
Overlaps with CHINESE 2DC, CHINESE 2MC.
Restriction: CHINESE 2C and CHINESE 2DC and CHINESE 2MC may not be taken for full credit.
(VIII)
CHINESE 2DA. Intermediate Mandarin Chinese - Dialect Background Track. 5 Units.
Authentic and pedagogically prepared materials used to further develop communication in culturally, socially, and linguistically appropriate manners
for students with experience in a dialect other than Mandarin. Conducted in Mandarin using the Pinyin Romanization system, traditional and simplified
Chinese characters.
Prerequisite: CHINESE 1DC or CHINESE S1BC or placement into CHINESE 2DA. CHINESE 1DC with a grade of C or better. CHINESE S1BC with a
grade of C or better.
Overlaps with CHINESE 2A, CHINESE 2MA.
Restriction: CHINESE 2DA and CHINESE 2MA and CHINESE 2A may not be taken for full credit.
(VIII)
838 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 839
CHINESE 2DB. Intermediate Mandarin Chinese - Dialect Background Track. 5 Units.
Authentic and pedagogically prepared materials used to further develop communication in culturally, socially, and linguistically appropriate manners
for students with experience in a dialect other than Mandarin. Conducted in Mandarin using the Pinyin Romanization system, traditional and simplified
Chinese characters.
Prerequisite: CHINESE 2DA or placement into CHINESE 2DB. CHINESE 2DA with a grade of C or better.
Overlaps with CHINESE 2B, CHINESE 2MB.
Restriction: CHINESE 2DB and CHINESE 2MB and CHINESE 2B may not be taken for full credit.
(VIII)
CHINESE 2DC. Intermediate Mandarin Chinese - Dialect Background Track . 5 Units.
Authentic and pedagogically prepared materials used to further develop communication in culturally, socially, and linguistically appropriate manners
for students with experience in a dialect other than Mandarin. Conducted in Mandarin using the Pinyin Romanization system, traditional and simplified
Chinese characters.
Prerequisite: CHINESE 2DB or placement into CHINESE 2DC. CHINESE 2DB with a grade of C or better.
Overlaps with CHINESE 2MC, CHINESE 2C.
Restriction: CHINESE 2DC and CHINESE 2MC and CHINESE 2C may not be taken for full credit.
(VIII)
CHINESE 2MA. Intermediate Mandarin Chinese - Mandarin Background Track. 5 Units.
Authentic and pedagogically prepared materials are used to further develop communication in culturally, socially, and linguistically appropriate manners
for students with initial experience in Mandarin Chinese. Conducted in Mandarin using the Pinyin Romanization system, traditional and simplified
Chinese characters.
Prerequisite: CHINESE 1MC or CHINESE S1BC or placement into CHINESE 2MA. CHINESE 1MC with a grade of C or better. CHINESE S1BC with a
grade of C or better.
Overlaps with CHINESE 2A, CHINESE 2DA.
Restriction: CHINESE 2MA and CHINESE 2DA and CHINESE 2A may not be taken for full credit.
(VIII)
CHINESE 2MB. Intermediate Mandarin Chinese - Mandarin Background Track . 5 Units.
Authentic and pedagogically prepared materials are used to further develop communication in culturally, socially, and linguistically appropriate manners
for students with initial experience in Mandarin Chinese. Conducted in Mandarin using the Pinyin Romanization system, traditional and simplified
Chinese characters.
Prerequisite: CHINESE 2MA or placement into CHINESE 2MB. CHINESE 2MA with a grade of C or better.
Overlaps with CHINESE 2B, CHINESE 2DB.
Restriction: CHINESE 2MB and CHINESE 2DB and CHINESE 2B may not be taken for full credit.
(VIII)
CHINESE 2MC. Intermediate Mandarin Chinese - Mandarin Background Track . 5 Units.
Authentic and pedagogically prepared materials are used to further develop communication in culturally, socially, and linguistically appropriate manners
for students with initial experience in Mandarin Chinese. Conducted in Mandarin using the Pinyin Romanization system, traditional and simplified
Chinese characters.
Prerequisite: CHINESE 2MB or placement into CHINESE 2MC. CHINESE 2MB with a grade of C or better.
Overlaps with CHINESE 2C, CHINESE 2DC.
Restriction: CHINESE 2MC and CHINESE 2DC and CHINESE 2C may not be taken for full credit.
(VIII)
UCI General Catalogue 2016-2017 839
840 School of Humanities
CHINESE 3A. Advanced Mandarin Chinese. 4 Units.
A continuation of CHINESE 2A-CHINESE 2B-CHINESE 2C emphasizing conceptualization, self-expression and academic skills in Chinese. Authentic
texts from modern Chinese prose and newspapers are used. Taught in Mandarin Chinese using both traditional and simplified forms of Chinese
characters.
Prerequisite: CHINESE 2C or CHINESE 2DC or CHINESE 2MC or placement into CHINESE 3A. CHINESE 2C with a grade of C better. CHINESE 2DC
with a grade of C better. CHINESE 2MC with a grade of C better.
(VIII)
CHINESE 3B. Advanced Mandarin Chinese. 4 Units.
A continuation of CHINESE 2A-CHINESE 2B-CHINESE 2C emphasizing conceptualization, self-expression, and academic skills in Chinese. Authentic
texts from modern Chinese prose and newspapers are used. Taught in Mandarin Chinese using both traditional and simplified forms of Chinese
characters.
Prerequisite: CHINESE 3A. CHINESE 3A with a grade of C or better.
(VIII)
CHINESE 3C. Advanced Mandarin Chinese. 4 Units.
A continuation of CHINESE 2A-CHINESE 2B-CHINESE 2C emphasizing conceptualization, self-expression, and academic skills in Chinese. Authentic
texts from modern Chinese prose and newspapers are used. Taught in Mandarin Chinese using both traditional and simplified forms of Chinese
characters.
Prerequisite: CHINESE 3B. CHINESE 3B with a grade of C or better.
(VIII)
CHINESE 100A. Classical Chinese. 4 Units.
Introduction to classical Chinese grammar and vocabulary with emphasis on reading basic texts.
Prerequisite: CHINESE 3C or JAPANSE 3C or KOREAN 3C.
CHINESE 100B. Classical Chinese. 4 Units.
Introduction to classical Chinese grammar and vocabulary with emphasis on reading basic texts.
Prerequisite: CHINESE 3C or JAPANSE 3C or KOREAN 3C.
CHINESE 100C. Classical Chinese. 4 Units.
Introduction to classical Chinese grammar and vocabulary with emphasis on reading basic texts.
Prerequisite: CHINESE 3C or JAPANSE 3C or KOREAN 3C.
CHINESE 101A. Fourth-Year Mandarin Chinese. 4 Units.
Continued emphasis on comprehension, grammar, and proficiency in reading, composition, and conversation through intensive study and analysis of
specific literary texts.
Prerequisite: CHINESE 3C.
CHINESE 101B. Fourth-Year Mandarin Chinese. 4 Units.
Continued emphasis on comprehension, grammar, and proficiency in reading, composition, and conversation through intensive study and analysis of
specific literary texts.
Prerequisite: CHINESE 3C.
CHINESE 101C. Fourth-Year Mandarin Chinese. 4 Units.
Continued emphasis on comprehension, grammar, and proficiency in reading, composition, and conversation through intensive study and analysis of
specific literary texts.
Prerequisite: CHINESE 3C.
840 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 841
CHINESE 115. Chinese Literature: Advanced Texts. 4 Units.
Designed for students with near-fluency in reading Chinese. Readings may include both literary and philosophical work by important writers, but the
emphasis is on literary texts and writings that interpret those texts.
Prerequisite: CHINESE 101A or CHINESE 101B or CHINESE 101C.
Repeatability: Unlimited as topics vary.
CHINESE 199. Independent Study. 1-4 Units.
Investigation of special topics through directed reading in Chinese. Paper required.
Repeatability: May be taken for credit for 12 units.
CHINESE 201. Readings in Traditional Chinese Narrative and Prose. 4 Units.
Close reading of selected premodern prose texts such as historical narratives, novels, short stories, and essays.
Prerequisite: CHINESE 101C.
Repeatability: Unlimited as topics vary.
CHINESE 202. Readings in Traditional Chinese Poetry. 4 Units.
Close readings of selected premodern poetic texts.
Prerequisite: CHINESE 100C.
Repeatability: Unlimited as topics vary.
CHINESE 203. Readings in Modern Chinese Literature. 4 Units.
Close readings of selected modern literary texts.
Prerequisite: CHINESE 101C.
Repeatability: Unlimited as topics vary.
CHINESE 204. Readings in Chinese Literary and Cultural Theory. 4 Units.
Close readings of selected texts in premodern criticism and theory.
Prerequisite: CHINESE 100C.
Repeatability: Unlimited as topics vary.
CHINESE 211A. Studies in Traditional Chinese Narrative and Prose. 4 Units.
Two-quarter seminar in traditional Chinese narrative and prose, with topics varying from year to year.
Prerequisite: CHINESE 100C.
Repeatability: Unlimited as topics vary.
CHINESE 211B. Studies in Traditional Chinese Narrative and Prose. 4 Units.
Two-quarter seminar in traditional Chinese narrative and prose, with topics varying from year to year.
Prerequisite: CHINESE 211A.
Repeatability: Unlimited as topics vary.
CHINESE 212A. Studies in Traditional Chinese Poetry. 4 Units.
Two-quarter seminar in traditional Chinese poetry, with topics varying from year to year.
Prerequisite: CHINESE 100C.
Repeatability: Unlimited as topics vary.
CHINESE 212B. Studies in Traditional Chinese Poetry. 4 Units.
Two-quarter seminar in traditional Chinese poetry, with topics varying from year to year.
Prerequisite: CHINESE 212A.
Repeatability: Unlimited as topics vary.
UCI General Catalogue 2016-2017 841
842 School of Humanities
CHINESE 213A. Studies in Modern Chinese Literature. 4 Units.
Two-quarter seminar in modern Chinese literature, with topics varying from year to year. Research paper required.
Prerequisite: CHINESE 100C.
Repeatability: Unlimited as topics vary.
CHINESE 213B. Studies in Modern Chinese Literature. 4 Units.
Two-quarter seminar in modern Chinese literature, with topics varying from year to year. Research paper required.
Prerequisite: CHINESE 213A.
Repeatability: Unlimited as topics vary.
CHINESE 214. Studies in Chinese Literature and Cultural Theory. 4 Units.
Seminar in Chinese literature and cultural theory, with topics varying from year to year. Research paper required.
Prerequisite: CHINESE 100C or CHINESE 101C.
Repeatability: Unlimited as topics vary.
CHINESE 230. Topics in Chinese Literature and Culture. 4 Units.
Seminar in Chinese literature and culture, with topics varying from year to year. Research paper required.
Prerequisite: CHINESE 101.
Repeatability: Unlimited as topics vary.
CHINESE 290. Independent Study. 4 Units.
Directed research on topic determined in consultation with faculty member. A term paper or project is required.
Repeatability: May be repeated for credit unlimited times.
CHINESE 299. Dissertation Research. 4-12 Units.
Dissertation research with Chinese faculty.
Prerequisite: Advancement to Ph.D. candidacy.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
East Asian Languages and Literatures Courses
E ASIAN 1A. Introduction to Classical Chinese Literature. 4 Units.
Introduces students to major genres and themes in the Classical Chinese literary tradition from the early Zhou Dynasty (1200 BCE) to the end of the
Song Dynasty (1300 CE). Course is taught in English.
(IV, VIII)
E ASIAN 10. Introductory Topics in Chinese Literature and Society. 4 Units.
Introductory studies in Chinese texts in their social and cultural context(s). Conducted in English.
Repeatability: May be taken for credit 3 times as topics vary.
E ASIAN 20. Asian Religions . 4 Units.
An introduction to Asian religions (Hinduism, Buddhism, Confucianism, Taoism, Shamanism) including both elite doctrinal aspects and forms of more
popular religiosity.
Repeatability: May be taken for credit 3 times as topics vary.
(VIII)
E ASIAN 25. Introductory Topics in East Asian Philosophy. 4 Units.
Selected introductory topics in the philosophies of East Asia, e.g., Yoga, Buddhism, Vedanta, Confucianism, Taoism, and Shinto.
Repeatability: May be taken for credit 3 times as topics vary.
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University of California, Irvine 2016-2017 843
E ASIAN 40. Topics in East Asian Popular Culture. 4 Units.
Selected topics in the popular cultural traditions of East Asia designed to introduce students both to problems in situating culture in a specific time and
place and to contemporary theories of popular culture and their application to East Asian contexts.
Repeatability: Unlimited as topics vary.
(IV, VIII)
E ASIAN 55. Introduction to East Asian Cultures . 4 Units.
Interdisciplinary courses organized each year around a broad theme designed to introduce students to the cultures of East Asia. Topical organization of
courses addresses issues that have been of importance historically and are reshaping East Asia today.
Repeatability: May be taken for credit 3 times as topics vary.
(IV, VIII)
E ASIAN 110. Topics in Chinese Literature and Society. 4 Units.
Studies in Chinese texts in their social and cultural context(s). Conducted in English.
Repeatability: May be taken for credit 3 times as topics vary.
E ASIAN 116. Topics in East Asian Religions. 4 Units.
Selected topics in the religions of East Asia, e.g., Buddhism, Daoism, Shintô, Christianity, popular religions.
Repeatability: May be taken for credit 3 times as topics vary.
E ASIAN 117. Topics in East Asian Philosophy. 4 Units.
Selected topics in the philosophies of East Asia, e.g., Yoga, Buddhism, Vedanta, Confucianism, Taoism, and Shinto.
Repeatability: Unlimited as topics vary.
E ASIAN 120. Topics in Japanese Literature and Society. 4 Units.
Studies in Japanese texts in their social and cultural context(s). Conducted in English.
Repeatability: May be taken for credit 3 times as topics vary.
E ASIAN 125. Topics in East Asian Applied Linguistics. 4 Units.
In-depth examination of selected topics in applied linguistics, with a particular emphasis on language acquisition and language pedagogy.
Repeatability: May be taken for credit 3 times as topics vary.
Concurrent with E ASIAN 225.
E ASIAN 130. Topics in Korean Society and Culture. 4 Units.
Studies of the social and cultural forces that affect the lives of the Koreans, including those in the United States. Considers traditional values and
contemporary issues within a historical framework.
Repeatability: May be taken for credit 3 times as topics vary.
E ASIAN 140. Topics in Korean Literature and Society. 4 Units.
Studies in Korean texts in their social and cultural context(s). Conducted in English.
Repeatability: May be taken for credit 3 times as topics vary.
E ASIAN 150. Topics in East Asian Literature in Translation. 4 Units.
East Asian literary works in translation. Taught in English.
Repeatability: Unlimited as topics vary.
E ASIAN 155. Topics in Cultural Studies in East Asia. 4 Units.
Interdisciplinary and theoretical introduction to issues in cultural studies that are pertinent to the study of East Asia. All readings in English.
Repeatability: Unlimited as topics vary.
E ASIAN 160. Topics in East Asian Cinema. 4 Units.
Study of East Asian cinema from historical, theoretical, and comparative perspectives. Taught in English.
Repeatability: Unlimited as topics vary.
UCI General Catalogue 2016-2017 843
844 School of Humanities
E ASIAN 170. Topics in Gender in East Asia . 4 Units.
Explores the construction of gender in East Asian cultures and literatures. Pays close attention to the specificity of historical, cultural, and literary
contexts of East Asia as it investigates various theoretical and critical perspectives on gender and sexuality.
Repeatability: Unlimited as topics vary.
E ASIAN 190. Junior-Senior Colloquium. 4 Units.
Specialized courses dealing with primary sources; required reports and papers. Each colloquium reflects the instructor's intellectual interest and is
conducted as a discussion group. Limited to 15 students.
Repeatability: May be taken for credit 3 times as topics vary.
Restriction: Upper-division students only. East Asian Cultures, Chinese Studies, Japanese Language and Literature, Korean Literature and Culture
majors only.
E ASIAN 192W. Junior-Senior Seminar. 4 Units.
Analysis of a literary or cultural topic or problem through research and writing of two short and one long original research paper for a total of 4,000 words
minimum. Seminar follows E ASIAN 190; related to the colloquium's subject.
Prerequisite: E ASIAN 190. Satisfactory completion of the Lower-Division Writing requirement.
Repeatability: May be taken for credit 3 times as topics vary.
E ASIAN 198. Directed Group Study. 1-4 Units.
Directed group study on special topics.
Repeatability: May be repeated for credit unlimited times.
E ASIAN 199. Independent Study. 1-4 Units.
Investigation of special topics through directed reading in translation. Paper required.
Repeatability: May be taken for credit for 12 units.
E ASIAN 216. Topics in East Asian Religions . 4 Units.
Selected topics in the religions of East Asia, e.g., Buddhism, Daoism, Shintô, Islam, shamanism.
Repeatability: May be taken for credit 3 times as topics vary.
E ASIAN 220. Topics in East Asian Cultural Studies. 4 Units.
Seminar, with topics varying from year to year. Research paper required.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
E ASIAN 225. Topics in East Asian Applied Linguistics. 4 Units.
In-depth examination of selected topics in applied linguistics, with a particular emphasis on language acquisition and language pedagogy.
Repeatability: May be taken for credit 3 times as topics vary.
Concurrent with E ASIAN 125.
E ASIAN 260. Topics in East Asian Cinema. 4 Units.
An examination of the possibilities of East Asian cinematic narrative. Possible topics: cinematic history; cinema in popular culture; comparisons with
literary texts; major auteurs. Emphasis on technical as well as on thematic aspects. Includes readings in film theory.
Prerequisite: E ASIAN 160.
Repeatability: Unlimited as topics vary.
E ASIAN 290. Independent Study. 2-4 Units.
Directed research on topic determined in consultation with faculty member. A term paper or project is required.
Repeatability: May be repeated for credit unlimited times.
844 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 845
E ASIAN 299. Dissertation Research. 4-12 Units.
Dissertation research for students who are advanced to doctoral candidacy.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Advancement to Ph.D. candidacy.
E ASIAN 399. University Teaching. 4 Units.
Limited to Teaching Assistants.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
Japanese Courses
JAPANSE 1A. Fundamental Japanese. 5 Units.
Students develop listening, speaking, reading, and writing abilities in Japanese for meaningful communication. Content deals with daily life, society, and
culture in Japan. Approximately 180 kanji (Chinese characters) are introduced in addition to the hiragana and katakana orthography.
Prerequisite: Placement into JAPANSE 1A.
Overlaps with JAPANSE S1AB.
Restriction: JAPANSE 1A and JAPANSE S1AB may not be taken for full credit.
JAPANSE 1B. Fundamental Japanese. 5 Units.
Students develop listening, speaking, reading, and writing abilities in Japanese for meaningful communication. Content deals with daily life, society, and
culture in Japan. Approximately 180 kanji (Chinese characters) are introduced in addition to the hiragana and katakana orthography.
Prerequisite: JAPANSE 1A or JAPANSE S1AB or placement into JAPANSE 1B. JAPANSE 1A with a grade of C or better. JAPANSE S1AB with a grade
of C or better.
Overlaps with JAPANSE S1AB, JAPANSE S1BC.
Restriction: JAPANSE 1B and JAPANSE S1AB and JAPANSE S1BC may not be taken for full credit.
JAPANSE 1C. Fundamental Japanese. 5 Units.
Students develop listening, speaking, reading, and writing abilities in Japanese for meaningful communication. Content deals with daily life, society, and
culture in Japan. Approximately 180 kanji (Chinese characters) are introduced in addition to the hiragana and katakana orthography.
Prerequisite: JAPANSE 1B or JAPANSE S1AB or placement into JAPANSE 1C. JAPANSE 1B with a grade of C or better. JAPANSE S1AB with a grade
of C or better.
Overlaps with JAPANSE S1BC.
Restriction: JAPANSE 1C and JAPANSE S1BC may not be taken for full credit.
(VI)
JAPANSE S1AB. Fundamentals of Japanese. 7.5 Units.
First half of first-year Japanese in an intensified form.
Prerequisite: Placement into JAPANSE 1A.
Overlaps with JAPANSE 1A, JAPANSE 1B.
Restriction: JAPANSE S1AB and JAPANSE 1A and JAPANSE 1B may not be taken for full credit.
UCI General Catalogue 2016-2017 845
846 School of Humanities
JAPANSE S1BC. Fundamentals of Japanese. 7.5 Units.
Second half of first-year Japanese in an intensified form.
Prerequisite: JAPANSE S1AB or JAPANSE 1B or placement into JAPANSE 1C. JAPANSE S1AB with a grade of C or better. JAPANSE 1B with a grade
of C or better.
Overlaps with JAPANSE 1C, JAPANSE 1B.
Restriction: JAPANSE S1BC and JAPANSE 1B and JAPANSE 1C may not be taken for full credit.
(VI)
JAPANSE 2A. Intermediate Japanese. 5 Units.
Japanese listening, speaking, reading, and writing abilities developed for meaningful communication. Content deals with daily life, society, and culture,
including social issues in Japan. Approximately 180 kanji (Chinese characters) are introduced in addition to the 180 characters learned in 1A-B-C.
Prerequisite: JAPANSE 1C or JAPANSE S1BC or placement into JAPANSE 2A. JAPANSE 1C with a grade of C or better. JAPANSE S1BC with a grade
of C or better.
Overlaps with JAPANSE S2AB.
Restriction: JAPANSE 2A and JAPANSE S2AB may not be taken for full credit.
(VIII)
JAPANSE 2B. Intermediate Japanese. 5 Units.
Japanese listening, speaking, reading, and writing abilities developed for meaningful communication. Content deals with daily life, society, and culture,
including social issues in Japan. Approximately 180 kanji (Chinese characters) are introduced in addition to the 180 characters learned in 1A-B-C.
Prerequisite: JAPANSE 2A or placement into JAPANSE 2B. JAPANSE 2A with a grade of C or better.
Overlaps with JAPANSE S2AB.
Restriction: JAPANSE 2B and JAPANSE S2AB and JAPANSE S2BC may not be taken for full credit.
(VIII)
JAPANSE 2C. Intermediate Japanese. 5 Units.
Japanese listening, speaking, reading, and writing abilities developed for meaningful communication. Content deals with daily life, society, and culture,
including social issues in Japan. Approximately 180 kanji (Chinese characters) are introduced in addition to the 180 characters learned in 1A-B-C.
Prerequisite: JAPANSE 2B or JAPANSE S2AB or placement into JAPANSE 2C. JAPANSE 2B with a grade of C or better. JAPANSE S2AB with a grade
of C or better.
Overlaps with JAPANSE S2BC.
Restriction: JAPANSE 2C and JAPANSE S2BC may not be taken for full credit.
(VIII)
JAPANSE S2AB. Intermediate Japanese. 7.5 Units.
First half of second-year Japanese in an intensified form.
Prerequisite: JAPANSE 1C or JAPANSE S1BC or placement in JAPANSE 2A. JAPANSE 1C with a grade of C or better. JAPANSE S1BC with a grade
of C or better.
Overlaps with JAPANSE 2A, JAPANSE 2B.
Restriction: JAPANSE S2AB and JAPANSE 2A and JAPANSE 2B may not be taken for full credit.
(VIII)
846 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 847
JAPANSE S2BC. Intermediate Japanese. 7.5 Units.
Second half of second-year Japanese in an intensified form.
Prerequisite: JAPANSE S2AB or JAPANSE 2B or placement into JAPANSE 2C. JAPANSE S2AB with a grade of C or better. JAPANSE 2B with a grade
of C or better.
Overlaps with JAPANSE 2C, JAPANSE 2B.
Restriction: JAPANSE S2BC and JAPANSE 2B and JAPANSE 2C may not be taken for full credit.
(VIII)
JAPANSE 3A. Advanced Japanese. 4 Units.
Students are taught to conceptualize in Japanese as they learn to understand, read, write, and speak. Authentic Japanese texts are used. Approximately
360 kanji (Chinese characters) in addition to the 270 characters learned in 1A-B-C and 2A-B-C are introduced.
Prerequisite: JAPANSE 2C or JAPANSE S2BC or placement into JAPANSE 3A. JAPANSE 2C with a grade of C or better. JAPANSE S2BC with a grade
of C or better.
(VIII)
JAPANSE 3B. Advanced Japanese. 4 Units.
Students are taught to conceptualize in Japanese as they learn to understand, read, write, and speak. Authentic Japanese texts are used. Approximately
360 kanji (Chinese characters) in addition to the 270 characters learned in 1A-B-C and 2A-B-C are introduced.
Prerequisite: JAPANSE 3A or placement into JAPANSE 3B. JAPANSE 3A with a grade of C or better.
(VIII)
JAPANSE 3C. Advanced Japanese. 4 Units.
Students are taught to conceptualize in Japanese as they learn to understand, read, write, and speak. Authentic Japanese texts are used. Approximately
360 kanji (Chinese characters) in addition to the 270 characters learned in first and second year are introduced.
Prerequisite: JAPANSE 3B or placement into JAPANSE 3C. JAPANSE 3B with a grade of C or better.
Restriction: Japanese majors have first consideration for enrollment.
(VIII)
JAPANSE 100A. Classical Japanese. 4 Units.
Introduction to classical Japanese grammar and vocabulary with emphasis on reading and analysis of basic texts.
Prerequisite: JAPANSE 3C. JAPANSE 3C with a grade of C or better.
JAPANSE 100B. Classical Japanese. 4 Units.
Introduction to classical Japanese grammar and vocabulary with emphasis on reading and analysis of basic texts.
Prerequisite: JAPANSE 100A. JAPANSE 100A with a grade of C or better.
JAPANSE 101A. Fourth Year Japanese. 4 Units.
Continued emphasis on comprehension, grammar, and proficiency in reading, composition, and conversation through intensive study and analysis of a
variety of texts.
Prerequisite: JAPANSE 3C.
JAPANSE 101B. Fourth Year Japanese. 4 Units.
Continued emphasis on comprehension, grammar, and proficiency in reading, composition, and conversation through intensive study and analysis of a
variety of texts.
Prerequisite: JAPANSE 3C.
JAPANSE 101C. Fourth Year Japanese. 4 Units.
Continued emphasis on comprehension, grammar, and proficiency in reading, composition, and conversation through intensive study and analysis of a
variety of texts.
Prerequisite: JAPANSE 3C.
UCI General Catalogue 2016-2017 847
848 School of Humanities
JAPANSE 115. Japanese Literature: Advanced Texts. 4 Units.
Designed for students with near-fluency in reading Japanese. Texts include both fiction and nonfiction by important writers, and may be supplemented
and contextualized where needed by literary criticism and cultural-studies texts in English.
Prerequisite: JAPANSE 101A or JAPANSE 101B or JAPANSE 101C.
Repeatability: Unlimited as topics vary.
JAPANSE 180. Topics in Japanese Literature. 4 Units.
Special topics through directed reading in Japanese. Paper required.
Repeatability: May be taken for credit 3 times as topics vary.
JAPANSE 199. Independent Study. 1-4 Units.
Investigation of special topics through directed reading in Japanese. Paper required.
Repeatability: May be taken for credit for 12 units.
JAPANSE 201. Readings in Traditional Japanese Prose. 4 Units.
Close reading of selected premodern prose texts, including tales, journals, travel journals, essays.
Prerequisite: JAPANSE 100B.
Repeatability: Unlimited as topics vary.
JAPANSE 202. Readings in Traditional Japanese Poetry or Drama. 4 Units.
Close reading of selected premodern poetic or dramatic texts.
Prerequisite: JAPANSE 100B.
Repeatability: Unlimited as topics vary.
JAPANSE 203. Readings in Modern Japanese Literature. 4 Units.
Texts include both fiction and nonfiction by important writers, and may be supplemented where needed by literary criticism and cultural-studies texts in
English.
Prerequisite: JAPANSE 101C.
Repeatability: Unlimited as topics vary.
JAPANSE 204. Readings in Traditional Japanese Literary and Cultural Theory . 4 Units.
Close reading of selected texts involving literary criticism and/or aesthetics.
Prerequisite: JAPANSE 100B.
Repeatability: Unlimited as topics vary.
JAPANSE 205. Readings in Japanese Religion. 4 Units.
Close readings of selected Japanese religious texts.
Prerequisite: JAPANSE 101C.
Repeatability: Unlimited as topics vary.
JAPANSE 211A. Studies in Traditional Japanese Prose. 4 Units.
Studies in selected areas of traditional Japanese prose. Topics addressed vary each quarter. Research paper required.
Prerequisite: JAPANSE 100B.
Repeatability: Unlimited as topics vary.
JAPANSE 211B. Studies in Traditional Japanese Prose. 4 Units.
Studies in selected areas of traditional Japanese prose. Topics addressed vary each quarter. Research paper required.
Prerequisite: JAPANSE 100B and JAPANSE 211A.
Repeatability: Unlimited as topics vary.
848 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 849
JAPANSE 212A. Studies in Traditional Japanese Poetry or Drama. 4 Units.
Studies in selected areas of traditional Japanese poetry or drama. Topics addressed vary each quarter. Research paper required.
Prerequisite: JAPANSE 100B.
Repeatability: Unlimited as topics vary.
JAPANSE 212B. Studies in Traditional Japanese Poetry or Drama. 4 Units.
Studies in selected areas of traditional Japanese poetry or drama. Topics addressed vary each quarter. Research paper required.
Prerequisite: JAPANSE 212A.
Repeatability: Unlimited as topics vary.
JAPANSE 213A. Studies in Modern Japanese Literature. 4 Units.
A two-quarter, in-depth look at a major author and/or issue in modern Japanese literature. Seminar format. The first quarter is devoted to reading of the
requisite texts; the second quarter, to the writing of a research paper.
Prerequisite: JAPANSE 203.
Repeatability: Unlimited as topics vary.
JAPANSE 213B. Studies in Modern Japanese Literature. 4 Units.
A two-quarter, in-depth look at a major author and/or issue in modern Japanese literature. Seminar format. The first quarter is devoted to reading of the
requisite texts; the second quarter, to the writing of a research paper.
Prerequisite: JAPANSE 203 and JAPANSE 213A.
Repeatability: May be repeated for credit unlimited times.
JAPANSE 214. Studies in Japanese Literary and Cultural Theory. 4 Units.
Studies in selected areas of Japanese literary and cultural theory. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
JAPANSE 215. Studies in Japanese Religion. 4 Units.
Studies in selected areas of Japanese religion. Topics addressed vary each quarter. Research paper required.
Prerequisite: JAPANSE 101C.
Repeatability: Unlimited as topics vary.
JAPANSE 230. Topics in Japanese Literature and Culture. 4 Units.
A topical study that addresses important issues in Japanese literature and culture. May focus on a specific writer or writers, or on a specific issue or set
of related issues.
Prerequisite: JAPANSE 203.
Repeatability: Unlimited as topics vary.
JAPANSE 290. Independent Study. 4 Units.
Directed research on topic determined in consultation with faculty member. A term paper or project is required.
Repeatability: May be repeated for credit unlimited times.
JAPANSE 299. Dissertation Research. 4-12 Units.
For Students who have been admitted to doctoral candidacy.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Advancement to Ph.D. candidacy.
UCI General Catalogue 2016-2017 849
850 School of Humanities
Korean Courses
KOREAN 1A. Fundamental Korean. 5 Units.
Natural approach with emphasis on the four fundamental skills of listening, speaking, reading, and writing for students with no previous background in
Korean. Conducted in both English and Korean.
Prerequisite: Placement into KOREAN 1A.
Overlaps with KOREAN 1KA, KOREAN S1AB.
Restriction: KOREAN 1A and KOREAN 1KA and KOREAN S1AB may not be taken for full credit.
KOREAN 1B. Fundamental Korean. 5 Units.
Natural approach with emphasis on the four fundamental skills of listening, speaking, reading, and writing for students with no previous background in
Korean. Conducted in both English and Korean.
Prerequisite: KOREAN 1A or placement into KOREAN 1B. KOREAN 1A with a grade of C or better.
Overlaps with KOREAN S1BC, KOREAN 1KB, KOREAN S1AB.
Restriction: KOREAN 1B and KOREAN 1KB and KOREAN S1AB and KOREAN S1BC may not be taken for full credit.
KOREAN 1C. Fundamental Korean. 5 Units.
Natural approach with emphasis on the four fundamental skills of listening, speaking, reading, and writing for students with no previous background in
Korean. Conducted in both English and Korean.
Prerequisite: KOREAN 1B or KOREAN S1AB or placement into KOREAN 1C. KOREAN 1B with a grade of C or better. KOREAN S1AB with a grade of
C or better.
Overlaps with KOREAN 1KC, KOREAN S1BC.
Restriction: KOREAN 1C and KOREAN 1KC and KOREAN S1BC may not be taken for full credit.
(VI)
KOREAN 1KA. Fundamental Korean for Students with a Previous Background in Korean. 5 Units.
Natural approach with emphasis on the four fundamental skills of listening, speaking, reading, and writing for students with a previous background in
Korean. Conducted in both English and Korean.
Prerequisite: Placement into KOREAN 1KA.
Overlaps with KOREAN 1A, KOREAN S1AB.
Restriction: KOREAN 1KA and KOREAN 1A and KOREAN S1AB may not be taken for full credit.
KOREAN 1KB. Fundamental Korean for Students with a Previous Background in Korean . 5 Units.
Natural approach with emphasis on the four fundamental skills of listening, speaking, reading, and writing for students with a previous background in
Korean. Conducted in both English and Korean.
Prerequisite: KOREAN 1KA or placement into KOREAN 1KB. KOREAN 1KA with a grade of C or better.
Overlaps with KOREAN 1B, KOREAN S1AB, KOREAN S1BC.
Restriction: KOREAN 1KB and KOREAN 1B and KOREAN S1AB and KOREAN S1BC may not be taken for full credit.
KOREAN 1KC. Fundamental Korean for Students with a Previous Background in Korean. 5 Units.
Natural approach with emphasis on the four fundamental skills of listening, speaking, reading, and writing for students with a previous background in
Korean. Conducted in both English and Korean.
Prerequisite: KOREAN 1KB or placement into KOREAN 1KC. KOREAN 1KB with a grade of C or better.
Overlaps with KOREAN 1C, KOREAN S1BC.
Restriction: KOREAN 1KC and KOREAN 1C and KOREAN S1BC may not be taken for full credit.
(VI)
850 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 851
KOREAN S1AB. Fundamentals of Korean. 7.5 Units.
First half of first-year Korean in an intensified form.
Prerequisite: Placement into KOREAN 1A or KOREAN 1KA or KOREAN 1B or KOREAN 1KB.
Overlaps with KOREAN 1A, KOREAN 1B, KOREAN 1KA, KOREAN 1KB.
Restriction: KOREAN S1AB and KOREAN 1A and KOREAN 1KA and KOREAN 1B and KOREAN 1KB may not be taken for full credit.
KOREAN S1BC. Fundamentals of Korean. 7.5 Units.
Second half of first-year Korean in an intensified form.
Prerequisite: KOREAN S1AB or KOREAN 1B or KOREAN 1KB or placement into KOREAN 1C or KOREAN 1KC. KOREAN S1AB with a grade of C or
better. KOREAN 1B with a grade of C or better. KOREAN 1KB with a grade of C or better.
Overlaps with KOREAN 1C, KOREAN 1KB, KOREAN 1KC, KOREAN 1B.
Restriction: KOREAN S1BC and KOREAN 1B and KOREAN 1KB and KOREAN 1C and KOREAN 1KC may not be taken for full credit.
(VI)
KOREAN 2A. Intermediate Korean. 5 Units.
Designed to develop writing and reading skills as well as communicative skills in authentic situations for students without previous initial background in
Korean. Students also introduced to aspects of Korean culture as related to lesson topics and basic Chinese characters.
Prerequisite: KOREAN 1C or KOREAN S1BC or placement into KOREAN 2A. KOREAN 1C with a grade of C or better. KOREAN S1BC with a grade of
C or better.
Overlaps with KOREAN 2KA, KOREAN S2AB.
Restriction: KOREAN 2A and KOREAN 2KA and KOREAN S2AB may not be taken for full credit.
(VIII)
KOREAN 2B. Intermediate Korean. 5 Units.
Designed to develop writing and reading skills as well as communicative skills in authentic situations for students without previous initial background in
Korean. Students also introduced to aspects of Korean culture as related to lesson topics and basic Chinese characters.
Prerequisite: KOREAN 2A or placement into KOREAN 2B . KOREAN 2A with a grade of C or better.
Overlaps with KOREAN 2KB, KOREAN S2AB, KOREAN S2BC.
Restriction: KOREAN 2B and KOREAN 2KB and KOREAN S2AB and KOREAN S2BC may not be taken for full credit.
(VIII)
KOREAN 2C. Intermediate Korean. 5 Units.
Designed to develop writing and reading skills as well as communicative skills in authentic situations for students without previous initial background in
Korean. Students also introduced to aspects of Korean culture as related to lesson topics and basic Chinese characters.
Prerequisite: KOREAN 2B or placement into KOREAN 2C. KOREAN 2B with a grade of C or better.
Overlaps with KOREAN 2KC, KOREAN S2AB, KOREAN S2BC.
Restriction: KOREAN 2C and KOREAN 2KC and KOREAN S2BC may not be taken for full credit.
(VIII)
UCI General Catalogue 2016-2017 851
852 School of Humanities
KOREAN 2KA. Intermediate Korean for Students with a Previous Background in Korean . 5 Units.
Designed to develop writing and reading skills as well as communicative skills in authentic situations for students with previous background in Korean.
Students also introduced to aspects of Korean culture as related to lesson topics and basic Chinese characters.
Prerequisite: KOREAN 1KC or KOREAN S1BC or placement into KOREAN 2KA. KOREAN 1KC with a grade of C or better. KOREAN S1BC with a
grade of C or better.
Overlaps with KOREAN 2A, KOREAN S2AB.
Restriction: KOREAN 2KA and KOREAN 2A and KOREAN S2AB may not be taken for full credit.
(VIII)
KOREAN 2KB. Intermediate Korean for Students with a Previous Background in Korean . 5 Units.
Designed to develop writing and reading skills as well as communicative skills in authentic situations for students with previous background in Korean.
Students also introduced to aspects of Korean culture as related to lesson topics and basic Chinese characters.
Prerequisite: KOREAN 2KA or placement into KOREAN 2KB. KOREAN 2KA with a grade of C or better.
Overlaps with KOREAN 2B, KOREAN S2BC, KOREAN S2AB.
Restriction: KOREAN 2KB and KOREAN 2B and KOREAN S2AB and KOREAN S2BC may not be taken for full credit.
(VIII)
KOREAN 2KC. Intermediate Korean for Students with a Previous Background in Korean. 5 Units.
Designed to develop writing and reading skills as well as communicative skills in authentic situations for students with previous background in Korean.
Students also introduced to aspects of Korean culture as related to lesson topics and basic Chinese characters.
Prerequisite: KOREAN 2KB or placement into KOREAN 2KC. KOREAN 2KB with a grade of C or better.
Overlaps with KOREAN 2C, KOREAN S2BC.
Restriction: KOREAN 2KC and KOREAN 2C and KOREAN S2BC may not be taken for full credit.
(VIII)
KOREAN S2AB. Intensive Intermediate Korean. 7.5 Units.
First half of second-year Korean in an intensive form. Specifically designed for students with no previous initial background in Korean.
Prerequisite: KOREAN 1C or KOREAN S1BC. KOREAN 1C with a grade of C or better. KOREAN S1BC with a grade of C or better.
Overlaps with KOREAN 2A, KOREAN 2B, KOREAN 2KA, KOREAN 2KB.
Restriction: KOREAN S2AB and KOREAN 2A and KOREAN 2KA and KOREAN 2B and KOREAN 2KB may not be taken for full credit.
(VIII)
KOREAN S2BC. Intensive Intermediate Korean. 7.5 Units.
Second half of second-year Korean in an intensive form. Specifically designed for students with no previous initial background in Korean.
Prerequisite: KOREAN 2B or KOREAN S2AB. KOREAN 2B with a grade of C or better. KOREAN S2AB with a grade of C or better.
Overlaps with KOREAN 2C, KOREAN 2B, KOREAN 2KB, KOREAN 2KC.
Restriction: KOREAN S2BC and KOREAN 2B and KOREAN 2KB and KOREAN 2C and KOREAN 2KC may not be taken for full credit.
(VIII)
KOREAN 3A. Advanced Korean. 4 Units.
Focuses on developing advanced reading/writing and translation skills with additional instruction in Chinese characters.
Prerequisite: KOREAN 2C or KOREAN 2KC or KOREAN S2BC or placement in KOREAN 3A. KOREAN 2C with a grade of C or better. KOREAN 2KC
with a grade of C or better. KOREAN S2BC with a grade of C or better.
(VIII)
852 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 853
KOREAN 3B. Advanced Korean. 4 Units.
Focuses on developing advanced reading, writing, and translation skills.
Prerequisite: KOREAN 3A or placement into KOREAN 3B. KOREAN 3A with a grade of C or better.
(VIII)
KOREAN 3C. Advanced Korean. 4 Units.
Focuses on developing advanced reading, writing, and translation skills.
Prerequisite: KOREAN 3B or placement into KOREAN 3C. KOREAN 3B with a grade of C or better.
(VIII)
KOREAN 101A. Fourth Year Korean. 4 Units.
Continued emphasis on comprehension, grammar, and proficiency in reading, composition, and conversation through intensive study and analysis of a
variety of modern texts.
Prerequisite: KOREAN 3C.
KOREAN 101B. Fourth Year Korean. 4 Units.
Continued emphasis on comprehension, grammar, and proficiency in reading, composition, and conversation through intensive study and analysis of a
variety of modern texts.
Prerequisite: KOREAN 3C.
KOREAN 101C. Fourth Year Korean. 4 Units.
Continued emphasis on comprehension, grammar, and proficiency in reading, composition, and conversation through intensive study and analysis of a
variety of modern texts.
Prerequisite: KOREAN 3C.
KOREAN 115. Korean Literature: Advanced Texts. 4 Units.
Designed for students with near-fluency in reading Korean. Readings include modern Korean literary works (poetry, prose, and drama) by important
writers. Emphasis is on the interpretation of the texts and writings that interpret those texts in the original language.
Prerequisite: KOREAN 101A or KOREAN 101B or KOREAN 101C.
Repeatability: Unlimited as topics vary.
KOREAN 180. Topics in Korean Literature. 4 Units.
Special topics through directed readings in Korean. Paper required.
Repeatability: May be taken for credit 3 times.
KOREAN 199. Independent Study. 1-4 Units.
Investigation of special topics through directed reading in Korean. Paper required.
Repeatability: May be taken for credit for 12 units.
Department of English
Michael F. Szalay, Department Chair
435 Humanities Instructional Building
949-824-6712
http://www.humanities.uci.edu/english/
Overview
The Department of English comprises undergraduate and graduate programs in literature in English; the M.F.A. Program in Writing; Literary Journalism;
and Composition. Among our faculty members are theorists and literary historians, scholars of rhetoric and experts in composition, journalists, writers of
fiction, and poets.
Students in the Department explore a variety of models for literary analysis. They write stories and poems. They produce journalism. In every case, our
students think about writing: its history, its changing functions, and its place in today’s culture. The major prepares students for a world in which informed
analysis of language and forceful writing continue to be crucial.
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Undergraduate Program
All of the Department’s areas of study emphasize a variety of critical approaches in the reading and criticism of literature. Two majors, as well as an
emphasis in Creative Writing, are offered. The Department also offers English majors a specialization in English for Future Teachers for those interested
in a teaching career.
English. This major seeks to introduce students to the entire range of literatures written in English, from British and American to African, Asian, and
Australasian literatures. The major emphasizes the differences among historical periods and various genres, and encourages exploration of a broad
range of literary theories. It also offers students the opportunity to do significant work in Creative Writing.
Creative Writing. This emphasis within the English major provides a setting in which students write original work and subject it to critique in peer
workshops led by instructors who are themselves writers. The disciplines of close reading and practical criticism are taken up in the lecture classes.
Literary Journalism. This major was created to meet the needs of a growing number of students who wish to read, study, and write nonfiction prose
that has transcended the limits of daily journalism. This is prose that has evolved into a distinct branch of literature, prose that adopts the aims and
techniques of the finest fiction. The program provides majors with a solid foundation in nonfiction writing and an equally solid background in areas such
as literary history, which together will help make students more informed writers. A Literary Journalism minor is also offered.
Literary Journalism majors take three intensive writing seminars, and are expected to develop a portfolio of work by graduation which they can present
as evidence of their skill for purposes of employment or future education. At the same time, majors are asked to take a comprehensive look at the
theory, history, and context of literary journalism. Among other forms, they study and write narratives, memoirs, profiles, histories, and personal essays,
in subject areas as varied as science, politics, justice, travel, sports, food, and popular culture.
While it differs from an applied journalism major that focuses primarily on newspaper writing, the major in Literary Journalism is excellent preparation
for students planning to enter graduate programs in journalism, as well as for those interested in the many careers requiring sophisticated writing and
communication skills.
Requirements for the B.A. Degree in English
All students must meet the University Requirements.
All students must meet the School Requirements.
A. Complete the following:
ENGLISH 28A The Poetic Imagination
or ENGLISH 28D The Craft of Poetry
ENGLISH 28B Comic and Tragic Vision
ENGLISH 28C Realism and Romance
or ENGLISH 28E The Craft of Fiction
B. Complete the following:
ENGLISH 100 Introduction to Literary Theory
ENGLISH 101W Undergraduate Seminar in Critical Writing: Topics in Literary History
C. Complete the following:
ENGLISH 102A Topics in Medieval and Renaissance Literature
ENGLISH 102B Topics in Restoration and Eighteenth-Century Literature
ENGLISH 102C Topics in Romantic and Nineteenth-Century Literature
ENGLISH 102D Topics in Twentieth-Century Literature
ENGLISH 105 Multicultural Topics in Literatures in English
ENGLISH 106 Advanced Seminar: Topics in English Literature
D. Select at least three more Departmental (English, Literary Journalism, Writing) courses numbered 102 or above, excluding ENGLISH 150,
LIT JRN 197, WRITING 139W, and WRITING 179W. An upper-division foreign literature-in-translation course may be substituted for one of the three
1
courses.
E. Completion of one of the following:
1. Two years of work in a single acceptable modern foreign language (through 2C) or equivalent, plus either one course in a foreign literature in
1
which texts are read in the original language or two upper-division courses in foreign literatures in translation; or
2. GREEK or LATIN 100, and one GREEK or LATIN 103 and one GREEK or LATIN 104, or two GREEK or LATIN 103s or 104s.
3. Select one of the following:
CHINESE 3C Advanced Mandarin Chinese
KOREAN 3C Advanced Korean
JAPANSE 3C Advanced Japanese
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NOTE: If a student is exempted from 3C based on examination or equivalent, a course in which texts are read in Chinese, Japanese, or Korean is
required.
1
Foreign literature-in-translation courses are offered in Classics, Comparative Literature, East Asian Languages and Literatures, French and
Italian, German, and Spanish and Portuguese. COM LIT 150, COM LIT 160, E ASIAN 160, FLM&MDA 160, FRENCH 160, GERMAN 160,
JAPANSE 180, KOREAN 180, and SPANISH 160 when appropriate, also qualify as foreign language literature-in-translation courses.
Emphasis in Creative Writing
ENGLISH 100 Introduction to Literary Theory
WRITING 101W Undergraduate Seminar: Applications in Literary Theory and Criticism for
Creative Writing
Completion of a portfolio
Specific course work (below) in either Poetry of Fiction:
Poetry
ENGLISH 28D The Craft of Poetry
WRITING 30 The Art of Writing: Poetry
WRITING 90 Intermediate Poetry Writing
Students may additionally take Writing 111 after submitting work in advance.
Fiction
ENGLISH 28E The Craft of Fiction
WRITING 31 The Art of Writing: Prose Fiction
WRITING 91 Intermediate Fiction Writing
Students may additionally take Writing 110 after submitting work in advance.
A further, optional course may be taken as a tutorial:
WRITING 115 Conference in Writing
1
NOTE: WRITING 101W may be substituted for ENGLISH 101W in the major requirement.
Residence Requirement for the English Major: ENGLISH 100, ENGLISH 101W, two ENGLISH 102s, and ENGLISH 106 must be completed
successfully at UCI.
Requirements for the B.A. Degree in English with a Specialization in English for Future Teachers
All students must meet the University Requirements.
All students must meet the School Requirements.
A. Complete the following:
ENGLISH 28A The Poetic Imagination
or ENGLISH 28D The Craft of Poetry
ENGLISH 28B Comic and Tragic Vision
ENGLISH 28C Realism and Romance
or ENGLISH 28E The Craft of Fiction
B. Complete the following:
ENGLISH 100 Introduction to Literary Theory
ENGLISH 101W Undergraduate Seminar in Critical Writing: Topics in Literary History
C. Complete the following:
ENGLISH 102A Topics in Medieval and Renaissance Literature
ENGLISH 102B Topics in Restoration and Eighteenth-Century Literature
ENGLISH 102C Topics in Romantic and Nineteenth-Century Literature
ENGLISH 102D Topics in Twentieth-Century Literature
ENGLISH 106 Advanced Seminar: Topics in English Literature
D. Complete two ENGLISH 105 courses with different topics.
E. Complete at least two more Departmental (English, Literary Journalism, Writing) courses numbered 102 or above, excluding ENGLISH 150,
LIT JRN 197, WRITING 139W, or WRITING 179W. An upper-division foreign literature-in-translation course may be substituted for one of the three
1
courses.
F. Select one from following:
EDUC 108 Adolescent Development and Education
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EDUC 124 Multicultural Education in K-12 Schools
EDUC 128 Exceptional Learners
EDUC 131 Educational Technology
EDUC 153A Urban Youth and the Development of Literacy through the Arts I
EDUC 153B Urban Youth and the Development of Literacy through the Arts II
EDUC 173 Cognition and Learning in Educational Settings
EDUC 176 Psychology of Learning, Abilities, and Intelligence
G. Complete at least two units of field work from EDUC 100, WRITING 197, or other relevant experience with prior departmental approval.
H. Completion of one of the following:
1. Two years of work in a single acceptable modern foreign language (through 2C) or equivalent, plus either one course in a foreign literature in
1
which texts are read in the original language or two uppper-division courses in foreign literatures in translation.
2. GREEK or LATIN 100, and one GREEK or LATIN 103 and one GREEK or LATIN 104, or two GREEK or LATIN 103s or 104s.
3. Select one of the following:
CHINESE 3C Advanced Mandarin Chinese
KOREAN 3C Advanced Korean
JAPANSE 3C Advanced Japanese
NOTE: If a student is exempted from 3C based on examination or equivalent, a course in which texts are read in Chinese, Korean, or Japanese is
required.
1
Foreign literature-in-translation courses are offered in Classics, Comparative Literature, East Asian Languages and Literatures, French and
Italian, German, and Spanish and Portuguese. COM LIT 150 and COM LIT 160, E ASIAN 160, FLM&MDA 160, FRENCH 160, GERMAN 160,
JAPANSE 180, KOREAN 180, and SPANISH 160 when appropriate, also qualify as foreign language literature-in-translation courses.
Requirements for the B.A. Degree in Literary Journalism
All students must meet the University Requirements.
All students must meet the School Requirements.
A. Complete:
LIT JRN 20 Introduction to Literary Journalism
LIT JRN 21 Reporting for Literary Journalism
LIT JRN 100 Advanced Reporting
1
B. Select one course from the English 28 series, and
ENGLISH 105 Multicultural Topics in Literatures in English
C. Complete:
LIT JRN 101A Studies in the History, Theory, and Ethics of Literary Journalism
LIT JRN 101BW Literary Journalism Core Writing Seminar (three times, on various topics)
D. Select at least three more Departmental courses numbered 102 or above (excluding ENGLISH 150, LIT JRN 197, WRITING 139W, or
WRITING 179W), for one of which may be substituted an upper-division foreign literature-in-translation course offered in the School of Humanities (that
is, requisite courses in Classics, Comparative Literature, East Asian Languages and Literatures, French and Italian, German, Spanish and Portuguese).
E. Two upper-division History courses in a single regional or thematic focus area.
1
Students can substitute COM LIT 60A or COM LIT 60C for any one English 28 course.
Residence Requirement for the Literary Journalism Major: LIT JRN 20, LIT JRN 21, LIT JRN 100, LIT JRN 101A, and three LIT JRN 101BW
courses must be completed successfully at UCI.
Additional Information
Planning a Program of Study
Students should plan coherent programs of study with their faculty advisors, including undergraduate seminars, workshops and seminars in writing
(for students choosing a Literary Journalism major or Creative Writing emphasis), and courses in allied areas outside the Department. It is possible to
combine a cluster of courses in literature with other majors in the sciences and social sciences, and to use an English or Literary Journalism major as
preprofessional training in government, law, or medicine. Students who wish advice in planning such programs should consult both the Department and
people in their prospective professional areas.
A student who intends to continue with graduate work is urged to study a second foreign language before graduation.
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Students are also encouraged to take advantage of the opportunity to study abroad through the UC Education Abroad Program. Visit the Study Abroad
Center website (http://www.studyabroad.uci.edu) or an academic counselor for additional information.
Careers for the English or Literary Journalism Major
The study of literature helps students express their ideas clearly, do independent research, and think analytically and imaginatively. These capabilities
will help qualify majors for careers in education, law, technical writing, communications, journalism, public relations, business, marketing, and
management. Departmental advisors encourage their students to investigate various career options before completing their undergraduate educations.
The UCI Career Center provides services to students and alumni including career counseling, information about job opportunities, a career library, and
workshops on resume preparation, job search, and interview techniques. See the Career Center section for additional information.
Departmental Requirements for the English Minor
A. Select three of the following:
ENGLISH 28A The Poetic Imagination
ENGLISH 28B Comic and Tragic Vision
ENGLISH 28C Realism and Romance
ENGLISH 28D The Craft of Poetry
ENGLISH 28E The Craft of Fiction
B. Select at least five Departmental (English, Literary Journalism, Writing) courses numbered 102 or higher (excluding LIT JRN 197 & WRITING 139W),
although two courses from the following may be substituted:
ENGLISH 100 Introduction to Literary Theory
ENGLISH 101W Undergraduate Seminar in Critical Writing: Topics in Literary History
WRITING 101W Undergraduate Seminar: Applications in Literary Theory and Criticism for
Creative Writing
Residence Requirement for the English Minor: Four upper-division courses 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 department undergraduate chair.
Departmental Requirements for the Literary Journalism Minor
A. Complete:
LIT JRN 20 Introduction to Literary Journalism
LIT JRN 21 Reporting for Literary Journalism
1
B. Select one course from the English 28 series.
C. Complete:
LIT JRN 100 Advanced Reporting
LIT JRN 101A Studies in the History, Theory, and Ethics of Literary Journalism
D. Complete:
LIT JRN 103 Lectures on Topics in Literary Journalism (three times, on various topics.)
1
Students can substitute COM LIT 60A or COM LIT 60C for any one English 28 course.
Residence Requirement for the Literary Journalism Minor: LIT JRN 20, LIT JRN 21, LIT JRN 100, and LIT JRN 101A must be completed
successfully at UCI. By petition, two of the three LIT JRN 103 courses may be taken through the UC Education Abroad Program, providing course
content is approved in advance by the Literary Journalism program.
On This Page:
• Emphasis in Creative Nonfiction
• School Emphases
• Master of Arts in English
• Master of Fine Arts in English
• Doctor of Philosophy in English
Graduate Program
The Department’s three principal undergraduate offerings—English and American Literature, the English major with a Creative Writing emphasis, and
Literary Journalism—are reflected in the graduate programs, which at this level, may also involve collaboration with the Department of Comparative
Literature: M.A. and Ph.D. in English, M.F.A. in English (fiction/poetry), and an emphasis in Creative Nonfiction within the Ph.D. degree in English. The
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faculty is particularly equipped to guide students with special interests in criticism and theory, an area which candidates for the Ph.D. in English may
stress by adding the Schoolwide Critical Theory emphasis. Applicants for graduate degrees in English must submit scores for the Graduate Record
Examination (GRE). Ordinarily students are not admitted to the English program unless they plan to continue, and are qualified to continue, to the
degree of Ph.D. Students are admitted to the M.F.A. program chiefly on the basis of submitted creative work.
Specific requirements for the graduate degrees will be established by consultation between members of the faculty and the candidate. First-year
graduate students or candidates for the Master of Fine Arts in English (fiction/poetry) plan a program with an assigned advisor; candidates for the Ph.D.
plan with an advisor and three-person committee. At the time of the M.A. examination, the Graduate Committee evaluates the student’s graduate career
up to that point and offers advice about future prospects. Candidates for literary degrees are also encouraged to study philosophy, history, foreign
languages and literatures, and the fine arts.
Only in exceptional circumstances will students be permitted to undertake programs of less than six full courses during the academic year. The normal
expectation is enrollment in three courses each quarter; Teaching Assistants take two courses in addition to earning credit for University Teaching.
Students who are not teaching should be able to complete course work in two years. The Ph.D. qualifying examination should be taken within a couple
of quarters after courses are finished. The normative time for completion of the Ph.D. in English is seven years.
The Murray Krieger Fellowship in Literary Theory is intended for an outstanding entering graduate student who is pursuing the Ph.D. in English or
Comparative Literature and who demonstrates a primary interest in theory as theory relates to literary texts. A range of other fellowships is also available
to students in the Department.
Emphasis in Creative Nonfiction
Students admitted to the emphasis in Creative Nonfiction must meet all course, language, and examination requirements for the Ph.D. in English.
Their course work must include: (1) three writing workshops in nonfiction; (2) three courses in nonfictional literature or rhetoric; and (2) if needed for the
projected dissertation, one course outside the Department.
Students must also conduct a dissertation defense.
School Emphases
Schoolwide graduate emphases are available in Asian American Studies, Critical Theory, and Feminist Studies. Refer to the appropriate sections of the
Catalogue for information.
English
Master of Arts in English
Each candidate for the M.A. will be assigned to a graduate advisor who will supervise the student’s program. The M.A. plan of study includes: (1) the
completion of course work, as advised, for three quarters or the equivalent; (2) demonstrated proficiency in reading a designated foreign language,
modern or classical; and (3) the submission of materials (including a statement about work accomplished and plans for future study, and a sample
essay) to the Graduate Committee, who will review and assess the student’s progress, recommend whether further study toward the Ph.D. is advisable,
and, if so, give advice about areas for further study.
The Department of English sponsors a Summer M.A. Program in English designed for teachers and returning students. The M.A. degree in English
is awarded to candidates who complete 36 units of graduate course work through three summers in the program and submit an acceptable Master’s
essay.
The M.A. plan of study includes: (1) the completion of 32 units of course work for two summers; (2) the completion of 4 units of dissertation research
course work in the third summer, and (3) the completion of the Master's essay by the end of the third summer.
Master of Fine Arts in English
The Master of Fine Arts (M.F.A.) is a degree in fiction writing or poetry. The M.F.A. degree is normally conferred upon the completion of a three-year
residence. Each quarter the candidate will be enrolled in either the poetry or fiction section of the Graduate Writers’ Workshop, which will constitute two-
thirds of a course load, the other course to be selected in consultation with the student’s advisor. It is expected that M.F.A. candidates will complete at
least one supervised teaching seminar.
In addition to course work, the candidate is required to present as a thesis an acceptable book-length manuscript of poetry or short stories or a novel.
The normative time for completion of the M.F.A. is three years, and the maximum time permitted is four years.
Doctor of Philosophy in English
The program for the Ph.D. in English requires about two years of full-time enrollment in regular courses beyond the B.A.; proficiency in the reading of
one acceptable foreign language, modern or classical; satisfactory performance on designated examinations; and the dissertation.
The languages acceptable depends upon the nature of the student’s program as determined by the student’s advisors. Reading competence in this
language must be established in the first year of residence. Competence in the language required for the Ph.D. is verified through examination.
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Upon completion of course work the student is examined in three areas: (1) a primary field; (2) a secondary field; and (3) theory and/or criticism.
Upon satisfactorily completing this Qualifying Examination, the student is admitted to candidacy for the degree. As soon after completion of the
Qualifying Examination as is practical, the student presents a dissertation prospectus for the approval of the doctoral committee. After submitting a
full dissertation to their committee members, students will be required to pass an oral dissertation defense with their doctoral committee prior to filing
the dissertation and graduating. All work for the Ph.D. degree must be in courses limited to graduate students. The normative time for advancement to
candidacy is four years. The normative time for completion of the Ph.D. is seven years, and the maximum time permitted is nine years.
Faculty
Jonathan Alexander, Ph.D. Louisiana State University, Campus Writing Coordinator and Professor of English; Culture and Theory; Education; Gender
and Sexuality Studies (writing studies, sexuality studies, queer theory, new media studies)
Bobbie J. Allen, Ph.D. University of Washington, Lecturer of English
Elizabeth G. Allen, Ph.D. University of Michigan, Associate Professor of English (Chaucer, Gower, 15th century poetry; exemplary literature, romance,
chronicle, episodic form; intersections between ethics and politics, politics and religion; hospitality, sovereignty, legal and constitutional history of
England)
Michael Andreasen, M.F.A. University of California, Irvine, Lecturer of English
Stephen A. Barney, Ph.D. Harvard University, Professor Emeritus of English
Jami Bartlett, Ph.D. University of California, Berkeley, Assistant Professor of English (The 19th-Century Novel, literature and philosophy, narrative
theory)
Alice C. Berghof, Ph.D. University of California, Irvine, Lecturer of Humanities; English
Emily M. Brauer, M.A. University of Southern California, Lecturer of English
Carol M. Burke, Ph.D. University of Maryland, College Park, Professor of English (literary and cultural theory, literary journalism, new media studies)
Ellen S. Burt, Ph.D. Yale University, Professor of English; Comparative Literature; European Languages and Studies (eighteenth-century French
literature and nineteenth-century poetry)
James L. Calderwood, Ph.D. University of Washington, Professor Emeritus of English
Ronald Carlson, M.A. University of Utah, Professor of English (creative writing, fiction, contemporary literature, short stories)
Chieh L. Chieng, M.F.A. University of California, Irvine, Lecturer of English
Jerome C. Christensen, Ph.D. Cornell University, Professor of English (Hollywood motion pictures, corporate authorship, romantic literature)
Michael P. Clark, Ph.D. University of California, Irvine, Professor of English
Rachael L. Collins, Ph.D. University of California, Irvine, Lecturer of English
Miles Corwin, M.A. University of Missouri-Columbia, Professor of English (law enforcement, the criminal justice system, homicide, inner-city education,
affirmative action)
Keith Danner, Ph.D. University of California, Riverside, Lecturer of English
Rebecca Davis, Ph.D. University of Notre Dame, Assistant Professor of English (Old and Middle English literature, Piers Plowman, medieval religious
culture, women’s writing, medieval philosophy)
Susan E. Davis, M.F.A. University of California, Irvine, Lecturer of English
Lorene D. Delany-Ullman, M.F.A. University of California, Irvine, Lecturer of English
Amy Depaul, B.A. Boston University, Lecturer of English
Jaya Dubey, M.A. University of California, Irvine, Lecturer of English
Kathryn Eason, M.A. University of Colorado Boulder, Lecturer of English
Loren P. Eason, Ph.D. University of California, Irvine, Lecturer of English
Anita W. Fischer, M.A. Loyola Marymount University, Lecturer of English
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Robert Folkenflik, Ph.D. Cornell University, Edward A. Dickson Emeriti Professorship and Professor Emeritus of English
Linda M. Georgianna, Ph.D. Columbia University, Professor Emerita of English
Amy Gerstler, M.F.A. Bennington College, Professor of English (poetry, creative writing, fiction, creative nonfiction, hybrid literature, visual art, lyric
essay, art and science, women writers)
Richard Godden, Ph.D. University of Kent, Professor of English (20th century and contemporary American literature, Faulkner)
Chelsea J. Gordon, Ph.D. University of California, Irvine, Lecturer of English
Rebecca C. Gray, M.F.A. University of California, Irvine, Lecturer of English
Daniel Gross, Ph.D. University of California, Berkeley, Associate Professor of English (emotion studies, history and theory of rhetoric, early modern
literature and culture, Heidegger and rhetoric)
Alberto D. Gullaba, M.F.A. University of California, Irvine, Lecturer of English
Linda G. Haas, Ph.D. University of South Florida, Lecturer of English
Martin Harries, Ph.D. Yale University, Professor of English (20th century theater, critical theory)
Erika Hayasaki, B.A. University of Illinois at Urbana–Champaign, Assistant Professor of English (literary journalism in the digital age, narrative nonfiction,
immersion journalism, youth, culture, crime, poverty, health, science, education, urban affairs, death)
Rebeca Louise Helfer, Ph.D. Columbia University, Associate Professor of English (Renaissance literature and culture, memory, Spenser)
Andrea K. Henderson, Ph.D. University of Pennsylvania, Professor of English (19th century literature, literature and visual arts, literature and science)
Margaret A. Hesketh, M.F.A. Chapman University, Lecturer of English
John W. Hollowell, Ph.D. University of Michigan, Senior Lecturer with Security of Employment Emeritus of English
Oren J. Izenberg, Ph.D. Johns Hopkins University, Associate Professor of English (poetics, modern and contemporary poetry, 20th century literature and
culture, philosophy and literature)
Virginia W. Jackson, Ph.D. Princeton University, Chair in Rhetoric and Communication and Associate Professor of English (poetics, 19th, 20th and 21st
century American poetry, 19th century American literature and culture, the history of literary theory)
Leah C. Kaminski, M.F.A. University of California, Irvine, Lecturer of English
Charlene J. Keeler, M.A. California State University, Fullerton, Lecturer of English
Jonathan I. Keeperman, M.F.A. University of California, Irvine, Lecturer of English
Tarah M. Keeperman, M.A. University of California, Irvine, Lecturer of English
Arlene Keizer, Ph.D. University of California, Berkeley, Associate Professor of English; Comparative Literature; Culture and Theory (African American
and Caribbean literature, critical race and ethnic studies, feminist and psychoanalytic theory, cultural studies)
Douglas V. Kiklowicz, M.F.A. University of California, Irvine, Lecturer of English
Peter O. Krapp, Ph.D. University of California, Santa Barbara, Professor of Film and Media Studies; English; Informatics; Visual Studies (digital culture,
media history, cultural memory)
P. Michelle Latiolais, M.F.A. University of California, Irvine, Professor of English (creative writing, fiction, contemporary literature)
Karen R. Lawrence, Ph.D. Columbia University, Professor Emerita of English
Rodrigo Lazo, Ph.D. University of Maryland, College Park, Associate Professor of English; Comparative Literature (hemispheric American studies,
nineteenth century, Latino studies and the Americas, Cuba, immigrant literature)
Jerry Won Lee, Ph.D. University of Arizona, Assistant Professor of English
Jayne Elizabeth Lewis, Ph.D. Princeton University, Director of Humanities Honors Program and Professor of English (literature and medicine, restoration
and 18th century British literature, literature of the supernatural and gothic fiction, history and/of fiction, atmosphere as literary concept and construct
within natural philosophy)
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Julia R. Lupton, Ph.D. Yale University, Associate Dean for Research and Professor of English; Comparative Literature; Education (Renaissance
literature, literature and psychology)
Juliet F. MacCannell, Ph.D. Cornell University, Professor Emerita of English
Steven J. Mailloux, Ph.D. University of Southern California, Professor Emeritus of English; Comparative Literature (rhetoric, critical theory, American
literature, law and literature)
Gregory J. McClure, M.F.A. University of California, Irvine, Lecturer of English
Lowell B. McKay, M.F.A. University of California, Irvine, Lecturer of English
James L. McMichael, Ph.D. Stanford University, Professor Emeritus of English
John Miles, Ph.D. Harvard University, Professor of English (religion, literature, international relations, western scriptures [Jewish, Christian, Muslim] as
literature; religious poetry and music, religion, science, and the environment)
J. Hillis Miller, Ph.D. Harvard University, UCI Endowed Chair and Professor Emeritus of Comparative Literature; English (Victorian literature, critical
theory)
Joseph M. Morales, Ph.D. University of California, Berkeley, Lecturer of Humanities; English
Olga Moskvina, M.F.A. University of California, Irvine, Lecturer of English
Jane O. Newman, Ph.D. Princeton University, Professor of Comparative Literature; Culture and Theory; English; European Languages and Studies
(comparative Renaissance and early modern literature and culture [English, French, German, Italian, neo-Latin], Mediterranean Renaissance studies,
Baroque, afterlives of antiquity, Walter Benjamin, Erich Auerbach, pre-modern lessons for the modern and post-modern)
Robert W. Newsom, Ph.D. Columbia University, Professor Emeritus of English
Margot Norris, Ph.D. State University of New York College at Buffalo, Professor Emerita of English; Comparative Literature (modern Irish, British,
American and continental modernism, literature and war)
Laura B. O'Connor, Ph.D. Columbia University, Associate Professor of English; Comparative Literature (Irish literature, twentieth-century poetry, Anglo-
American modernism)
Aaron M. Peters, M.F.A. University of California, Irvine, Lecturer of English
Robert L. Peters, Ph.D. University of Wisconsin-Madison, Professor Emeritus of English
Bradley A. Queen, Ph.D. Boston University, Lecturer with Potential Security of Employment of English
Rajagopalan Radhakrishnan, Ph.D. Binghamton University, State University of New York, UCI Chancellor's Professor of English; Comparative Literature;
Culture and Theory (critical theory, postcoloniality, nationalisms and diasporas, poststructuralism, postmodernism, democracy and minority discourse,
cultural studies, globalization and transnationalism)
Barbara L. Reed, Ph.D. Indiana University, Lecturer with Security of Employment Emerita of English
Hugh J. Roberts, Ph.D. McGill University, Associate Professor of English (romantic literature, Shelley, literature and science, chaos theory and literature,
politics and literature)
John C. Rowe, Ph.D. State University of New York College at Buffalo, Professor Emeritus of English; Comparative Literature
Michael Ryan, Ph.D. University of Iowa, Professor of English (American literature, creative writing, poetry, poetics, autobiography)
Edgar T. Schell, Ph.D. University of California, Berkeley, Professor Emeritus of English
Gretchen K. Short, Ph.D. University of California, Irvine, Lecturer of Humanities; English
Barry E. Siegel, M.S. Columbia University, Professor of English (literary journalism, English)
Victoria A. Silver, Ph.D. University of California, Los Angeles, Associate Professor of English; European Languages and Studies (early modern literature
and culture, religious studies, history and theory of rhetoric, literature and philosophy)
Richard A. Sims, M.F.A. University of California, Irvine, Lecturer of English
James Steintrager, Ph.D. Columbia University, Director of the Emphasis in Critical Theory and Professor of English; Comparative Literature; European
Languages and Studies (eighteenth-century comparative literature, ethical philosophy and literature, systems theory, amatory and erotic fiction)
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Michael F. Szalay, Ph.D. Johns Hopkins University, Department Chair and Professor of English (contemporary television and literature)
Ngugi Wa Thiong'O, B.A. Makerere University, UCI Distinguished Professor of Comparative Literature; English (African and Caribbean literatures,
theater and film, performance studies, cultural and political theory)
Brook Thomas, Ph.D. University of California, Santa Barbara, UCI Chancellor's Professor of English (U.S. literature and culture, law and literature,
literature and history)
Harold E. Toliver, Ph.D. University of Washington, Professor Emeritus of English
Andrew T. Tonkovich, M.F.A. University of California, Irvine, Lecturer of English
Irene Tucker, Ph.D. University of California, Berkeley, Professor of English (Victorian studies)
Georges Y. Van Den Abbeele, Ph.D. Cornell University, Dean of the School of Humanities and Professor of Comparative Literature; English; European
Languages and Studies; Film and Media Studies; Visual Studies (French and European philosophical literature, travel narrative and tourism/migration
studies, critical theory and aesthetics, francophone literature, history of cartography, media history and theory.)
Ann J. Van Sant, Ph.D. University of California, Berkeley, Associate Professor of English (restoration and 18th century literature)
Andrzej J. Warminski, Ph.D. Yale University, Associate Dean for Academic Personnel and Professor of English; European Languages and Studies;
Humanities (romanticism, history of literary theory, contemporary theory, literature and philosophy)
Jacqueline Y. Way, Ph.D. University of California, Irvine, Lecturer of English
Henry Weinstein, J.D. University of California, Berkeley, Senior Lecturer of School of Law; English
Amy Wilentz, B.A. Harvard University, Professor of English (formal mechanisms of literary journalism, travel journalism as a literary form, explanatory
journalism, role of journalism for the everyday reader)
David Lee Wirthlin, M.F.A. The Art Institute of Chicago, Lecturer of English
Geoffrey Wolff, B.A. Princeton University, Professor Emeritus of English
Criticism Courses
CRITISM 220B. Studies in Literary Theory and Its History. 4 Units.
Introduction to criticism and aesthetics for beginning graduate students. Readings from continental, English, and American theorists.
Same as HUMAN 220B.
Restriction: Graduate students only.
CRITISM 240. Advanced Theory Seminar. 4 Units.
Studies in selected areas of Criticism Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
English Courses
ENGLISH 8. Multicultural American Literature. 4 Units.
Writings from at least two historically underrepresented groups in California and the United States with particular attention to historical conditions of
literary production. Considers in-depth how literary works relate to racial constructions, economic conditions, and/or social movements.
(IV, VII)
ENGLISH 10. Topics in English and American Literature. 4 Units.
Explores the diversity of human expression manifested in selected works of literature. By engaging with substantial literary texts, students will think
critically about how meaning is created and how experience is interpreted in literary language.
Repeatability: May be taken for credit 3 times as topics vary.
(IV)
ENGLISH 11. Society, Law, and Literature. 4 Units.
How works of literature represent and influence the relation between law and society. The primary readings will be works of literature, but selections of
works of law, politics, and sociology may also be assigned.
(III or IV ).
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ENGLISH 12. Young Adult Fiction . 4 Units.
Young adult fiction studied in historical context, including the publishing industry and mass marketing as well as education and literacy. Primary readings
will focus on young adult fiction, but works of history, advertising, and film will also be included.
(IV)
ENGLISH 28A. The Poetic Imagination. 4 Units.
Reading of selected texts to explore the ways in which these modes formulate experience. Students write several short analytic papers.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
(IV)
ENGLISH 28B. Comic and Tragic Vision. 4 Units.
Reading of selected texts to explore the ways in which these modes formulate experience. Students write several short analytic papers.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
(IV)
ENGLISH 28C. Realism and Romance. 4 Units.
Reading of selected texts to explore the ways in which these modes formulate experience. Students write several short analytic papers.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
(IV)
ENGLISH 28D. The Craft of Poetry. 4 Units.
Reading of selected texts to explore the ways in which these modes formulate experience. Students write several short analytic papers. Requires
creative writing.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
(IV)
ENGLISH 28E. The Craft of Fiction. 4 Units.
Reading of selected texts to explore the ways in which these modes formulate experience. Students write several short analytic papers. Requires
creative writing.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
(IV)
ENGLISH 100. Introduction to Literary Theory. 4 Units.
Using Plato and Aristotle as points of departure, addresses a range of perspectives and problems in literary theory. To be taken by English majors in the
junior year.
Prerequisite: (ENGLISH 28A and ENGLISH 28B and ENGLISH 28C) or (ENGLISH 28D and ENGLISH 28B and ENGLISH 28C) or (ENGLISH 28A
and ENGLISH 28B and ENGLISH 28E) or (ENGLISH 28A and ENGLISH 28B and ENGLISH 28C) or (ENGLISH 28D and ENGLISH 28B and
ENGLISH 28E), or (LIT JRN 20 and LIT JRN 21 and ENGLISH 28A) or (LIT JRN 20 and LIT JRN 21 and ENGLISH 28B) or (LIT JRN 20 and LIT JRN 21
and ENGLISH 28C) or (LIT JRN 20 and LIT JRN 21 and ENGLISH 28D) or (LIT JRN 20 and LIT JRN 21 and ENGLISH 28E).
ENGLISH 101W. Undergraduate Seminar in Critical Writing: Topics in Literary History. 4 Units.
Each instructor identifies a topic within literary history; special attention will be given to mastering the conventions of academic argument and
expression. To be taken as early as possible in the junior year.
Prerequisite: (Three courses in ENGLISH 28A or ENGLISH 28B or ENGLISH 28C or ENGLISH 28D or ENGLISH 28E) or (LIT JRN 20 and LIT JRN 21
and (ENGLISH 28A or ENGLISH 28B or ENGLISH 28C or ENGLISH 28D or ENGLISH 28E)). Satisfactory completion of the Lower-Division Writing
requirement.
Repeatability: Unlimited as topics vary.
Restriction: Upper-division students only. English majors have first consideration for enrollment.
(Ib)
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ENGLISH 102A. Topics in Medieval and Renaissance Literature. 4 Units.
Studies of works representative of Medieval and Renaissance literature in English, with attention to literary history, treating at a minimum more than one
author and more than one genre.
Prerequisite: (Three courses in ENGLISH 28A or ENGLISH 28B or ENGLISH 28C or ENGLISH 28D or ENGLISH 28E) or (LIT JRN 20 and LIT JRN 21
and (ENGLISH 28A or ENGLISH 28B or ENGLISH 28C or ENGLISH 28D or ENGLISH 28E)).
Repeatability: Unlimited as topics vary.
Restriction: Upper-division students only. English majors have first consideration for enrollment.
ENGLISH 102B. Topics in Restoration and Eighteenth-Century Literature . 4 Units.
Studies of works representative of Restoration and eighteenth-century literature in English, with attention to literary history, treating at a minimum more
than one author and more than one genre.
Prerequisite: (Three courses in ENGLISH 28A or ENGLISH 28B or ENGLISH 28C or ENGLISH 28D or ENGLISH 28E) or (LIT JRN 20 and LIT JRN 21
and (ENGLISH 28A or ENGLISH 28B or ENGLISH 28C or ENGLISH 28D or ENGLISH 28E)).
Repeatability: Unlimited as topics vary.
Restriction: Upper-division students only. English majors have first consideration for enrollment.
ENGLISH 102C. Topics in Romantic and Nineteenth-Century Literature. 4 Units.
Studies of works representative of Romantic and nineteenth-century literature in English, with attention to literary history, treating at a minimum more
than one author and more than one genre.
Prerequisite: (Three courses in ENGLISH 28A or ENGLISH 28B or ENGLISH 28C or ENGLISH 28D or ENGLISH 28E) or (LIT JRN 20 and LIT JRN 21
and (ENGLISH 28A or ENGLISH 28B or ENGLISH 28C or ENGLISH 28D or ENGLISH 28E)).
Repeatability: Unlimited as topics vary.
Restriction: Upper-division students only. English majors have first consideration for enrollment.
ENGLISH 102D. Topics in Twentieth-Century Literature. 4 Units.
Studies of works representative of twentieth-century literature in English, with attention to literary history, treating at a minimum more than one author
and more than one genre.
Prerequisite: (Three courses in ENGLISH 28A or ENGLISH 28B or ENGLISH 28C or ENGLISH 28D or ENGLISH 28E) or (LIT JRN 20 and LIT JRN 21
and (ENGLISH 28A or ENGLISH 28B or ENGLISH 28C or ENGLISH 28D or ENGLISH 28E)).
Repeatability: Unlimited as topics vary.
Restriction: Upper-division students only. English majors have first consideration for enrollment.
ENGLISH 103. Topics in Literature, Theory, and Criticism. 4 Units.
A series of lectures on and discussions of announced topics in literary criticism, theory, history, genres, modes, major authors.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Recommended: Upper-division students only.
ENGLISH 105. Multicultural Topics in Literatures in English. 4 Units.
Focuses on ethnic or minority literatures, or treats issues related to race and cultural identity.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Recommended: Upper-division students only.
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ENGLISH 106. Advanced Seminar: Topics in English Literature . 4 Units.
Capstone course. Provides intensive work on a topic within the area of literatures in English with particular attention to the theoretical, critical, or
conceptual issues it raises, with the goal of producing a substantive research paper.
Prerequisite: (ENGLISH 101W or WRITING 101W) and (ENGLISH 100 and 102A) or (ENGLISH 100 and 102B) or (ENGLISH 100 and 102C) or
(ENGLISH 100 and 102D) or (ENGLISH 102A and 102B) or (ENGLISH 102A and 102C) or (ENGLISH 102A and 102D) or (ENGLISH 102B and 102C)
or (ENGLISH 102C and 102D) or (ENGLISH 103 and 102A) or (ENGLISH 103 and 102B) or (ENGLISH 103 and 102C) or (ENGLISH 103 and 102D)
or (ENGLISH 105 and 102A) or (ENGLISH 105 and 102B) or (ENGLISH 105 and 102C) or (ENGLISH 105 and 102D) or (ENGLISH 100 and 103) or
(ENGLISH 103 and 105) or (ENGLISH 100 and 105).
Repeatability: Unlimited as topics vary.
Restriction: English majors have first consideration for enrollment. Seniors only.
ENGLISH 150. Topics in Literature for Nonmajors . 4 Units.
Major texts in English, American, and Comparative Literature explored for basic humanistic issues and themes, on announced topics. Primarily for
upper-division students, but not requiring previous training in literature.
Repeatability: Unlimited as topics vary.
Restriction: Recommended: Upper-division students only.
ENGLISH 160. English Language Cinema. 4 Units.
Focuses on any one of the different cinematic traditions in the English-speaking world, from a historical theoretical, or comparative perspective.
Repeatability: May be taken for credit 2 times as topics vary.
ENGLISH 198. Special Topics. 4 Units.
Directed group study of selected topics as arranged by instructor.
Repeatability: May be repeated for credit unlimited times.
ENGLISH 199. Independent Study. 1-4 Units.
To be taken only when the materials to be studied lie outside the normal run of departmental offerings, and when the student will have no formal chance
to pursue the subject. Research paper required.
Repeatability: May be repeated for credit unlimited times.
ENGLISH 210. Studies in Literary History. 4 Units.
Studies in selected areas of literary history. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
ENGLISH 225. Studies in Literary Genres. 4 Units.
Studies in selected areas of literary genres. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
ENGLISH 230. Studies in Major Writers. 4 Units.
Studies in selected areas of major writers. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
ENGLISH 255. Graduate Workshop in Academic Publishing. 4 Units.
Reading and critique of student-authored essays with the goal of producing a publishable essay. Instructor leads discussion, meets with students
individually, and provides an introduction to appropriate venues for publication and the process of submission, peer review, and revision.
Grading Option: Satisfactory/unsatisfactory only.
ENGLISH 290. Reading and Conference. 4-12 Units.
Studies in selected areas. Topics addressed vary each quarter.
Repeatability: May be repeated for credit unlimited times.
ENGLISH 291. Guided Reading Course. 4 Units.
Studies in selected areas. Topics addressed vary each quarter.
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ENGLISH 299. Dissertation Research. 4-12 Units.
A units-only course for students in the dissertation phase.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Graduate students only.
ENGLISH 398. Rhetoric/Teaching of Composition. 4 Units.
Readings, lectures, and internship designed to prepare graduate students to teach composition. Formal instruction in rhetoric and practical work in
teaching methods and grading.
ENGLISH 399. University Teaching. 4 Units.
A units-only course for students appointed as teaching assistants or associates.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
Literary Journalism Courses
LIT JRN 20. Introduction to Literary Journalism. 4 Units.
Reading of selected texts to explore the ways in which literary journalism and related nonfiction modes formulate experience. Students complete a range
of writing projects.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Restriction: Literary Journalism majors have first consideration for enrollment.
(IV)
LIT JRN 21. Reporting for Literary Journalism. 4 Units.
Instruction and hands-on training in how to interview, report, research, and collect the types of information needed to write literary journalism.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Restriction: Literary Journalism majors have first consideration for enrollment.
LIT JRN 100. Advanced Reporting. 4 Units.
Practical engagement with advanced reporting techniques of Literary Journalism, emphasizing the importance of thorough and effective research in the
production of high-quality journalistic writing. Prepares students to make good decisions about where and how to publish their writing.
Prerequisite: LIT JRN 21.
LIT JRN 101A. Studies in the History, Theory, and Ethics of Literary Journalism. 4 Units.
Required of upper-division majors in Literary Journalism. Lectures and discussion on topics that explore the historical and theoretical dimensions of
literary journalism, with particular emphasis on the evolution of ethics in the field.
Prerequisite: LIT JRN 21 and LIT JRN 20 and (ENGLISH 28A or ENGLISH 28B or ENGLISH 28C or ENGLISH 28D or ENGLISH 28E or COM LIT 60A
or COM LIT 60B or COM LIT 60C).
LIT JRN 101BW. Literary Journalism Core Writing Seminar. 4 Units.
Limited to 20 students. Writing seminars in announced specialized genres that students will both study and practice. Examples: "The Memoir"; "Review
Writing"; "The Editorial"; "Writing Biography"; "The Profile"; "Political Writing.".
Prerequisite: LIT JRN 101A. Satisfactory completion of the Lower-Division Writing requirement.
Repeatability: May be taken for credit 3 times as topics vary.
Restriction: Upper-division students only. Students may enroll in a maximum of one LIT JRN 101BW course per quarter.
(Ib)
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LIT JRN 103. Lectures on Topics in Literary Journalism. 4 Units.
A series of lectures on, and discussions of, announced topics in literary journalism and the literature of fact. Examples include "Travel Literary
Journalism"; "Literature of True Crime"; "Narratives in the Digital Age"; "Journalism on the Edge".
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Recommended: Upper-division students only.
LIT JRN 197. Community Reporting . 4 Units.
Directed group study in which students work with an instructor to report and write about community news in a newsroom-style format. Students will
partner with local publications to pitch, market, and publish their stories.
Prerequisite: Satisfactory completion of lower-division writing requirement.
Repeatability: May be repeated for credit unlimited times.
LIT JRN 198. Special Topics. 4 Units.
Directed group study of selected topics.
Repeatability: Unlimited as topics vary.
LIT JRN 199. Reading and Conference. 1-4 Units.
To be taken only when the materials to be studied lie outside the normal run of departmental offerings.
Repeatability: May be repeated for credit unlimited times.
Writing Courses
WRITING 30. The Art of Writing: Poetry. 4 Units.
Beginners' workshop in the writing of poetry, evaluation of student manuscripts, and parallel readings.
Prerequisite: Satisfaction of the UC Entry Level Writing requirement.
Repeatability: May be taken for credit 2 times.
(Ia)
WRITING 31. The Art of Writing: Prose Fiction. 4 Units.
Beginners' workshop in fiction writing, evaluation of student manuscripts, and parallel readings.
Prerequisite: Satisfaction of the UC Entry Level Writing requirement.
Repeatability: May be taken for credit 2 times.
(Ia)
WRITING 37. Intensive Writing. 6 Units.
Guided practice in critical reading and analysis including instruction in paragraph development and sentence-level mechanics. Readings selected from
current fiction and nonfiction; writing assignments require demonstration of analysis and rhetorical principles.
Prerequisite: Students must have taken the UC Analytical Writing Placement Examination.
Overlaps with WRITING 39A, WRITING 39B.
(Ia)
WRITING 39A. Introduction to Writing and Rhetoric. 4 Units.
Deals with the writing of expository essays, principles of rhetoric, paragraph development, and the fundamentals of sentence-level mechanics. Frequent
papers, some exercises. Course may be offered online.
Prerequisite: Students must have taken the UC Analytical Writing Placement Examination with placement in Writing 39A.
Overlaps with WRITING 37, WRITING 39A.
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WRITING 39B. Critical Reading and Rhetoric. 4 Units.
Guided practice in the critical reading and written analysis of both popular and academic prose. Readings selected from literary, academic, journalistic,
and fictional genres; writing topics require rhetorical analysis of readings and demonstration of rhetorical principles in student writing. Course may be
offered online.
Prerequisite: Satisfaction of the UC Entry Level Writing requirement.
Overlaps with WRITING 37.
(Ia)
WRITING 39C. Argument and Research. 4 Units.
Guided writing practice in argumentation, logic, and inquiry. Readings are selected from current nonfiction and from materials students select from the
University Library. Research strategies emphasized. Course may be offered online.
Prerequisite: WRITING 37 or WRITING 39B.
(Ia)
WRITING 90. Intermediate Poetry Writing. 4 Units.
Intermediate workshop in the writing of poetry, evaluation of student manuscripts, and parallel readings.
Prerequisite: WRITING 30.
Repeatability: May be taken for credit 2 times.
WRITING 91. Intermediate Fiction Writing. 4 Units.
Intermediate workshop in the writing of fiction, evaluation of student manuscripts, and parallel readings.
Prerequisite: WRITING 31.
Repeatability: May be taken for credit 2 times.
WRITING 101W. Undergraduate Seminar: Applications in Literary Theory and Criticism for Creative Writing. 4 Units.
Substitute for ENGLISH 101 for Creative Writing emphasis students.
Prerequisite: ENGLISH 100 or LIT JRN 100. Satisfactory completion of the lower-division writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: English majors and Literary Journalism majors only.
(Ib)
WRITING 110. Short Story Writing. 4 Units.
Three-hour workshop in short fiction; discussion of student writing and of relevant literary texts.
Repeatability: May be taken for credit 2 times.
WRITING 111. Poetry Writing. 4 Units.
Three-hour advanced poetry writing workshop; discussion of student writing and of relevant literary texts.
Repeatability: May be taken for credit 2 times.
WRITING 113. Novel Writing. 4 Units.
Three-hour advanced workshop in fiction writing; discussion of student writing and of relevant literary texts.
WRITING 115. Conference in Writing. 4 Units.
Primarily for writing emphasis seniors.
Repeatability: May be taken for credit 2 times.
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WRITING 139W. Advanced Expository Writing. 4 Units.
Study of rhetoric, disciplinary genres, and modes of knowledge production; practice in writing effective prose. Essays of varying lengths, totaling at least
4,000 words. Course may be offered online.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Restriction: Upper-division students only.
(Ib)
WRITING 179W. Advanced Composition for Teachers. 4 Units.
Principles of formal composition and problems of teaching. Selecting handbooks and ancillary reading, marking papers, making assignments, and
conducting workshops and tutorials.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Same as EDUC 179W.
Restriction: Upper-division students only.
(Ib)
WRITING 197. Writing Internship . 2-4 Units.
Internships focused on writing. In consultation with a faculty advisor, students create a course from response essays, research essays, and assessment
project data. Internships may include editing and publication projects, supervised teaching and tutoring assignments, community literacy projects.
Prerequisite: Satisfactory completion of the lower-division writing requirement.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 3 times.
WRITING 250A. Graduate Writers' Workshop (Fiction). 4 Units.
Graduate fiction workshop open to students enrolled in the MFA program in Writing.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be taken for credit 3 times.
Restriction: Graduate students only.
WRITING 250B. Graduate Writers' Workshop (Fiction). 4 Units.
Graduate fiction workshop open to students enrolled in the MFA program in Writing.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be taken for credit 3 times.
Restriction: Graduate students only.
WRITING 250C. Graduate Writers' Workshop (Poetry). 8 Units.
Graduate poetry workshop open to students enrolled in the M.F.A. Programs in Writing.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be taken for credit 3 times.
Restriction: Graduate students only.
WRITING 251A. Writing in Conference (Fiction). 4 Units.
Graduate fiction workshop open to students enrolled in the MFA program in Writing.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be taken for credit 3 times.
Restriction: Graduate students only.
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WRITING 251B. Writing in Conference (Fiction). 4 Units.
Graduate fiction workshop open to students enrolled in the MFA program in Writing.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be taken for credit 3 times.
Restriction: Graduate students only.
WRITING 251C. Writing in Conference (Poetry). 8 Units.
Graduate poetry workshop open to students enrolled in the M.F.A. Programs in Writing.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be taken for credit 3 times.
Restriction: Graduate students only.
Department of European Languages and Studies
David T. Pan, Department Chair
243 Humanities Instructional Building
949-824-6406
http://www.humanities.uci.edu/els/
Overview
The Department of European Languages and Studies provides undergraduates with the opportunity to study Europe in its geographical, linguistic,
historical, literary, artistic, and cultural diversity. The literatures, histories, and cultures of European nation-states have always been closely
interconnected, even before the individual regions became nation-states. It is nearly impossible to study any era—the Renaissance, the Early Modern
period, the Enlightenment, the Romantic period, or the Modern period—without taking into account the influence of one European nation on other
European nations. Almost all significant European literary and artistic movements have been cross-cultural and transnational. The current configuration
of Europe—the European Union—is merely the most recent socio-political and economic realization of the intense cross-pollination of ideas and
institutions that defines—and has always defined—the continent. Immigration and the displacement of populations throughout the continent are
constants of European history and have long inflected literary and artistic production in ways scholars continually explore. The history of European
colonial enterprises and their afterlives have had a profound impact on the shape of the world in which we live; the Department is committed to a critical
engagement with these legacies.
The Department offers majors in European Studies, French, and German Studies; minors in European Studies, French, German Studies, Italian Studies,
and Russian Studies; as well as a graduate program (M.A., Ph.D.) in German. The Department also offers language training in French, German,
Italian, and Russian with emphasis on the communicative and interpretive aspects of language learning. The goal is the achievement of translingual
and transcultural competency. University language study is the critical investigation of a foreign linguistic system and the cultures defined by it. It is
also an investigation of one’s own native language(s): it is nearly impossible for us to scrutinize and analyze something we know as intimately as
our native language and yet this is the order by which we formulate our thoughts and the order which may sometimes formulate our thoughts for us.
The “foreignness” of a foreign language allows us to objectify an entire linguistic system, to observe its structure and its usage, and then to make
comparisons with our own linguistic situation. This kind of knowledge of one’s own languages is the foundation of critical reflection on texts of any nature
—historical, philosophical, literary, political, legal, journalistic, and others. Thus serious study of a language other than English is crucial to a university
education. The Department teaches its language courses with this principle in mind and seeks to provide its students with a framework for critical
linguistic and cultural learning.
UCI Career Center
The UCI Career Center provides services to students and alumni including career counseling, information about job opportunities, a career library, and
workshops on resume preparation, job search, and interview techniques. For additional information, see the Career Center section.
Undergraduate Program in European Studies
The European Studies program focuses on the study of Europe from the vantage points of several disciplines in the humanities and social sciences.
Because Europe is both a geographical place and an idea that changes throughout history, it has had different meanings at different times and in
different places. The study of Europe thus requires an open, pluralistic, and interdisciplinary curriculum that takes a critical approach to the idea (or
ideas) of Europe.
The program provides a multidisciplinary view of Europe as a whole and of its historical, political, and cultural formation and global implications and
encounters with the non-European world. It also provides a focus on a specific area of European experience that cuts across traditional disciplinary
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and national boundaries. Participation in the UC Education Abroad Program in a European country is strongly recommended for all European Studies
majors.
Requirements for the B.A. Degree in European Studies
All students must meet the University Requirements.
All students must meet the School Requirements.
Requirements for the Major
Completion of two years of language (through the 2C level or equivalent) in French, German, classical Greek, Italian, Latin, Portuguese, Russian, or
Spanish.
Fourteen courses, of which five may be lower-division:
A. Complete:
HISTORY 70B Problems in History: Europe
B. Complete:
EURO ST 101A- 101B European Studies Core I - Early Europe (Pre-1789)
and European Studies Core II: Modern Europe (1789-Present)
C. Six courses from an approved emphasis list (see sample below), four of which must be upper-division.
D. Four multidisciplinary electives: two courses in European History or Political Science or Social Science outside the student’s emphasis, and two
1
courses in European Literature or Arts outside the student’s emphasis.
E. Complete:
EURO ST 190W Senior Seminar in European Studies
1
For the student with a focus on modern Europe, at least one of these courses must be on a pre-1789 topic; for the student with an emphasis in
Medieval or Early Modern Europe, one of these courses must be on a post-1789 topic.
NOTE: One course from either the approved emphasis list or the elective category must be from the Encounters with the Non-European World
emphasis.
NOTE: Courses are sometimes approved in more than one emphasis. Any course that appears on the approved list for a student’s emphasis cannot be
used as a course outside the emphasis even if it also appears on other lists.
Residence Requirement for the Major: At least five upper-division courses required for the major must be completed successfully at UCI.
Emphases and Approved Courses: The following emphases are available in the major in European Studies:
• British Studies
• Early Modern Europe (1450–1789)
• Encounters with the Non-European World
• French Studies
• German Studies
• Italian Studies
• Medieval Studies
• Modern Europe (1789–present)
• Russian Studies
• Spanish/Portuguese Studies
• The Mediterranean World: Past and Present
The list of approved courses is extensive and varies from quarter to quarter, depending upon course scheduling. For complete up-to-date information
about approved courses, students are advised to consult the European Languages and Studies website (http://www.humanities.uci.edu/els).
Requirements for the Minor
A. Complete:
HISTORY 70B Problems in History: Europe
B. Complete:
EURO ST 101A- 101B European Studies Core I - Early Europe (Pre-1789)
and European Studies Core II: Modern Europe (1789-Present)
In addition to requirements A and B, European Studies minors take:
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C. Three courses selected from a single emphasis.
D. Two electives outside the emphasis: One course must be in European History and one course must be in European Literature or Culture.
NOTE: Courses are sometimes approved in more than one emphasis. Any course that appears on the approved list for a student’s emphasis cannot be
used as a course outside the emphasis even if it also appears on other lists.
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 Undergraduate Director.
Additional Information
Career Opportunities
A degree in European Studies prepares its graduates to enter advanced degree programs in international business, history, law, and political science.
The strong academic skills and professional orientation acquired by European Studies majors are necessary to pursue successful careers in such
fields as international banking, law, journalism, management, public relations, publishing, and government service, as well as social justice and non-
governmental organization (NGO) work both in the United States and abroad. Humanities graduates in general learn to express ideas clearly, do
independent research, and think analytically and imaginatively—the required tools for success beyond the undergraduate career.
Undergraduate Program in French
The Undergraduate Program in French offers a broad humanistic course of study designed for students in the liberal arts. The orientation of the program
is multidisciplinary, where the study of literature is linked to critical, historical, and political concerns. Courses reflect the faculty's interest in the related
disciplines of history, philosophy, anthropology, visual studies, gender and sexuality studies, cultural studies, postcolonial studies, and comparative
literature.
Lower-division language courses encourage students to participate in the creative process of language, to think in French as they learn to understand,
speak, read, and write. These courses are taught entirely in French, and the approach to teaching stresses the interdependence of the four basic
language skills and makes them mutually reinforcing.
At the intermediate lower-division level, texts of contemporary literary and social interest provide the focus for advanced conversation, reading, and
composition. After the second year, advanced courses in conversation and writing enable students to attain a greater degree of proficiency, preparing
them for study in the upper-division program.
All upper-division offerings are taught in the seminar mode. Because classes are limited in size, they promote and encourage participation and
discussion and facilitate direct contact with professors. In recent years, courses have been offered in literature and the Enlightenment, Surrealism,
autobiography, Francophone literature, literature and human rights, tales of the fantastic, the French New Wave, representations of terror and terrorism,
Paris as art capital, “engaged” writing, French critical theory, France’s relationship to Algeria, gender and sexuality in pre-modern France, and the
literature of childhood. The content of courses changes yearly according to the interests of both faculty and students. In the junior or senior year,
students have the opportunity, in the context of the capstone seminar (FRENCH 185), to pursue a single project in depth, leading to a final research
paper.
The program strongly encourages its students to take advantage of the study-abroad programs in French-speaking countries to improve their language
skills and gain invaluable cultural experience in a foreign university setting. The program recommends the UC Education Abroad Program, which runs
programs of differing lengths in France (Lyon, Bordeaux, and Paris). Credit for courses taken through study-abroad programs is available. Students are
advised to discuss their course of study with the Undergraduate Director before their departure and to arrange to bring home proof of their work.
Language placement examinations are not required, although an optional placement examination is available. Students will be placed in French
language courses according to their years of previous study. See Language Other Than English Placement and Progression.
Transfer students who have had a previous course (or courses) in French from another college or university who want to enroll in any French 1A through
2C course at UCI must take a copy of their transcript to their academic counseling office in order to receive authorization to enroll in the appropriate
course.
Requirements for the B.A. Degree in French
All students must meet the University Requirements.
All students must meet the School Requirements.
Departmental Requirements for the Major
A. Complete:
FRENCH 100A Advanced French Writing: Reading and Telling Stories
FRENCH 100B Advanced French Essay Writing: Argument and Evidence
FRENCH 101A Introduction to Nineteenth-Century French Literature
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FRENCH 101B Introduction to Eighteenth-Century French Literature
FRENCH 101C Introduction to Twentieth-Century French Literature
FRENCH 185 Junior/Senior Seminar in French Literature and Culture
B. Six additional upper-division French courses. Students may take up to three French courses taught in English.
Residence Requirement for the Major: FRENCH 185 and four upper-division courses (excluding FRENCH 100A, FRENCH 100B, FRENCH 101A,
FRENCH 101B, FRENCH 101C) 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 by the Humanities Office of Undergraduate Study and the Director of the undergraduate program in
French.
Planning a Program of Study
Students should consult with the faculty to plan a coherent program of courses to fulfill the major requirements. Students also should consult with faculty
members concerning career plans in areas such as teaching, business, journalism, law, public service, as well as social justice and international non-
governmental organization (NGO) work.
Requirements for the French Minor
A. Complete:
FRENCH 100A Advanced French Writing: Reading and Telling Stories
FRENCH 100B Advanced French Essay Writing: Argument and Evidence
B. Five French courses, four of which must be upper-division; four of these must be taught in French. Prerequisite: FRENCH 2C or equivalent.
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 Undergraduate Director.
Additional Information
Career Opportunities
The great majority of students who major in French pursue careers in business and commerce, where they can take advantage not only of their
proficiency in French language but also of their knowledge of French and Francophone literature and culture. Students also go on to law school, to
medical school, and to careers in the diplomatic service and education. The multidisciplinary approach to the study of literature and culture teaches
students to think critically and develops analytical skills that can be applied to a wide range of problems. It also helps students develop the interpretive
and writing skills necessary to express their own ideas clearly and persuasively. Whether they enter business or professions such as law, education, or
government, French majors acquire the intellectual and communicative skills requisite for success.
On This Page:
• Requirements for the B.A. Degree in German Studies
• Requirements for the Minor in German Studies
• Graduate Program in German Studies
• Master of Arts in German
• Doctor of Philosophy in German
• Career Opportunities
Undergraduate and Graduate Programs in German Studies
The German Studies programs emphasize the humanistic endeavor of understanding and evaluating culture. Courses are focused on language,
literature, and film in context, that is, within the historical, social, philosophical, linguistic, intellectual, and political circumstances of their production and
continuing reception. Courses on German, Austrian, and Swiss literature, film, and culture offer a variety of critical perspectives from historical, social, or
politically engaged readings to feminist analysis and cultural studies. Topics range from authors, periods, and genres to the history of German-language
literature and film, philosophy, theory and criticism, European cultural relations, and cultural artifacts in a globalized social and political context.
The German Studies major can be combined as a double major with any other UCI course of study, and the minor may be taken in tandem with any UCI
major.
Courses in the program are taught in German to the extent compatible with the aim of the course. In the lower-division language courses students
develop skills in speaking, listening, reading, and writing through an engaging, collaborative, task-based curriculum. The courses place a great deal of
emphasis on meaningful cultural literacy in German, employing a diverse range of authentic texts and materials from the beginning. During the second
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year (intermediate), students benefit from a curriculum based on authentic literary and cultural content (theatre, media) and simulation of “real world”
situations. These courses have the additional goal of contributing to students’ education in the humanities and developing their skills in critical thinking.
After completion of the intermediate level, students enroll in the GERMAN 101–GERMAN 115 series, which emphasizes advanced reading, writing,
and speaking skills while providing an introduction to a variety of German topics and texts in literature, culture, film, linguistics, and business. Courses
in this series are taken in preparation for GERMAN 117, GERMAN 118, GERMAN 119, GERMAN 120, GERMAN 130, which provide advanced
instruction in periods ranging historically from the Reformation to the present and cover a variety of topics and approaches. A further series of courses
(GERMAN 140, GERMAN 150, GERMAN 160, GERMAN 170) is taught in English for both German Studies students and those who do not speak
the language, and covers topics in German, Austrian, and Swiss literature and culture, literary theory, philosophy, linguistics, and criticism as well as
German-language cinema.
Students are encouraged to participate in work- and study-abroad programs in German-speaking countries. The Department recommends the UC
Education Abroad Program (EAP) in Berlin where students may enroll at any of the city universities (Free University, Humboldt University, Berlin
Technical University) and take courses at others as desirable. UCEAP students complete an advanced language program before enrolling in university
courses.
German placement tests are recommended for students who have successfully completed foreign language classes in high school or elsewhere. To
obtain information about the German placement test, contact the UCI Academic Testing Office at 949-824-6207. Students with college-level course work
should present their transcript to their academic counseling office, for assistance in determining which UCI course to take.
Requirements for the B.A. Degree in German Studies
All students must meet the University Requirements.
All students must meet the School Requirements.
Departmental Requirements for the Major
A. Select six of the following:
GERMAN 101 Introduction to German Literature and Culture
GERMAN 102 German Culture and Society
GERMAN 103 German Film
GERMAN 104 Introduction to Germanic Linguistics
GERMAN 105 German for Professions
GERMAN 115 Advanced German for Business and Economics
GERMAN 117 Topics in German Literature and Culture 750-1750
GERMAN 118 Studies in the Age of Goethe
GERMAN 119 Studies in Nineteenth-Century German Literature and Culture
GERMAN 120 Studies in Twentieth Century German Literature and Culture
GERMAN 130 Topics in German Literature and Culture
GERMAN 197 German Internship
1
B. Select six additional courses chosen from Section A and below:
GERMAN 140 Topics in Literary Theory and Criticism
GERMAN 150 German Literature and Culture in Translation
GERMAN 160 German Cinema
GERMAN 170 Topics in German Linguistics
EURO ST 10 Historical Foundations
EURO ST 11 Contemporary Issues and Institutions
EURO ST 101A European Studies Core I - Early Europe (Pre-1789)
EURO ST 101B European Studies Core II: Modern Europe (1789-Present)
LINGUIS 3 Introduction to Linguistics
2
Comparative Literature
2
German history
2
German philosophy
2
German political science
1
GERMAN 140, GERMAN 150, GERMAN 160, GERMAN 170 are variable topics courses and may be repeated for credit as topics vary; one of
which can be taken in satisfaction of the upper-division writing requirement.
2
Must be approved by the advisor for the major.
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Residence Requirements for the Major: Five upper-division courses must be taken in residence at UCI for the major. However, if a student
participates in the Education Abroad Program, two of those can be taken abroad, pending approval from the department.
Education Abroad Option: Up to a maximum of six upper-division courses taken during study abroad may be counted toward the major requirement.
All such courses must be approved by the Undergraduate Director and students are advised to consult with the Undergraduate Director both before and
after their stay abroad. Course approval typically involves the following: (1) presentation of syllabi and other pertinent course materials (term papers,
exams, etc.) from the foreign host university, and (2) approval by the Undergraduate Director and the Humanities Office of Undergraduate Study. In
planning their undergraduate career, all students should keep in mind the Residence Requirement (see above).
Departmental Requirements for the Minor in German Studies
A. Select four of the following:
GERMAN 101 Introduction to German Literature and Culture
GERMAN 102 German Culture and Society
GERMAN 103 German Film
GERMAN 104 Introduction to Germanic Linguistics
GERMAN 105 German for Professions
GERMAN 115 Advanced German for Business and Economics
GERMAN 117 Topics in German Literature and Culture 750-1750
GERMAN 118 Studies in the Age of Goethe
GERMAN 119 Studies in Nineteenth-Century German Literature and Culture
GERMAN 120 Studies in Twentieth Century German Literature and Culture
GERMAN 130 Topics in German Literature and Culture
B. Select three of the following:
GERMAN 101 Introduction to German Literature and Culture
GERMAN 102 German Culture and Society
GERMAN 103 German Film
GERMAN 104 Introduction to Germanic Linguistics
GERMAN 105 German for Professions
GERMAN 115 Advanced German for Business and Economics
GERMAN 117 Topics in German Literature and Culture 750-1750
GERMAN 118 Studies in the Age of Goethe
GERMAN 119 Studies in Nineteenth-Century German Literature and Culture
GERMAN 120 Studies in Twentieth Century German Literature and Culture
GERMAN 130 Topics in German Literature and Culture
GERMAN 140 Topics in Literary Theory and Criticism
GERMAN 150 German Literature and Culture in Translation
GERMAN 160 German Cinema
GERMAN 170 Topics in German Linguistics
Residence Requirement for the Minor: 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, provided that course content is approved in advance by the German Undergraduate
Director and the Humanities Office of Undergraduate Study.
Graduate Program
The graduate programs in German at UCI combine innovation with a solid foundation in traditional approaches. The course of study focuses on both
the German literary tradition and foreign language pedagogy, with the goal of integrating works of literature, philosophy, and art into pertinent cultural,
theoretical, and historical contexts in teaching and research. UC Irvine has a decades-long reputation for excellence in the study of Critical Theory,
having placed first in most rankings, and the campus provides a learning context that encourages students to push the boundaries of thinking in their
discipline.
Students may apply to either the M.A. program or the Ph.D. program, but only students applying to the Ph.D. program can be admitted with fellowship
funding. Students with a B.A. may apply directly to the Ph.D. program and receive fellowship support, but their official advancement into the Ph.D.
program is contingent upon successful completion of the M.A. before or during the second year of study. Students who already hold the M.A. degree are
also encouraged to apply to the Ph.D. program.
The Ph.D. program is organized to encourage completion within five years, and there is special funding and potential employment available for those
who do finish in five years. A student arriving with a B.A. normally will require three years to complete course work for the Ph.D. degree and qualify for
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advancement to candidacy. A student arriving with an M.A. will normally require two years to advance to candidacy. Most of the course work is done
within the Department, but students are encouraged to broaden their studies by taking related courses in other departments in the School of Humanities,
such as comparative literature, critical theory, feminist theory, or visual studies; other combinations of courses may be selected in consultation with
the graduate advisor. Our innovative exam structure (involving course-syllabus development) and post-exam timeline are designed both to expedite
progress to degree and to enhance the professional training of our students.
For students who enter with normal academic preparation and pursue a full-time program of study, the normative time to degree for the Ph.D. is six
years or less.
Master of Arts in German
Before entering the program, a candidate is expected to have the equivalent of the UCI undergraduate German Studies major. Students with a
bachelor’s degree in another subject may be considered for admission. Normally their course of study will have to be extended in order to make up for
the deficiency. However, each case is considered individually by the faculty. The minimum course requirement for the M.A. degree is nine courses, eight
of which must be taken from offerings of the German graduate program. Reading knowledge of a foreign language other than German also is required
for the M.A. degree. Whenever possible, a candidate is urged to complete this requirement before entering the program. Further requirements follow.
Students entering with a B.A. must complete their requirements for the M.A. by the end of the second year of study (six quarters) at the latest.
The Preparation of a Reading List. All candidates should prepare as early as possible a list of works read in the field of German literature, both primary
texts and critical works. This list should be augmented by critical texts and by works from other literatures which, in the candidate’s opinion, relate to the
German works on the list. Since it should ultimately contain representative selections from various eras of German literature and some works of criticism,
a tentative list must be discussed with the graduate advisor before the end of the fall quarter of the year in which the candidate expects to receive the
M.A. Candidates should indicate on the list a number of works with which they are especially familiar. In its final form (including works read during the
course of study both in and outside of class), the list will be submitted together with the master’s essay two weeks before the oral examination. It is the
student’s responsibility to keep the reading list current. On the basis of this list, the candidate should design one course as an Introduction to German
Literature and Culture. The course must include reading lists of required and optional texts, main and secondary literature, a written justification/course
description, and a basic syllabus for a 13-week semester course. The course must be submitted to the committee at least two weeks prior to the oral
exam date.
M.A. Comprehensive Examination (consists of two parts):
1. The Master’s Essay. The purpose of the written part of the M.A. comprehensive examination is to show the candidate’s methodological progress in
interpreting German literature and film. It consists of an essay in which a text is elucidated and related to (a) pertinent works by the same author, (b)
its social and historical context, and (c) other works of German or other literatures with which the candidate is familiar. The level of the discussion will
normally be enhanced by the candidate’s knowledge of the relevant secondary literature. The topic of the essay should be tentatively formulated and
reported to the graduate advisor before the end of the second quarter of the student’s residence.
2. The Oral Examination. During the oral examination the following items will be discussed: (a) the essay, and (b) the reading list, focusing on the
course description. The discussion based on the reading list will focus on works which the student knows well, but may broaden into other areas.
One Year of Residence.
Doctor of Philosophy in German
The program requires a minimum of 22 approved courses from students entering with a bachelor’s degree. These may include courses in philosophy,
history, comparative literature, and others suitable for the individual student’s program of study. The student also will participate in each of the German
Program’s colloquia. The student will augment the reading list and keep it current during the whole course of study. At least two years of residence are
required.
Students entering with the master’s degree will be advised individually as to remaining course requirements.
Since the majority of German Ph.D. candidates choose careers that involve teaching, the faculty recognizes its obligation to offer them preparatory
experience. Therefore, all candidates for the German Ph.D. are required to teach under the supervision of a faculty member at least one course in each
of three quarters (for which they will receive credit as GERMAN 399). Three of these courses may be counted toward the 22 courses required for the
Ph.D.
Faculty Mentors. Each graduate student will be assigned a faculty mentor to consult at least once each quarter about progress, the program, academic
questions, or any other issues pertaining to the student’s graduate career. A student may change mentors for any reason (indeed, without giving a
reason) at any time after meeting with either the graduate advisor or chair.
First-Year Review. Students ending their first year of study at UCI must undergo a more comprehensive review procedure. This applies to students
entering with either a B.A. or an M.A. After the review, students will be apprised of the faculty’s evaluation and advised on a future course of study or
recommended for discontinuation of the program.
Annual Review. All students will undergo an annual review by the faculty of the program. Each spring the faculty will meet to discuss students’ progress
in the program. Annual review and evaluation of student performance and progress assure both the student and the faculty that each student is meeting
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the academic standards, teaching standards (for teaching assistants and associates, readers, and “ABD” lecturers), and professional standards of
conduct expected of graduate students in the program. The review process provides an opportunity to assess and make recommendations regarding
any deficiencies in student performance and progress. The following factors will be considered in determining graduate student performance and
progress: grade point average, time to degree, foreign language requirement, and teaching performance.
Grade Point Average. All graduate students in German, including those in both the master’s program and the doctoral program, are expected to
maintain a 3.3 GPA. A GPA below 3.3 in any quarter falls below the academic standard expected by the program. Pursuant to the terms of appointment,
a student whose GPA falls below 3.3 in any given quarter and whose cumulative GPA is not 3.3 by the end of the academic year may be ineligible for
funding, and faculty may recommend the student be disqualified from the program.
Foreign Language Requirements. Students must possess reading knowledge of one language other than German or English. This can be
demonstrated by completing one year or the equivalent of University-level language study (1C), or passing one of the 97 graduate reading courses,
or passing a translation examination administered by the Department. In the two-hour examination, the student translates selections from a scholarly
book or article in the target language into English. A dictionary may be used during the examination. Full-time students must demonstrate near-native
speaking abilities in German and English. Students with significant deficiencies in language competency that will adversely affect their academic
progress normally will not be admitted to doctoral candidacy. Students in the doctoral program will meet language requirements on a schedule
established by their doctoral committees, but in all cases the requirements must be met prior to taking the Ph.D. qualifying examination. If these
requirements are not met in a timely manner, faculty may recommend disqualification from the program.
Qualifying Examination. In order to advance to candidacy, the student must take and pass a qualifying examination. At least two months prior to the
planned date of the exam, students must submit a comprehensive reading list, prepared in consultation with their committee chair, to the examination
committee. The committee may make recommendations to the list. On the basis of that list, students must design four courses. One course should
be designed as an Introduction to German Literature and Culture. The other three courses, drafted in consultation with the student’s committee chair,
are graduate seminars and must ensure breadth and depth of coverage of German literature and culture. They may be organized around topics,
genres, authors, or periods. At least one of these courses must comprise the student’s intended area of dissertation research. The four courses must be
clearly distinct and have minimal overlap. These courses must include reading lists of required and optional texts, main secondary literature, a written
justification/course description, and a basic syllabus (for a 13-week semester course). No more than one course may be a modification of a seminar
taken in the program. These courses must be submitted to the committee members at least two weeks prior to an oral examination date. Students must
submit a dissertation prospectus to their advisor and, following approval by the advisor, circulate it to the entire committee. The oral exam will be a three-
hour exploration of the reading list, focusing on the courses. In addition, part of the qualifying exam will involve a discussion of the student's dissertation
prospectus. Upon successful completion of the qualifying examination, the candidate will have advanced to Ph.D. candidacy.
Dissertation Prospectus. Students must submit a dissertation prospectus to their advisor and, following approval by the advisor, circulate it to the
entire committee.
Dissertation Chapter Review. Students must submit a substantial piece of writing (approximately 45 pages) from their dissertation ordinarily in the
form of a chapter and a comprehensive bibliography. In consultation with their dissertation committee chair, they schedule a date and time for the oral
review with the committee, which lasts approximately two-three hours. Prior to the oral review the student will make a public presentation, open to the
UCI community and guests, in the form of a lecture with questions and answers.
Doctoral Colloquium. Students who have advanced to candidacy and are in residence must attend a colloquium for doctoral candidates. The
colloquium will be held at least two times per quarter. Students will be expected to present sections of their prospectus or dissertation.
Dissertation Defense. The oral defense of the dissertation focuses on the adequacy of the student’s research and thesis.
Two Years of Residence.
Normative Time to Degree and Expected Programs of Study
For students entering with a B.A.:
Year 1: Course work;
Year 2: Course work; M.A. completed;
Year 3: Course work; Qualifying Examination and Dissertation Prospectus (latest, fall of year four); advance to candidacy;
Year 4: Dissertation chapter review and public presentation;
Year 5: Completion of dissertation; defense.
For students entering with an M.A.:
Year 1: Course work;
Year 2: Course work; Qualifying Examination and Dissertation Prospectus (latest, fall of year three); advance to candidacy;
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Year 3: Dissertation chapter review and public presentation;
Year 4: Completion of dissertation; defense.
Career Opportunities
The ability to speak and write German can open up opportunities in communications, international business and banking, transportation, government,
science and technology, tourism, library services, and teaching, as well as in social justice and non-governmental organization (NGO) work. Because
German plays an important role in modern technology, employers in international law, business, the film industry, the airline and travel industry,
journalism, professional translating, and all levels of education increasingly seek students with a knowledge of German. German is excellent preparation
for professional schools. It can be combined successfully with work in the natural sciences, business and management, and computer sciences, and it is
invaluable for advanced work in the humanities and the arts.
Undergraduate Minor in Italian Studies
The minor in Italian Studies is an interdisciplinary curriculum that allows students to go beyond second-year Italian and engage in various aspects of
Italian culture by taking courses in Italian literature and other courses related to Italian history and culture in the Departments of Art History, Comparative
Literature, English, Film and Media Studies, History, and Philosophy.
Requirements for the Italian Studies Minor
A. Complete the following:
ITALIAN 1A- 1B- 1C Fundamentals of Italian
and Fundamentals of Italian
and Fundamentals of Italian
ITALIAN 2A- 2B- 2C Intermediate Italian
and Intermediate Italian
and Intermediate Italian
B. Seven courses selected from the following two groups, when topics are appropriate. At least five of the seven courses must be from Group 1. Also in
Group 1, no more than two courses may be taken from any one department, with the exception of Italian courses.
Group 1
ART HIS 120 Studies in Renaissance and Baroque Art
ART HIS 121 Studies in Southern Renaissance Art
ART HIS 125 Studies in Southern Baroque Art
FLM&MDA 160 National/Regional Cinemas and Media
ITALIAN 101A Introduction to Italian Literature
ITALIAN 101B Introduction to Italian Literature
ITALIAN 150 Topics in Italian Literature and Culture
PHILOS 132 Topics in Political and Social Philosophy
Group 2
ART HIS 107 Studies in Roman Art
ART HIS 198 Advanced Seminar: Topics in Art History
CLASSIC 140 Classics and History: The Ancient World
CLASSIC 150 Classical Mythology
CLASSIC 170 Topics in Classical Civilization
HISTORY 112D Topics in Early Modern Europe
Residence Requirement for the Minor: At least four upper-division courses must be completed successfully at UCI. By petition, two of the four may be
taken at an Italian university through the UC Education Abroad Program, provided they are approved in advance by the Director of the minor.
The Department strongly encourages its students to take advantage of the study-abroad programs in Italy to improve their language skills and gain
invaluable cultural experience in a foreign university setting. The Department recommends the UC Education Abroad Program in Italy.
Credit for courses taken through study-abroad programs is available. Students are advised to discuss their course of study with the Undergraduate
Director before their departure and to arrange to bring home proof of their work.
Undergraduate Minor in Russian Studies
Spanning both Europe and Asia, Russia is one of the world’s dominant political entities. Its rich cultural traditions have enhanced world literature,
theatre, art, film, and dance. As the world’s first socialist state, it became a major political rival of the United States after the Second World War. In the
past decade, Russians have abandoned their socialist system and are now in the process of making a rocky transition to capitalism. Although Russia
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lost sizeable amounts of territory in this transition, the Russian language now serves as the lingua franca throughout many areas formerly controlled by
the Soviet Union.
While the demand for specialists in various sectors of government has eased, relationships between our countries at other levels of society are growing
more active and business opportunities are exciting and rewarding. Other areas in which the need for Russian language competence is evident right
now include trade, environmental protection, social services, law, medicine, and technology.
All students in Russian language courses are encouraged to take part in the UC Education Abroad Program and spend a portion of their junior or senior
year studying in Russia. Visit the Study Abroad Center website (http://www.studyabroad.uci.edu) for additional information.
The Russian Studies minor is a multidisciplinary curriculum combining the Humanities and Social Sciences. It is designed to introduce students to the
rich history and culture of Russia and provide them with the intellectual and linguistic tools necessary for sustained engagement with this area of the
world.
Requirements for the Russian Studies Minor
A. Complete:
RUSSIAN 2C Intermediate Russian (or equivalent)
B. Complete:
RUSSIAN 50 Russian Culture (three different topics)
C. Select sixteen units of upper-division courses from the following:
RUSSIAN 150 Topics in Russian Literature
RUSSIAN 190 Topics in Russian Language Through Film
HISTORY 124A Imperial Russia: 1689-1905
HISTORY 124B Twentieth-Century Russia
HISTORY 190 Colloquium (when topics are related to Russia)
POL SCI 154F/ANTHRO 164P Peoples and Cultures of Post-Soviet Eurasia
POL SCI 159 Special Topics in Comparative Politics (when topics are related to Russia)
A maximum of four units may be chosen from the following courses devoted in part to Russian themes: HISTORY 114, HISTORY 126A,
HISTORY 126B, HISTORY 158A, POL SCI 142D, POL SCI 142E, POL SCI 142F, and SOCECOL E113 (same as INTL ST 121).
Students may petition other relevant courses.
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, provided course content is approved in advance by the appropriate department
chair.
Faculty
Luis Avilés, Ph.D. Brown University, Associate Professor of Spanish and Portuguese; Comparative Literature; Culture and Theory; European Languages
and Studies (Golden Age literature and critical theory)
Etienne Balibar, Ph.D. Catholic University of Nijmegen, Professor Emeritus of French; Comparative Literature (political philosophy, critical theory,
epistemology of the social sciences, ethics)
Nina Bandelj, Ph.D. Princeton University, Associate Professor of Sociology; European Languages and Studies (economic sociology, culture,
organizations, social networks, political economy, globalization, social change, central and eastern Europe)
Anke Biendarra, Ph.D. University of Washington, Associate Professor of German (20th- and 21st-century German literature, culture, and film, cultural
studies)
Daniel R. Brunstetter, Ph.D. University of California, Davis, Associate Professor of Political Science; European Languages and Studies (political theory,
international relations, French political thought)
Kurt R. Buhanan, Ph.D. University of California, Irvine, Lecturer of Academic English/English as a Second Language; European Languages and Studies;
Humanities
Ellen S. Burt, Ph.D. Yale University, Professor of English; Comparative Literature; European Languages and Studies (eighteenth-century French
literature and nineteenth-century poetry)
David Carroll, Ph.D. Johns Hopkins University, Professor Emeritus of French (critical theory and twentieth-century French literature)
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Nahum D. Chandler, Ph.D. University of Chicago, Director of the Graduate Program in Culture and Theory and Associate Professor of African American
Studies; Comparative Literature; Culture and Theory; European Languages and Studies (modern intellectual history, history of the human sciences)
James T. Chiampi, Ph.D. Yale University, Professor of Italian (Dante and Italian Renaissance)
Edward Dimendberg, Ph.D. University of California, Santa Cruz, Professor of Film and Media Studies; European Languages and Studies; Visual Studies
(film and literature, history of the book, scholarly communication)
Kai Evers, Ph.D. Duke University, Associate Professor of German (20th-century German literature and film, modernism and Holocaust literature,
theories of violence and catastrophic imagination)
Herschel Farbman, Ph.D. Yale University, Associate Professor of French (modernism, critical theory)
Sarah Bennett Farmer, Ph.D. University of California, Berkeley, Associate Professor of History; European Languages and Studies (modern French
history, twentieth-century Europe, social and cultural history)
Suzanne Gearhart, Ph.D. Johns Hopkins University, Professor Emerita of French (seventeenth- and eighteenth-century French literature, philosophy
and literature)
Zina Giannopoulou, Ph.D. University of Illinois at Urbana-Champaign, Graduate Advisor and Associate Professor of Classics; European Languages and
Studies (philosophy and literature, Classical tradition, Plato, Greek tragedy and epic)
Michael A. Green, Ph.D. University of California, Los Angeles, Professor Emeritus of Russian (eighteenth-century Russian theatre and literary theory,
Pushkin, Chekhov, Kuzmin, Russian Symbolist theater, cabaret theatre, Russian literature and theater of the 1920s)
Elizabeth Guthrie, Ph.D. University of Illinois at Urbana-Champaign, Senior Lecturer with Security of Employment Emerita of French (second-language
acquisition and teaching)
Franca Hamber, B.A. University of California, Irvine, Lecturer of Italian
Gail K. Hart, Ph.D. University of Virginia, Professor of German (18th- and early-19th-century German drama and fiction, Schiller, history of punishment)
Douglas M. Haynes, Ph.D. University of California, Berkeley, Vice Provost for Equity and Diversity and Professor of History; African American Studies;
Culture and Theory; European Languages and Studies (social and cultural history of modern Britain, social history of modern medicine)
Judd D. Hubert, Ph.D. Columbia University, Professor Emeritus of French (seventeenth- and nineteenth-century French literature)
Ruth Klüger, Ph.D. University of California, Berkeley, Professor Emerita of German (Kleist, nineteenth-century literature, Stifter, Holocaust literature)
Meredith A. Lee, Ph.D. Yale University, Professor Emerita of German (lyric poetry, eighteenth-century literature, Goethe, music and literature)
Matthias Lehmann, Ph.D. Freie Universtät Berlin, Director of the Interdisciplinary Minor in Jewish Studies and Teller Family Chair in Jewish History and
Professor of History; European Languages and Studies (early modern and modern Jewish history, Sephardic studies)
Herbert H. Lehnert, Ph.D. University of Kiel, Professor Emeritus of German (Thomas Mann)
Glenn S. Levine, Ph.D. University of Texas at Austin, German Language Program Director and Professor of German; Education (applied linguistics,
foreign language pedagogy, German-Jewish culture and history, Yiddish language and culture, European culinary history)
William J. Lillyman, Ph.D. Stanford University, Professor Emeritus of German (Romanticism, Goethe, Tieck)
Nancy Ann McLoughlin, Ph.D. University of California, Santa Barbara, Associate Professor of History; European Languages and Studies (late Medieval
Europe, intellectual history, gender)
Maryse J. Mijalski, Ed.D. Univeristy of Southern California, Lecturer of French (Second-language pedagogy and teaching.)
Lora D. Mjolsness, Ph.D. University of Southern California, Lecturer of Russian (Soviet and Russian Animation; 19th century, 20th century and
Contemporary Children's Literature; Russian Folklore.)
Santiago Morales-Rivera, Ph.D. Harvard University, Assistant Professor of Spanish and Portuguese; European Languages and Studies (contemporary
Spanish intellectual history, literature and culture)
Eve C. Morisi, Ph.D. Princeton University and the Sorbonne, Assistant Professor of French (19th- and 20th-century French and francophone poetry and
prose; relationships between poetics, politics, and ethics; modern representations of extreme violence, oppression, and resistance; Hugo, Baudelaire,
and Camus studies)
Gonzalo Navajas, Ph.D. University of California, Los Angeles, Professor of Spanish and Portuguese; Culture and Theory; European Languages and
Studies (eighteenth through twentieth-first century Spanish literature and intellectual history, film, critical theory, cultural criticism, creative writing)
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Jane O. Newman, Ph.D. Princeton University, Professor of Comparative Literature; Culture and Theory; English; European Languages and Studies
(comparative Renaissance and early modern literature and culture [English, French, German, Italian, neo-Latin], Mediterranean Renaissance studies,
Baroque, afterlives of antiquity, Walter Benjamin, Erich Auerbach, pre-modern lessons for the modern and post-modern)
Carrie J. Noland, Ph.D. Harvard University, Professor of French; Comparative Literature (20th-century poetry and poetics, avant-garde movements in art
and literature, critical theory, performance studies)
David T. Pan, Ph.D. Columbia University, Professor of German (18th-, 19th-, and early 20th-century German literature and intellectual history)
Amy Powell, Ph.D. Harvard University, Associate Professor of Art History; European Languages and Studies; Visual Studies (Late medieval and early
modern art of northern Europe, critical theory)
Gary Richardson, Ph.D. University of California, Berkeley, UCI Chancellor's Fellow and Professor of Economics; European Languages and Studies
Annette M. Schlichter, Ph.D. Humboldt University of Berlin, Associate Professor of Comparative Literature; Culture and Theory; European Languages
and Studies (feminist theory and criticism, queer theory, critiques of heterosexuality, contemporary American literature, gender and literature, voice
studies)
Beryl F. Schlossman, Doctorate University of Paris 7, Ph.D. Johns Hopkins University, Professor of Comparative Literature; European Languages and
Studies; Film and Media Studies; Visual Studies (Modern literature, critical theory, film studies, psychoanalysis, the arts in society.)
Gabriele J. Schwab, Ph.D. University of Konstanz, Department Chair and UCI Chancellor's Professor of Comparative Literature; Anthropology; Culture
and Theory; European Languages and Studies (modern literature, critical theory, psychoanalysis, comparative literature)
Martin Schwab, Ph.D. Heidelberg University, Professor Emeritus of Philosophy; Comparative Literature; European Languages and Studies (philosophy
and aesthetics)
Victoria A. Silver, Ph.D. University of California, Los Angeles, Associate Professor of English; European Languages and Studies (early modern literature
and culture, religious studies, history and theory of rhetoric, literature and philosophy)
John H. Smith, Ph.D. Princeton University, Professor of Comparative Literature; German (18th- and 19th-century literature and intellectual history,
literary theory)
James Steintrager, Ph.D. Columbia University, Director of the Emphasis in Critical Theory and Professor of English; Comparative Literature; European
Languages and Studies (eighteenth-century comparative literature, ethical philosophy and literature, systems theory, amatory and erotic fiction)
Georges Y. Van Den Abbeele, Ph.D. Cornell University, Dean of the School of Humanities and Professor of Comparative Literature; English; European
Languages and Studies; Film and Media Studies; Visual Studies (French and European philosophical literature, travel narrative and tourism/migration
studies, critical theory and aesthetics, francophone literature, history of cartography, media history and theory.)
Andrzej J. Warminski, Ph.D. Yale University, Associate Dean for Academic Personnel and Professor of English; European Languages and Studies;
Humanities (romanticism, history of literary theory, contemporary theory, literature and philosophy)
European Studies Courses
EURO ST 10. Historical Foundations. 4 Units.
Offers an overview of the European experience from its social, political, and cultural foundations to modern European issues and institutions in a
globalized world. Topics covered include social, political, and cultural history up to the founding of the European Union.
Repeatability: Unlimited as topics vary.
((III or IV) and VIII ).
EURO ST 11. Contemporary Issues and Institutions. 4 Units.
Offers an overview of contemporary European societies in social, political, and cultural terms. Topics include shifting geopolitical borders, social
movements, and various forms of cultural expression (film, art, literature) as they intersect with and shape contemporary issues and events.
Repeatability: Unlimited as topics vary.
((III or IV) and VIII ).
EURO ST 101A. European Studies Core I - Early Europe (Pre-1789). 4 Units.
Introduction to multidisciplinary approaches to important themes in European society, culture, art, literature, and politics; encourages students to explore
intersections among disciplines. Possible themes: Concept of Europe in Renaissance, Self and Other: Europe and Islam, Hybrid Cultures in Medieval
Europe.
Repeatability: Unlimited as topics vary.
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EURO ST 101B. European Studies Core II: Modern Europe (1789-Present). 4 Units.
Multidisciplinary approaches to important themes in modern European society, culture, art, literature, and politics, encouraging students to see points of
intersection among disciplines. Possible themes: Subjects, Citizens, and Representation; Europe in the World; European Revolutions in Art and Society.
Repeatability: Unlimited as topics vary.
EURO ST 102. Topics in Early European History and Culture: Pre-1789. 4 Units.
Addresses historical and cultural events, issues, and texts (art, literature, music, political theory) from the pre-1789 period in more than one European
country.
Repeatability: Unlimited as topics vary.
EURO ST 103. Topics in Modern European History and Culture: Post-1789. 4 Units.
Addresses historical and cultural events, issues, and texts (art, literature, music, political theory) from 1789 to present in more than one European
country.
Repeatability: Unlimited as topics vary.
EURO ST 190W. Senior Seminar in European Studies. 4 Units.
Capstone research seminar. Students engage in rigorous, in-depth, interdisciplinary exploration of specific topics, periods, or themes, investigating and
analyzing the intersection of material and discursive culture in different historical periods and geographical locations.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
(Ib)
EURO ST 199. Independent Study. 1-4 Units.
Directed reading and research in consultation with a faculty advisor. Substantial written work required.
Repeatability: May be repeated for credit unlimited times.
Restriction: Upper-division students only.
EURO ST 200A. Core Seminar I: Foundations of European Thought and Culture. 4 Units.
Provides a historical, geographical, and methodological overview of foundational texts and issues in European thought and culture. Covering several
historical periods between the Middle Ages and the present, students will see how ideas and institutions change over time.
EURO ST 200B. Core Seminar II: Theorizing Periods and Movements in European Thought and Culture. 4 Units.
Periods and movements still form basic units for organizing European thought and theory, even as such categories are problematized. This course will
allow for greater focus on a specific time period or constellation of issues around a period or movement.
EURO ST 299. Independent Research. 4 Units.
For students to do independent research with advisors on their master's thesis or master's examination reading lists.
Restriction: Graduate students only. School of Humanities majors only.
French Courses
FRENCH 1A. Fundamentals of French. 5 Units.
Students are taught to conceptualize in French as they learn to understand, read, write, and speak. Classes are conducted entirely in French and meet
daily. Language laboratory attendance is required.
Overlaps with FRENCH S1AB, FRENCH 1AB.
Restriction: FRENCH 1A and FRENCH 1AB and FRENCH S1AB may not be taken for full credit.
FRENCH 1AB. Intensive Fundamentals of French. 7.5 Units.
Accelerated first half of first-year French. Students are taught to conceptualize in French as they learn to read, write, and speak. Students develop an
awareness of and sensibility to French and Francophone life and culture through reading, viewing, and discussion. Course may be offered online.
Overlaps with FRENCH 1A, FRENCH 1B, FRENCH S1AB.
Restriction: FRENCH 1AB and FRENCH 1A and FRENCH 1B and FRENCH S1AB may not be taken for full credit.
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FRENCH 1B. Fundamentals of French. 5 Units.
Students are taught to conceptualize in French as they learn to understand, read, write, and speak. Classes are conducted entirely in French and meet
daily. Language Laboratory attendance is required.
Prerequisite: FRENCH 1A. FRENCH 1A with a grade of C or better.
Overlaps with FRENCH S1AB, FRENCH S1BC, FRENCH 1AB, FRENCH 1BC.
Restriction: FRENCH 1B and FRENCH 1AB and FRENCH 1BC and FRENCH S1AB and FRENCH S1BC may not be taken for full credit
FRENCH 1BC. Intensive Fundamentals of French. 7.5 Units.
Accelerated second half of first-year French. Students are taught to conceptualize in French as they learn to read, write, and speak. Students develop an
awareness of and sensibility to French and Francophone life and culture through reading, viewing, and discussion. Course may be offered online.
Prerequisite: Placement into FRENCH 1BC. FRENCH 1AB or FRENCH 1B or FRENCH S1AB. FRENCH 1AB with a grade of C or better.
FRENCH S1AB with a grade of C or better. FRENCH 1B with a grade of C or better.
Overlaps with FRENCH 1B, FRENCH 1C, FRENCH S1BC.
Restriction: FRENCH 1BC and FRENCH 1B and FRENCH 1C and FRENCH S1AB may not be taken for full credit.
(VI)
FRENCH 1C. Fundamentals of French. 5 Units.
Students are taught to conceptualize in French as they learn to understand, read, write, and speak. Classes are conducted entirely in French and meet
daily. Language Laboratory attendance is required.
Prerequisite: FRENCH 1B. FRENCH 1B with a grade of C or better.
Overlaps with FRENCH S1BC, FRENCH 1BC.
Restriction: FRENCH 1C and FRENCH 1BC and FRENCH S1BC may not be taken for full credit.
(VI)
FRENCH S1AB. Fundamentals of French. 7.5 Units.
First half of first-year French in an intensified form. Students are taught to conceptualize in French as they learn to understand, read, write, and speak.
Classes are conducted entirely in French.
Overlaps with FRENCH 1A, FRENCH 1B, FRENCH 1AB.
Restriction: FRENCH S1AB and FRENCH 1A and FRENCH 1B and FRENCH 1AB may not be taken for full credit.
FRENCH S1BC. Fundamentals of French. 7.5 Units.
First half of first-year French in an intensified form. Students are taught to conceptualize in French as they learn to understand, read, write, and speak.
Classes are conducted entirely in French.
Prerequisite: FRENCH S1AB or FRENCH 1B or FRENCH 1AB. FRENCH S1AB with a grade of C or better. FRENCH 1B with a grade of C or better.
FRENCH 1AB with a grade of C or better.
Overlaps with FRENCH 1B, FRENCH 1C, FRENCH 1BC.
Restriction: FRENCH S1BC and FRENCH 1B and FRENCH 1C and FRENCH 1BC may not be taken for full credit.
(VI)
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FRENCH 2A. Intermediate French. 4 Units.
Texts of contemporary literary or social interest provide the focus for more advanced conversation, reading, and composition. Classes are conducted
entirely in French.
Prerequisite: FRENCH 1C or FRENCH 1BC or FRENCH S1BC or placement into FRENCH 2A. FRENCH 1C with a grade of C or better. FRENCH 1BC
with a grade of C or better. FRENCH S1BC with a grade of C or better.
Overlaps with FRENCH S2AB.
Restriction: FRENCH 2A and FRENCH S2AB may not be taken for full credit. School of Humanities and International Studies majors have first
consideration for enrollment.
(VIII)
FRENCH 2B. Intermediate French. 4 Units.
Texts of contemporary literary or social interest provide the focus for more advanced conversation, reading, and composition. Classes are conducted
entirely in French.
Prerequisite: FRENCH 2A. FRENCH 2A with a grade of C or better.
Overlaps with FRENCH S2AB, FRENCH S2BC.
Restriction: FRENCH 2B and FRENCH S2AB and FRENCH S2BC may not be taken for full credit. School of Humanities majors and International
Studies majors have first consideration for enrollment.
(VIII)
FRENCH 2C. Intermediate French. 4 Units.
Texts of contemporary literary or social interest provide the focus for more advanced conversation, reading, and composition. Classes are conducted
entirely in French.
Prerequisite: FRENCH 2B or FRENCH S2AB. FRENCH 2B with a grade of C or better. FRENCH S2AB with a grade of C or better.
Overlaps with FRENCH S2BC.
Restriction: FRENCH 2C and FRENCH S2BC may not be taken for full credit. School of Humanities majors and International Studies majors have first
consideration for enrollment.
(VIII)
FRENCH S2AB. Intermediate French. 6 Units.
First half of second-year French in an intensified form. Texts of contemporary literary or social interest provide the focus for more advanced
conversation, reading, and composition. Classes are conducted entirely in French. Prior high school or college French recommended.
Prerequisite: FRENCH 1C or FRENCH 1BC or FRENCH S1BC or placement into FRENCH S2AB. FRENCH 1C with a grade of C or better.
FRENCH 1BC with a grade of C or better. FRENCH S1BC with a grade of C or better.
Overlaps with FRENCH 2A, FRENCH 2B.
Restriction: FRENCH S2AB and FRENCH 2A and FRENCH 2B may not be taken for full credit.
(VIII)
FRENCH S2BC. Intermediate French. 6 Units.
Second half of second-year French in an intensified form. Texts of contemporary literary or social interest provide the focus for more advanced
conversation, reading, and composition. Classes are conducted entirely in French. Prior high school or college French recommended.
Prerequisite: FRENCH S2AB or FRENCH 2B. FRENCH S2AB with a grade of C or better. FRENCH 2B with a grade of C or better.
Overlaps with FRENCH 2C, FRENCH 2B.
Restriction: FRENCH S2BC and FRENCH 2B and FRENCH 2C may not be taken for full credit.
(VIII)
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FRENCH 10. French Peer Tutoring. 1 Unit.
Tutoring Program in which advanced French students provide assistance to students at a lower level. One hour of tutoring per week.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 4 times.
FRENCH 13. Conversation. 4 Units.
Helps students increase their fluency and enrich their vocabulary. Taught in French.
Prerequisite: Prerequisite or Corequisite: FRENCH 2C or FRENCH S2BC.
FRENCH 50. French Culture and the Modern World. 4 Units.
Introductory course for non-majors. Focuses on France's role in the modern world and its cultural connections to Asia, the Middle East, Africa, Europe,
and the Americas. Taught in English.
Repeatability: May be taken for credit 3 times as topics vary.
(IV, VIII)
FRENCH 97. Fundamentals of French (with Emphasis on Reading). 4 Units.
Designed primarily for students interested in acquiring a solid reading knowledge of French, and to facilitate the understanding and translating of French
texts dealing with a variety of disciplines.
Restriction: Non-French majors only.
FRENCH 100A. Advanced French Writing: Reading and Telling Stories. 4 Units.
Study and practice of various forms of writing including,description and narration. Students build vocabulary and increase reading comprehension while
developing the ability to communicate ideas, tell stories, and articulate questions. Readings from texts of literary, historical, and social interest.
Prerequisite: FRENCH 2C or FRENCH S2BC.
FRENCH 100B. Advanced French Essay Writing: Argument and Evidence. 4 Units.
Introduction to essay writing with an emphasis on strategies for identifying a problem, developing an original argument, and,organizing evidence.
Introduces idioms and vocabulary to prepare students for advanced courses on French and Francophone literature, culture, and cinema.
Prerequisite: FRENCH 100A.
FRENCH 101A. Introduction to Nineteenth-Century French Literature. 4 Units.
Fiction, nonfiction, drama, and poetry of the nineteenth- century studied in relationship to a specific literary or historical problem.
Prerequisite: FRENCH 2C or FRENCH S2BC. Recommended as prerequisite or corequisite: FRENCH 100A and FRENCH 100B.
FRENCH 101B. Introduction to Eighteenth-Century French Literature. 4 Units.
Literature and philosophy of the eighteenth century studied in relationship to a specific literary or historical problem.
Prerequisite: FRENCH 2C or FRENCH S2BC. Recommended as prerequisite or corequisite: FRENCH 100A and FRENCH 100B.
FRENCH 101C. Introduction to Twentieth-Century French Literature. 4 Units.
Literatures of the French-speaking world studied in relationship to a specific literary or historical problem.
Prerequisite: FRENCH 2C or FRENCH S2BC. Recommended as prerequisite or corequisite: FRENCH 100A and FRENCH 100B.
FRENCH 110. Topics in Problems in French Culture. 4 Units.
Examines a controversial or critical issue in French culture of different ages through a variety of genres and media.
Prerequisite: FRENCH 2C or FRENCH S2BC. Recommended as prerequisite or corequisite: FRENCH 101A and FRENCH 101B and FRENCH 101C.
Repeatability: Unlimited as topics vary.
FRENCH 116. Topics in Sixteenth-Century French Literature. 4 Units.
Examines the diverse literature of the Renaissance and the Age of Exploration.
Prerequisite: FRENCH 2C or FRENCH S2BC. Recommended as prerequisite or corequisite: FRENCH 101A and FRENCH 101B and FRENCH 101C.
Repeatability: Unlimited as topics vary.
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FRENCH 117. Topics in Seventeenth-Century French Literature. 4 Units.
Examines the age of drama and other vibrant forms in French literature of the period.
Prerequisite: FRENCH 2C or FRENCH S2BC. Recommended as prerequisite or corequisite: FRENCH 101A and FRENCH 101B and FRENCH 101C.
Repeatability: Unlimited as topics vary.
FRENCH 118. Topics in Eighteenth-Century French Literature. 4 Units.
Examines the literature and philosophy of the Enlightenment, the Ancient Régime, Classicism, and/or Revolution.
Prerequisite: FRENCH 2C or FRENCH S2BC. Recommended as prerequisite or corequisite: FRENCH 101A and FRENCH 101B and FRENCH 101C.
Repeatability: Unlimited as topics vary.
FRENCH 119. Topics in Nineteenth-Century French Literature. 4 Units.
Focuses on the literature of an era that experienced many modernist transformations.
Prerequisite: FRENCH 2C or FRENCH S2BC. Recommended as prerequisite or corequisite: FRENCH 101A and FRENCH 101B and FRENCH 101C.
Repeatability: Unlimited as topics vary.
FRENCH 120. Topics in Twentieth-Century French and Francophone Literature. 4 Units.
A study of modern and contemporary literature and culture.
Prerequisite: FRENCH 2C or FRENCH S2BC. Recommended as prerequisite or corequisite: FRENCH 101A and FRENCH 101B and FRENCH 101C.
Repeatability: Unlimited as topics vary.
FRENCH 125. Topics in African Literature of French Expression. 4 Units.
Introduction to the principal African and Caribbean works written in French. Offers opportunity to study literature and culture in French in a non-European
context. Lectures and papers in French.
Prerequisite: FRENCH 2C or FRENCH S2BC. Recommended as prerequisite or corequisite: FRENCH 101A and FRENCH 101B and FRENCH 101C.
Repeatability: Unlimited as topics vary.
FRENCH 127. Topics in Francophone Literature and Culture. 4 Units.
Literature and cultures of the francophone world.
Prerequisite: FRENCH 2C or FRENCH S2BC. Recommended as prerequisite or corequisite: FRENCH 101A and FRENCH 101B and FRENCH 101C.
Repeatability: Unlimited as topics vary.
FRENCH 139W. Literature and Society. 4 Units.
In English. Readings of masterpieces of French literature in their social, political, and historical contexts. Requires at least 4,000 words of assigned
composition based on French works. Several essays required.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Restriction: Upper-division students only. French majors have first consideration for enrollment.
(Ib)
FRENCH 140. Topics in French Literary Genre. 4 Units.
Examines the development and transformation of a single genre, such as the poem or the novel.
Prerequisite: FRENCH 2C or FRENCH S2BC. Recommended as prerequisite or corequisite: FRENCH 101A and FRENCH 101B and FRENCH 101C.
Repeatability: Unlimited as topics vary.
FRENCH 150. Topics in French Literature and Culture. 4 Units.
Study of a theme, movement, or problem crucial to understanding French Literature and Culture.
Repeatability: Unlimited as topics vary.
FRENCH 160. French Cinema. 4 Units.
Study of a period, movement, or theme in French or Francophone cinema.
Repeatability: May be taken for credit 2 times as topics vary.
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FRENCH 170. Topics in History and Literature. 4 Units.
Examines the dialogue between historical events and literary texts.
Prerequisite: FRENCH 2C or FRENCH S2BC. Recommended as prerequisite or corequisite: FRENCH 101A and FRENCH 101B and FRENCH 101C.
Repeatability: Unlimited as topics vary.
FRENCH 171. Politics and Literature. 4 Units.
Examines the role played by politics and ethics in French literature, film, and culture.
Repeatability: Unlimited as topics vary.
FRENCH 180. Junior/Senior Seminar: Topics in Theory and Criticism. 4 Units.
Advanced study of theoretical and critical texts.
Prerequisite: FRENCH 2C or FRENCH S2BC. Recommended prerequisite or corequisite: FRENCH 101A and FRENCH 101B and FRENCH 101C.
Repeatability: May be taken for credit 1 times as topics vary.
FRENCH 185. Junior/Senior Seminar in French Literature and Culture. 4 Units.
Required intensive writing course for French majors to explore in depth selected topic in French literature and culture. Students complete major
independent research project on topic studied, making use of literary and critical materials in their capstone essay. In French.
Prerequisite: FRENCH 100A and FRENCH 100B. Prerequisite or corequisite: FRENCH 101A and FRENCH 101B and FRENCH 101C. Only one course
in the French 101A-101B-101C series may be taken as a corequisite.
FRENCH 199. Special Studies in French. 1-4 Units.
A project proposal is prepared by the student and approved by the faculty member who directs the project. Procedure must be completed by the end of
the first week of classes.
Repeatability: Unlimited as topics vary.
Restriction: Repeatability: once for M.A. candidates; twice for Ph.D. candidates.
FRENCH 216. Studies in Renaissance Literature. 4 Units.
Advanced study of a topic in the Renaissance period.
Repeatability: Unlimited as topics vary.
FRENCH 217. Studies in Seventeenth-Century Literature. 4 Units.
Advanced study of a topic in the 17th century.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
FRENCH 218. Studies in Eighteenth-Century Literature. 4 Units.
Advanced study of a topic in the 18th century.
Repeatability: Unlimited as topics vary.
FRENCH 219. Studies in Nineteenth-Century Literature. 4 Units.
Advanced study of a topic in the 19th century.
Repeatability: Unlimited as topics vary.
FRENCH 220. Studies in Twentieth-Century Literature. 4 Units.
Advanced study of a topic in the 20th and 21st century.
Repeatability: May be taken for credit 9 times as topics vary.
Restriction: Graduate students only.
FRENCH 225. Francophone Literature and Culture. 4 Units.
Studies in different francophone literatures and cultures (of Canada, the Caribbean, West and North Africa, and Southeast Asia).
Repeatability: Unlimited as topics vary.
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FRENCH 231. Studies in Fiction . 4 Units.
Examines the art of fiction.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
FRENCH 232. Studies in Nonfictional Prose. 4 Units.
Examines non-fictional genres such as the essay and the memoir.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
FRENCH 233. Studies in Poetry and Poetics. 4 Units.
Examines the genre of poetry and theories of poetry.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
FRENCH 240. Studies on a Major Writer. 4 Units.
Focused study of one author.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
FRENCH 250. Studies in Theory and Criticism. 4 Units.
Advanced study of a topic in theory and/or criticism.
Repeatability: Unlimited as topics vary.
FRENCH 254. History and Literature. 4 Units.
Advanced study of literary works in their historical context.
Repeatability: Unlimited as topics vary.
FRENCH 272. Cultural Studies . 4 Units.
Examines the theoretical paradigm of cultural studies.
Repeatability: Unlimited as topics vary.
FRENCH 280. Directed Study in French Literature. 4 Units.
For graduate students taking the Master's examination the same quarter.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Graduate students only.
FRENCH 290. Research in French Language and Literature. 4 Units.
A project proposal is prepared by the student and approved by the faculty member who directs the project. Procedure must be completed by the end of
the first week of classes. Limit: Once for M.A. candidates; twice for Ph.D. candidates.
Repeatability: May be taken for credit 2 times.
Restriction: Graduate students only. French major only.
FRENCH 299. Dissertation Research. 4-12 Units.
For graduate students writing a dissertation with a faculty member in French.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only. School of Humanities majors only.
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FRENCH 399. University Teaching. 4 Units.
For graduate students completing a course on foreign language pedagogy.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only. School of Humanities majors only.
German Courses
GERMAN 1A. Fundamentals of German. 5 Units.
Emphasizes the development of meaningful communicative skills in German for the purposes of interaction with German speakers and beginning study
of German. With a learner-centered approach, the courses help students develop speaking, listening, reading, writing, and cultural skills and knowledge.
Overlaps with GERMAN S1AB, GERMAN 1AB.
Restriction: GERMAN 1A and GERMAN 1AB and GERMAN S1AB may not be taken for full credit.
GERMAN 1AB. Intensive German Fundamentals . 7.5 Units.
First half of first-year German in a time-intensive form. Development of meaningful communicative skills for the purposes of interaction with German
speakers and beginning study of German. Learner-centered approach develops speaking, listening, reading, writing, and cultural skills and knowledge.
Course may be offered online. Materials fee.
Prerequisite: Placement into GERMAN 1AB.
Overlaps with GERMAN S1AB, GERMAN 1A, GERMAN 1B.
Restriction: GERMAN 1AB and GERMAN 1A and GERMAN 1B and GERMAN S1AB may not be taken for full credit.
GERMAN 1B. Fundamentals of German. 5 Units.
Emphasizes the development of meaningful communicative skills in German for the purposes of interaction with German speakers and beginning study
of German. With a learner-centered approach, students develop speaking, listening, reading, writing, and cultural skills and knowledge.
Prerequisite: GERMAN 1A or placement into GERMAN 1B. GERMAN 1A with a grade of C or better.
Overlaps with GERMAN S1AB, GERMAN S1BC, GERMAN 1AB, GERMAN 1BC.
Restriction: GERMAN 1B and GERMAN 1AB and GERMAN S1AB and GERMAN 1BC and GERMAN S1BC may not be taken for full credit.
GERMAN 1BC. Intensive German Fundamentals. 7.5 Units.
Second half of first-year German in a time-intensive form. Development of meaningful communicative skills for the purposes of interaction with German
speakers and beginning study of German. Learner-centered approach develops speaking, listening, reading, writing, and cultural skills and knowledge.
Course may be offered online. Materials fee.
Prerequisite: GERMAN 1AB or GERMAN 1B or GERMAN S1AB or placement into GERMAN 1BC. GERMAN 1AB with a grade of C or better.
GERMAN S1AB with a grade of C or better. GERMAN 1B with a grade of C or better.
Overlaps with GERMAN 1B, GERMAN 1C, GERMAN S1BC.
Restriction: GERMAN 1BC and GERMAN 1B and GERMAN 1C and GERMAN S1AB may not be taken for full credit.
(VI)
GERMAN 1C. Fundamentals of German. 5 Units.
Emphasizes the development of meaningful communicative skills in German for the purposes of interaction with German speakers and beginning study
of German. With a learner-centered approach, students develop speaking, listening, reading, writing, and cultural skills and knowledge.
Prerequisite: GERMAN 1B or placement into GERMAN 1C. GERMAN 1B with a grade of C or better.
Overlaps with GERMAN 1BC, GERMAN S1BC.
Restriction: GERMAN 1BC and GERMAN 1C and GERMAN S1BC may not be taken for full credit.
(VI)
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GERMAN S1AB. Fundamentals of German. 7.5 Units.
First half of first-year German in a time-intensive form. Development of meaningful communicative skills for the purposes of interaction with German
speakers and beginning study of German. Learner-centered approach develops speaking, listening, reading, writing, and cultural skills and knowledge.
Overlaps with GERMAN 1A, GERMAN 1B, GERMAN 1AB.
Restriction: GERMAN S1AB and GERMAN 1A and GERMAN 1B and GERMAN 1AB may not be taken for full credit.
GERMAN S1BC. Fundamentals of German. 7.5 Units.
Second half of first-year German in a time-intensive form. Development of meaningful communicative skills for the purposes of interaction with German
speakers and beginning study of German. Learner-centered approach develops speaking, listening, reading, writing, and cultural skills and knowledge.
Prerequisite: GERMAN 1AB or GERMAN 1B or GERMAN S1AB or placement into GERMAN S1BC. GERMAN 1AB with a grade of C or better.
GERMAN 1B with a grade of C or better. GERMAN S1AB with a grade of C or better.
Overlaps with GERMAN 1B, GERMAN 1C, GERMAN 1BC.
Restriction: GERMAN 1BC and GERMAN S1BC and GERMAN 1B and GERMAN 1C may not be taken for full credit.
(VI)
GERMAN 2A. Intermediate German. 4 Units.
Emphasizes communicative skills for the purposes of interaction with German speakers and intermediate study of German. With a learner-centered
approach, helps students develop reading, writing, speaking, listening, grammatical, and cultural skills and knowledge. First-year grammar is reviewed
and expanded.
Prerequisite: GERMAN 1BC or GERMAN 1C or GERMAN S1BC or placement into GERMAN 2A. GERMAN 1BC with a grade of C or better.
GERMAN 1C with a grade of C or better. GERMAN S1BC with a grade of C or better.
Overlaps with GERMAN S2AB.
Restriction: School of Humanities majors and International Studies majors have first consideration for enrollment. GERMAN 2A and GERMAN S2AB
may not be taken for full credit.
(VIII)
GERMAN 2B. Intermediate German. 4 Units.
Emphasizes communicative skills for the purposes of interaction with German speakers and intermediate study of German. With a learner-centered
approach, helps students develop reading, writing, speaking, listening, grammatical, and cultural skills and knowledge. First-year grammar is reviewed
and expanded.
Prerequisite: GERMAN 2A or placement into GERMAN 2B. GERMAN 2A with a grade of C or better.
Overlaps with GERMAN S2AB, GERMAN S2BC.
Restriction: School of Humanities majors and International Studies majors have first consideration for enrollment. GERMAN 2B and GERMAN S2AB and
GERMAN S2BC may not be taken for full credit.
(VIII)
GERMAN 2C. Intermediate German. 4 Units.
Emphasizes communicative skills for the purposes of interaction with German speakers and intermediate study of German. With a learner-centered
approach, helps students develop reading, writing, speaking, listening, grammatical, and cultural skills and knowledge. First-year grammar is reviewed
and expanded.
Prerequisite: GERMAN 2B or placement into GERMAN 2C. GERMAN 2B with a grade of C or better.
Overlaps with GERMAN S2BC.
Restriction: School of Humanities majors and International Studies majors have first consideration for enrollment. GERMAN 2C and GERMAN S2BC
may not be taken for full credit.
(VIII)
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University of California, Irvine 2016-2017 891
GERMAN S2AB. Intermediate German. 6 Units.
First half of second-year German in a time-intensive form. Emphasizes communicative skills for the purposes of interaction with German speakers and
intermediate study of German. Learner-centered approach develops reading, writing, speaking, listening, grammatical, and cultural skills and knowledge.
Prerequisite: GERMAN 1C or GERMAN S1BC.
Overlaps with GERMAN 2A, GERMAN 2B.
Restriction: GERMAN S2AB and GERMAN 2A and GERMAN 2B may not be taken for full credit.
(VIII)
GERMAN S2BC. Intermediate German. 6 Units.
Second half of second-year German in a time-intensive form. Emphasizes communicative skills for the purposes of interaction with German speakers
and intermediate study of German. Learner-centered approach develops reading, writing, speaking, listening, grammatical, and cultural skills and
knowledge.
Prerequisite: GERMAN 2B or GERMAN S2AB. GERMAN 2B with a grade of C or better. GERMAN S2AB with a grade of C or better.
Overlaps with GERMAN 2B, GERMAN 2C.
Restriction: GERMAN S2BC and GERMAN 2B and GERMAN 2C may not be taken for full credit.
(VIII)
GERMAN 50. Science, Society, and Mind. 4 Units.
Historical, philosophical, and literary reflections by German writers on the rise of the modern sciences. In English. Designed primarily for nonmajors.
Repeatability: May be taken for credit 3 times as topics vary.
(IV, VIII)
GERMAN 53. Advanced Conversation. 2 Units.
Includes reading of political and cultural material. Conducted in German.
Prerequisite: Prerequisite or corequisite: GERMAN 2C.
Repeatability: May be repeated for credit unlimited times.
GERMAN 97. Fundamentals of German (with Emphasis on Reading). 4 Units.
Primarily for students interested in acquiring a solid reading knowledge of German. Facilitates comprehension and translation of texts in various
disciplines. Does not serve as prerequisite for any higher-level German courses or fulfill any undergraduate foreign language requirement.
Repeatability: May be taken for credit 3 times.
Restriction: Non-German majors only.
GERMAN 101. Introduction to German Literature and Culture. 4 Units.
Sample interpretations of texts in their cultural and historical contexts. Introduction to critical language in German.
Prerequisite: GERMAN 2C. GERMAN 2C with a grade of C or better.
Repeatability: Unlimited as topics vary.
GERMAN 102. German Culture and Society. 4 Units.
Interdisciplinary introduction to German culture from the perspective of its aesthetic, social, and political aspects. Methodological problems arising from
an analysis of culture in its historical context.
Prerequisite: GERMAN 2C. GERMAN 2C with a grade of C or better.
Repeatability: Unlimited as topics vary.
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GERMAN 103. German Film. 4 Units.
Introduction to the history and interpretation of German film within its cultural and social contexts. Enhances German grammar knowledge and
vocabulary and develops sophisticated speaking, writing, and reading skills.
Prerequisite: GERMAN 2C. GERMAN 2C with a grade of C or better.
Repeatability: Unlimited as topics vary.
GERMAN 104. Introduction to Germanic Linguistics. 4 Units.
Introduces German or other Germanic-language linguistic, sociolinguistic, or ethnography-of-communication topics. Taught in German.
Prerequisite: GERMAN 2C. GERMAN 2C with a grade of C or better.
Repeatability: Unlimited as topics vary.
GERMAN 105. German for Professions . 4 Units.
Explores the structure of German business practices, including in scientific fields and engineering, while developing verbal and written skills important for
professional life in Germany. Taught in German.
Prerequisite: GERMAN 2C. GERMAN 2C with a grade of C or better.
GERMAN 115. Advanced German for Business and Economics. 4 Units.
Explores the structure of the German economy and business practices while developing advanced verbal and written skills important for professional life
in Germany. Taught in German.
Prerequisite: GERMAN 105.
Repeatability: Unlimited as topics vary.
GERMAN 117. Topics in German Literature and Culture 750-1750. 4 Units.
Specific course content determined by individual faculty members. Example: Luther and the European Renaissance.
Prerequisite: GERMAN 101 or GERMAN 102 or GERMAN 103 or GERMAN 104.
Repeatability: Unlimited as topics vary.
GERMAN 118. Studies in the Age of Goethe. 4 Units.
Individual authors such as Lessing, Goethe, Schiller, Kleist, and Hölderlin, or the drama of the "angry young men" of the German 1770s.
Prerequisite: GERMAN 101 or GERMAN 102 or GERMAN 103 or GERMAN 104.
Repeatability: Unlimited as topics vary.
GERMAN 119. Studies in Nineteenth-Century German Literature and Culture. 4 Units.
Individual authors such as Büchner, Grillparzer, Keller, and Nietzsche, or broader social-literary phenomena.
Prerequisite: GERMAN 101 or GERMAN 102 or GERMAN 103 or GERMAN 104.
Repeatability: Unlimited as topics vary.
GERMAN 120. Studies in Twentieth Century German Literature and Culture. 4 Units.
Individual authors such as Thomas Mann, Brecht, and Kafka, or topics addressing questions of genre and/or social-literary problems.
Prerequisite: GERMAN 101 or GERMAN 102 or GERMAN 103 or GERMAN 104.
Repeatability: Unlimited as topics vary.
GERMAN 130. Topics in German Literature and Culture. 4 Units.
Literary and cultural topics not fully contained within the periods listed above, such as "German Comedy" and "Turn-of-the-Century Vienna.".
Prerequisite: GERMAN 101 or GERMAN 102 or GERMAN 103 or GERMAN 104.
Repeatability: Unlimited as topics vary.
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GERMAN 140. Topics in Literary Theory and Criticism. 4 Units.
In English. Theoretical dimensions of literary criticism and the German philosophical tradition. Topics have included Marxism, Freudian thought, German
Idealist aesthetics, Historicism, twentieth-century hermeneutics, Frankfurt School, and Rezeptionsästhetik.
Repeatability: Unlimited as topics vary.
GERMAN 140W. Topics in Literary Theory and Criticism. 4 Units.
In English. Theoretical dimensions of literary criticism and the German philosophical tradition. Topics have included Marxism, Freudian thought, German
Idealist aesthetics, Historicism, twentieth-century hermeneutics, Frankfurt School, and Rezeptionsaesthetik.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Upper-division students only.
(Ib)
GERMAN 150. German Literature and Culture in Translation. 4 Units.
In English. Major works in Germanic literature and culture in context.
Repeatability: Unlimited as topics vary.
GERMAN 150W. German Literature and Culture in Translation. 4 Units.
In English. Major works in Germanic literature and culture in context.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Upper-division students only.
(Ib)
GERMAN 160. German Cinema.
Historical, theoretical, and comparative perspectives on German cinema.
Repeatability: Unlimited as topics vary.
GERMAN 160W. German Cinema. 4 Units.
Historical, theoretical, and comparative perspectives on German cinema.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Upper-division students only.
(Ib)
GERMAN 170. Topics in German Linguistics. 4 Units.
Explores linguistic, sociolinguistic, or ethnography-of-communication topics of German or other Germanic languages (Swedish, Icelandic, Yiddish, and
others). Taught in English.
Repeatability: Unlimited as topics vary.
GERMAN 170W. Topics in German Linguistics. 4 Units.
Explores linguistic, sociolinguistic, or ethnography-of-communication topics of German or other Germanic languages (Swedish, Icelandic, Yiddish, and
others). Taught in English.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: Upper-division students only.
(Ib)
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GERMAN 197. German Internship . 4 Units.
In this internship course, students will engage in professional practice (e.g., Engineering, Business Administration, government) in a German setting and
thereby increase their knowledge of German language and culture in a setting beyond the academic classroom.
Prerequisite: German 2C.
Grading Option: Pass/no pass only.
GERMAN 199. Independent Study. 1-4 Units.
Independent research with German faculty.
Repeatability: May be repeated for credit unlimited times.
GERMAN 200. Literary Criticism . 4 Units.
Topics in literary criticism.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
GERMAN 210. Literary Theory . 4 Units.
Topics in literary theory.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
GERMAN 220. Selected Topics in German Linguistics . 4 Units.
Topics in German linguistics.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
GERMAN 230. Literary and Cultural History. 4 Units.
Topics in literary and cultural history.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
GERMAN 290. Independent Study. 4 Units.
Counted toward course requirements for the M.A. or Ph.D. A term paper or project is required.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only. School of Humanities majors only.
GERMAN 298. Independent Directed Reading. 4-12 Units.
For students preparing for doctoral examination.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
GERMAN 299. Dissertation Research. 4-12 Units.
For students who have been admitted to doctoral candidacy.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only. School of Humanities majors only.
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University of California, Irvine 2016-2017 895
GERMAN 399. University Teaching. 4 Units.
Limited to Teaching Assistants.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
Italian Courses
ITALIAN 1A. Fundamentals of Italian. 5 Units.
Students are taught to conceptualize in Italian as they learn to understand, read, write, and speak. Classes are conducted entirely in Italian and meet
daily.
Overlaps with ITALIAN S1AB, ITALIAN 1AB.
Restriction: ITALIAN 1A and ITALIAN 1AB and ITALIAN S1AB may not be taken for full credit.
ITALIAN 1AB. Intensive Italian Fundamentals. 7.5 Units.
First half of first-year Italian in a time-intensive form. Development of meaningful communicative skills for the purposes of interaction with Italian
speakers and beginning study of Italian. Learner-centered approach develops speaking, listening, reading, writing, and cultural skills and knowledge.
Course may be offered online.
Overlaps with ITALIAN 1A, ITALIAN 1B, ITALIAN S1AB.
Restriction: ITALIAN 1AB and ITALIAN 1A and ITALIAN 1B and ITALIAN S1AB may not be taken for full credit.
ITALIAN 1B. Fundamentals of Italian. 5 Units.
Students are taught to conceptualize in Italian as they learn to understand, read, write, and speak. Classes are conducted entirely in Italian and meet
daily.
Prerequisite: ITALIAN 1A or placement into ITALIAN 1B. ITALIAN 1A with grade of C or better.
Overlaps with ITALIAN S1AB, ITALIAN S1BC, ITALIAN 1AB, ITALIAN 1BC.
Restriction: ITALIAN 1B and ITALIAN 1AB and ITALIAN 1BC and ITALIAN S1AB and ITALIAN S1BC may not be taken for full credit.
ITALIAN 1BC. Intensive Italian Fundamentals. 7.5 Units.
Second half of first-year Italian in a time-intensive form. Development of meaningful communicative skills for the purposes of interaction with Italian
speakers and beginning study of Italian. Learner-centered approach develops speaking, listening, reading, writing, and cultural skills and knowledge.
Course may be offered online.
Prerequisite: Placement into ITALIAN 1BC. ITALIAN 1AB or ITALIAN 1B or ITALIAN S1AB. ITALIAN 1AB with a grade of C or better. ITALIAN S1AB
with a grade of C or better. ITALIAN 1B with a grade of C or better.
Overlaps with ITALIAN 1B, ITALIAN 1C, ITALIAN S1BC.
Restriction: ITALIAN 1AB and ITALIAN 1A and ITALIAN 1B and ITALIAN S1AB may not be taken for full credit.
(VI)
ITALIAN 1C. Fundamentals of Italian. 5 Units.
Students are taught to conceptualize in Italian as they learn to understand, read, write, and speak. Classes are conducted entirely in Italian and meet
daily.
Prerequisite: ITALIAN 1B or ITALIAN 1AB or ITALIAN S1AB or placement into ITALIAN 1C. ITALIAN 1B with a grade of C or better. ITALIAN 1AB with a
grade of C or better. ITALIAN S1AB with a grade of C or better.
Overlaps with ITALIAN S1BC, ITALIAN 1BC.
Restriction: ITALIAN 1C and ITALIAN 1BC and ITALIAN S1BC may not be taken for full credit.
(VI)
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ITALIAN S1AB. Italian Fundamentals. 7.5 Units.
First-year Italian in an intensified form. Students are taught to conceptualize in Italian as they learn to understand, read, write, and speak. Classes are
conducted entirely in Italian and meet daily three hours for five weeks each session.
Overlaps with ITALIAN 1A, ITALIAN 1B, ITALIAN 1AB.
Restriction: ITALIAN S1AB and ITALIAN 1A and ITALIAN 1B and ITALIAN 1AB may not be taken for full credit.
ITALIAN S1BC. Italian Fundamentals. 7.5 Units.
First-year Italian in an intensified form. Students are taught to conceptualize in Italian as they learn to understand, read, write, and speak. Classes are
conducted entirely in Italian and meet daily three hours for five weeks each session.
Prerequisite: ITALIAN S1AB or ITALIAN 1B or ITALIAN 1AB. ITALIAN S1AB with a grade of C or better. ITALIAN 1B with a grade of C or better.
ITALIAN 1AB with a grade of C or better.
Overlaps with ITALIAN 1B, ITALIAN 1C, ITALIAN 1BC.
Restriction: ITALIAN S1BC and ITALIAN 1B and ITALIAN 1C and ITALIAN 1BC may not be taken for full credit.
(VI)
ITALIAN 2A. Intermediate Italian. 4 Units.
Texts of contemporary literary or social interest provide the focus for more advanced conversation, reading, and composition. Classes are conducted
entirely in Italian.
Prerequisite: ITALIAN 1C or ITALIAN 1BC or ITALIAN S1BC or placement into ITALIAN 2A. ITALIAN 1C with grade of C or better. ITALIAN 1BC with
grade of C or better. ITALIAN S1BC with grade of C or better.
Restriction: School of Humanities and International Studies majors have first consideration for enrollment.
(VIII)
ITALIAN 2B. Intermediate Italian. 4 Units.
Texts of contemporary literary or social interest provide the focus for more advanced conversation, reading, and composition. Classes are conducted
entirely in Italian.
Prerequisite: ITALIAN 2A or Placement Exam into 2B. ITALIAN 2A with a grade of C or better.
Restriction: School of Humanities and International Studies majors have first consideration for enrollment.
(VIII)
ITALIAN 2C. Intermediate Italian. 4 Units.
Texts of contemporary literary or social interest provide the focus for more advanced conversation, reading, and composition. Classes are conducted
entirely in Italian.
Prerequisite: ITALIAN 2B or Placement Exam into 2C. ITALIAN 2B with grade of C or better.
Restriction: School of Humanities and International Studies majors have first consideration for enrollment.
(VIII)
ITALIAN 99. Special Studies in Italian. 4 Units.
Both student and instructor arrive at the theme of the course and the critical approach to be followed in consultation. Intended to offer courses in Italian
otherwise unavailable.
Repeatability: May be repeated for credit unlimited times.
ITALIAN 101A. Introduction to Italian Literature. 4 Units.
Introduction to all of the genres of a narrowly defined period in relationship to a specific literary problem. In Italian.
Prerequisite: ITALIAN 2C.
ITALIAN 101B. Introduction to Italian Literature. 4 Units.
Introduction to all of the genres of a narrowly defined period in relationship to a specific literary problem. In Italian.
Prerequisite: ITALIAN 2C.
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ITALIAN 150. Topics in Italian Literature and Culture. 4 Units.
Major themes, periods, and/or movements in Italian literature and culture. Taught in English.
Repeatability: Unlimited as topics vary.
ITALIAN 199. Tutorial in Italian Literature and Culture. 4 Units.
The student must submit a written description of the proposed course to the instructor and the Chair prior to the beginning of the course.
Repeatability: Unlimited as topics vary.
Russian Courses
RUSSIAN 1A. Fundamentals of Russian. 5 Units.
Focuses on reading, comprehension, basic composition, and conversation skills, and gives the student an initial exposure to the Russian cultural scene.
Prerequisite: Placement into RUSSIAN 1A.
Overlaps with RUSSIAN 1AB.
Restriction: RUSSIAN 1A and RUSSIAN 1AB may not be taken for full credit.
RUSSIAN 1AB. Intensive Russian Fundamentals. 7.5 Units.
First half of first#year Russian in a time#intensive form. Development of meaningful communicative skills for the purposes of interaction with Russian
speakers and beginning study of Russian. Learner#centered approach develops speaking, listening, reading, writing, and cultural skills and knowledge.
Course may be offered online.
Prerequisite: Placement into RUSSIAN 1A.
Overlaps with RUSSIAN 1A, RUSSIAN 1B.
Restriction: RUSSIAN 1AB and RUSSIAN 1A and RUSSIAN 1B may not be taken for full credit.
RUSSIAN 1B. Fundamentals of Russian. 5 Units.
Focuses on reading, comprehension, basic composition, and conversation skills, and gives the student an initial exposure to the Russian cultural scene.
Prerequisite: RUSSIAN 1A or placement into RUSSIAN 1B. RUSSIAN 1A with a grade of C or better.
Overlaps with RUSSIAN 1AB, RUSSIAN 1BC.
Restriction: RUSSIAN 1B and RUSSIAN 1AB and RUSSIAN 1BC may not be taken for full credit.
RUSSIAN 1BC. Intensive Russian Fundamentals. 7.5 Units.
Second half of first#year Russian in a time#intensive form. Development of meaningful communicative skills for the purposes of interaction with Russian
speakers and beginning study of Russian. Learner#centered approach develops speaking, listening, reading, writing, and cultural skills and knowledge.
Course may be offered online.
Prerequisite: RUSSIAN 1AB or Russian 1B. RUSSIAN 1AB with a grade of C or better. RUSSIAN 1B with a grade of C or better.
Overlaps with RUSSIAN 1B, RUSSIAN 1C.
Restriction: Russian 1BC and Russian 1B and Russian 1C may not be taken for full credit.
(VI)
RUSSIAN 1C. Fundamentals of Russian. 5 Units.
Focuses on reading, comprehension, basic composition, and conversation skills, and gives the student an initial exposure to the Russian cultural scene.
Prerequisite: RUSSIAN 1AB or RUSSIAN 1B or placement into RUSSIAN 1C. RUSSIAN 1AB with a grade of C or better. RUSSIAN 1B with a grade of C
or better.
Overlaps with RUSSIAN 1BC.
Restriction: RUSSIAN 1BC and RUSSIAN 1C may not be taken for full credit.
(VI)
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RUSSIAN 2A. Intermediate Russian. 4 Units.
Students read simple passages from contemporary Russian literary texts and newspapers. Development of oral skills and exposure to Russian culture
continue.
Prerequisite: RUSSIAN 1BC or RUSSIAN 1C or placement in RUSSIAN 2A. RUSSIAN 1BC with a grade of C or better. RUSSIAN 1C with a grade of C
or better.
Restriction: School of Humanities majors and International Studies majors have first consideration for enrollment.
(VIII)
RUSSIAN 2B. Intermediate Russian. 4 Units.
Students read simple passages from contemporary Russian literary texts and newspapers. Development of oral skills and exposure to Russian culture
continue.
Prerequisite: RUSSIAN 2A or placement into RUSSIAN 2B. RUSSIAN 2A with a grade of C or better.
Restriction: School of Humanities majors and International Studies majors have first consideration for enrollment.
(VIII)
RUSSIAN 2C. Intermediate Russian. 4 Units.
Students read simple passages from contemporary Russian literary texts and newspapers. Development of oral skills and exposure to Russian culture
continue.
Prerequisite: RUSSIAN 2B or placement into RUSSIAN 2C. RUSSIAN 2B with a grade of C or better.
Restriction: School of Humanities majors and International Studies majors have first consideration for enrollment.
(VIII)
RUSSIAN 50. Russian Culture . 4 Units.
Study of varied topics in Russian culture, area studies, and society, both in the present and in historical perspective.
Repeatability: May be taken for credit 4 times as topics vary.
(IV, VIII)
RUSSIAN 99. Special Studies Russian. 1-5 Units.
Special studies under faculty supervision.
Repeatability: May be taken for credit 2 times.
RUSSIAN 150. Topics in Russian Literature. 4 Units.
Examines major themes in Russian literature, film, and other media from the eighteenth to twenty-first centuries. Taught in English.
Repeatability: Unlimited as topics vary.
RUSSIAN 190. Topics in Russian Language Through Film. 4 Units.
Uses Russian films of the late 20th century to enhance students' language skills and deepen their cultural knowledge. Work involves intensive
conversation, reading and listening comprehension, and the acquisition of written skills and grammatical accuracy. Conducted primarily in Russian.
Corequisite: RUSSIAN 2C.
Prerequisite: RUSSIAN 2C.
Repeatability: Unlimited as topics vary.
RUSSIAN 199. Independent Study. 1-4 Units.
Independent study under direct faculty supervision.
Repeatability: May be taken for credit 2 times.
Department of Film and Media Studies
Catherine Liu, Chair
2000 Humanities Gateway
949-824-3532
898 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 899
http://www.humanities.uci.edu/filmandmediastudies/
Overview
Media greatly influence our sense of who we are and how we live. Those sights and sounds are so pervasive, and in many cases so enjoyable, that
we rarely pause to consider how we engage and interact with them. Yet so much of our entanglement with the sights and sounds of film, TV, video, the
Internet, games, etc., requires audiovisual literacy and critical reflection. The Film and Media Studies curriculum trains students to read and understand
the audio-visual expressions and forms of media, and to analyze them from historical, theoretical, political, and aesthetic perspectives. Learning these
critical skills involves exploring the appeal and operation of the social, historic, institutional, and textual entities we call cinema, television, and digital
technologies. These highly portable and applicable skills continue to grow in importance as audiovisual media become ever more ubiquitous. In short,
the skills learned in Film and Media Studies are relevant not only in the influential U.S. film and broadcast industries or in the fast-growing Internet and
game sectors, but also increasingly as the professional language of the future in legal, medical, and business careers.
There are more than 300 Film and Media Studies majors enrolled at UCI. The Film and Media Studies curriculum is systematic and comprehensive.
This major familiarizes students with the history, theory, and art of cinema, broadcast media, and digital culture. Courses focus on a range of topics,
including but not limited to the history and criticism of radio, television, sound theory and popular music, the history of games and simulations, period
styles, industry genres, directors, national cinemas, and developments in new media and digital technologies. Faculty members actively engage with the
profession, have published numerous books and articles, and regularly win grants and awards. Film and Media Studies at UCI emphasizes the history,
theory, and criticism of cinema, television, popular music and sound, and new media. However, additional courses offer students hands-on experience
in production and in screenwriting. Regular course offerings are complemented by film and video screenings and series. In cooperation with other
units at UCI, the Department regularly invites scholars, artists, directors, producers, and screenwriters to campus to share their work and perspectives
with students. In order to cover the extra costs generated by the purchase and rental of media demanded by the specialized Film and Media Studies
curriculum, the School of Humanities charges a laboratory fee to students taking Film and Media Studies courses.
Career Opportunities
A degree in Film and Media Studies will provide students with a variety of opportunities leading to a career choice or to further education at the graduate
or professional level. Graduates from the Department have gone on to a host of different careers. Some have pursued graduate work in critical studies
and/or production at leading institutions such as the University of California, Los Angeles, Columbia University, New York University, University of Texas
at Austin, and University of Southern California. Many are now at work in various sectors of the entertainment industry as feature film editors, executives
in film and video distribution companies, network television producers, and independent filmmakers. Professional internships are encouraged and open
to all students who meet required criteria. Visit the internship page on our website (http://www.humanities.uci.edu/filmandmediastudies/undergraduate/
interns.php) for more information.
The UCI Career Center provides services to students and alumni including career counseling, information about job opportunities, a career library, and
workshops on resume preparation, job search, and interview techniques. See the Career Center section for additional information.
Requirements for the B.A. Degree in Film and Media Studies
All students must meet the University Requirements.
All students must meet the School Requirements.
Departmental Requirements for the Major
A. Complete the following:
FLM&MDA 85A Introduction to Film and Visual Analysis
FLM&MDA 85B Broadcast Media History and Analysis
FLM&MDA 85C New Media and Digital Technologies
FLM&MDA 101A History of Film I: The Silent Era
FLM&MDA 101B History of Film II: The Studio Era
FLM&MDA 101C History of Film III: The Contemporary Era
FLM&MDA 139W Writing on Film and Media
B. Complete either:
FLM&MDA 110 Film and Media Theory
or FLM&MDA 111 Film and Media Theory and Practice
C. Complete either:
FLM&MDA 117A Introduction to Screenwriting
or FLM&MDA 120A Basic Production
D. Select four of the following:
FLM&MDA 112 Genre Study
FLM&MDA 113 Narrative/Image
FLM&MDA 114 Film, Media, and the Arts
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FLM&MDA 115 Authorship
1
FLM&MDA 117B Intermediate Screenwriting
1
FLM&MDA 117C Screenwriting Workshop
1
FLM&MDA 120B Intermediate Production
1
FLM&MDA 120C Production Workshop
FLM&MDA 130 Multicultural Topics in the Media
FLM&MDA 143 Critical Theory of Television
FLM&MDA 144 Studies in New Media
FLM&MDA 145 Popular Culture and Media
FLM&MDA 146 Sound Studies
FLM&MDA 150 Audiences and Reception
FLM&MDA 151 Documentary and Experimental Film and Media
FLM&MDA 160 National/Regional Cinemas and Media
FLM&MDA 161 Global/Transnational Cinemas and Media
FLM&MDA 162 U.S. Cinema
FLM&MDA 185 Television and New Media
FLM&MDA 190 Special Topics in Film and Modern Media
FLM&MDA 191 Special Topics in Critical Practice
1
Only two of the courses marked may be applied toward this requirement.
Residence Requirement for the Major: At least five upper-division courses required for the major must be completed successfully at UCI.
Requirements for the Minor in Film and Media Studies
Departmental Requirements
A. Complete:
FLM&MDA 85A Introduction to Film and Visual Analysis
B. Select three of the following:
FLM&MDA 85B Broadcast Media History and Analysis
FLM&MDA 85C New Media and Digital Technologies
FLM&MDA 101A History of Film I: The Silent Era
FLM&MDA 101B History of Film II: The Studio Era
FLM&MDA 101C History of Film III: The Contemporary Era
C. Select three of the following:
FLM&MDA 110 Film and Media Theory
FLM&MDA 111 Film and Media Theory and Practice
FLM&MDA 112 Genre Study
FLM&MDA 113 Narrative/Image
FLM&MDA 114 Film, Media, and the Arts
FLM&MDA 115 Authorship
FLM&MDA 130 Multicultural Topics in the Media
FLM&MDA 143 Critical Theory of Television
FLM&MDA 144 Studies in New Media
FLM&MDA 145 Popular Culture and Media
FLM&MDA 146 Sound Studies
FLM&MDA 150 Audiences and Reception
FLM&MDA 151 Documentary and Experimental Film and Media
FLM&MDA 160 National/Regional Cinemas and Media
FLM&MDA 161 Global/Transnational Cinemas and Media
FLM&MDA 162 U.S. Cinema
FLM&MDA 185 Television and New Media
FLM&MDA 190 Special Topics in Film and Modern Media
FLM&MDA 191 Special Topics in Critical Practice
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Residence Requirement for the Minor: Four upper-division courses 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.
Graduate Study
In conjunction with the Department of Art History, the Department of Film and Media Studies offers a graduate program in Visual Studies. A description
may be found in the Program in Visual Studies section.
Faculty
Eyal Amiran, Ph.D. University of Virginia, Associate Professor of Comparative Literature; Film and Media Studies; Visual Studies (digital media theory,
twentieth-century literature, narrative and textual theory, psychoanalysis, modern and postmodern intellectual history)
Catherine Benamou, Ph.D. New York University, Associate Professor of Film and Media Studies; Culture and Theory; Visual Studies (Hispanophone
and Lusophone cinema and television, U.S. Latino media, Orson Welles and maverick cinema, transnational flows, spectatorship, cinematic memory
and cultures of preservation)
Elizabeth M. Cane, M.F.A. University of California, Los Angeles, Lecturer of Film and Media Studies
Marie Cartier, Ph.D. Claremont Graduate University, Lecturer of Film and Media Studies
Desha Dauchan, M.F.A. University of California, Los Angeles, Lecturer of Film and Media Studies
Sohail Daulatzai, Ph.D. University of Southern California, Associate Professor of Film and Media Studies; African American Studies; Culture and Theory;
Visual Studies (African American studies, postcolonial theory, race, hip hop, Muslim diasporas)
Edward Dimendberg, Ph.D. University of California, Santa Cruz, Professor of Film and Media Studies; European Languages and Studies; Visual Studies
(film and literature, history of the book, scholarly communication)
Aglaya Glebova, Ph.D. University of California, Berkeley, Assistant Professor of Art History; Film and Media Studies; Visual Studies (history and theory
of photography and film, European avant-garde, Russian and Soviet art)
Kristen L. Hatch, Ph.D. University of California, Los Angeles, Associate Professor of Film and Media Studies; Visual Studies (American film history;
stardom; histories of race, gender, and sexuality; childhood; melodrama)
Lucas Hilderbrand, Ph.D. New York University, Associate Professor of Film and Media Studies; Visual Studies (Queer cultures and media, cultural
studies, documentary, pornography, popular music, video art, histories of technology)
Victoria E. Johnson, Ph.D. University of Southern California, Associate Professor of Film and Media Studies; Culture and Theory; Visual Studies
(television, critical race theory, sound, media policy, sport)
Peter O. Krapp, Ph.D. University of California, Santa Barbara, Professor of Film and Media Studies; English; Informatics; Visual Studies (digital culture,
media history, cultural memory)
Felicidad (Bliss) Lim, Ph.D. New York University, Associate Professor of Film and Media Studies; Culture and Theory; Visual Studies (Philippine cinema,
temporality, postcolonial and feminist film theory, transnational horror and the fantastic, film archives)
Catherine Liu, Ph.D. Yale University, Department Chair and Professor of Film and Media Studies; Comparative Literature; Visual Studies (Hou Hsiao-
hsien, culture wars, Frankfurt School, historiography of critical theory/cultural studies, surveillance, cold war culture and neoliberalism)
Glen M. Mimura, Ph.D. University of California, Santa Cruz, Associate Professor of Film and Media Studies; Culture and Theory; Visual Studies
(minoritarian and political film; media and race; popular culture and social movements)
Allison J. Perlman, Ph.D. University of Texas at Austin, Assistant Professor of History; Film and Media Studies; Visual Studies (history of broadcasting,
American social movements, media law and policy, media activism, popular memory)
Fatimah Tobing Rony, Ph.D. Yale University, Associate Professor of Film and Media Studies; Visual Studies (ethnographic film, race and representation,
film production)
Braxton Soderman, Ph.D. Brown University, Assistant Professor of Film and Media Studies; Visual Studies (digital and new media studies, video games,
networks, digital art and electronic literature)
Affiliate Faculty
M. Ackbar Abbas, M.Phil. University of Hong Kong, Professor of Comparative Literature; Culture and Theory; Film and Media Studies; Visual Studies
(Hong Kong culture and postcolonialism, visual culture, architecture and cinema, cultural theory, globalization)
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Kyung Hyun Kim, Ph.D. University of Southern California, Professor of Korean Culture; Asian American Studies; Film and Media Studies; Visual Studies
(East Asian cinema, modern Korea, critical theory)
Beryl F. Schlossman, Doctorate University of Paris 7, Ph.D. Johns Hopkins University, Professor of Comparative Literature; European Languages and
Studies; Film and Media Studies; Visual Studies (Modern literature, critical theory, film studies, psychoanalysis, the arts in society.)
Jared Charles Sexton, Ph.D. University of California, Berkeley, Program Director and Associate Professor of African American Studies; Culture and
Theory; Film and Media Studies; Visual Studies (race and sexuality, policing and imprisonment, contemporary U.S. cinema and political culture,
multiracial coalition, critical theory)
Georges Y. Van Den Abbeele, Ph.D. Cornell University, Dean of the School of Humanities and Professor of Comparative Literature; English; European
Languages and Studies; Film and Media Studies; Visual Studies (French and European philosophical literature, travel narrative and tourism/migration
studies, critical theory and aesthetics, francophone literature, history of cartography, media history and theory.)
Roxanne Varzi, Ph.D. Columbia University, Associate Professor of Anthropology; Culture and Theory; Film and Media Studies; Visual Studies (Iran,
media, war, visual anthropology, film studies, ethnographic and fiction writing)
Courses
FLM&MDA 85A. Introduction to Film and Visual Analysis. 4 Units.
Introduces the language and techniques of visual and film analysis. Teaches students to analyze the moving image, emphasizing the ways framing,
camera movement, sound, and editing produce meaning, reproduce historical ideologies, foster or disrupt narrative, and cue spectators.
(IV)
FLM&MDA 85B. Broadcast Media History and Analysis. 4 Units.
History of broadcast media from the radio era to the present day, including social, political, institutional, and audience analysis as well as methods of
visual and aural analysis of these media.
(IV)
FLM&MDA 85C. New Media and Digital Technologies. 4 Units.
The study of digital media, computer-mediated communication, and Internet cultures, from historical and theoretical perspectives.
(IV)
FLM&MDA 101A. History of Film I: The Silent Era. 4 Units.
The aesthetic, industrial, and socio-historical developments of cinema in the U.S. and internationally from its invention to the adoption of synchronous
sound. Includes early exhibition, developments in narrative and editing, the formation of the studio system, and avant-garde film movements.
Prerequisite: FLM&MDA 85A.
FLM&MDA 101B. History of Film II: The Studio Era. 4 Units.
The aesthetic, industrial, and socio-historical developments of cinema in the U.S. and internationally from the 1930s through the 1960s. Includes the
Hollywood studio system, propaganda films, Italian neorealism, post-war Japanese cinema, and the French New Wave.
Prerequisite: FLM&MDA 85A.
FLM&MDA 101C. History of Film III: The Contemporary Era. 4 Units.
The aesthetic, industrial, and socio-historical developments of cinema in the U.S. and internationally from the late 1960s to the present. Includes New
Hollywood and independent U.S. films, ethnic cinemas, postcolonial cinemas, East-Asian new waves, and digital filmmaking.
Prerequisite: FLM&MDA 85A and FLM&MDA 101B.
FLM&MDA 110. Film and Media Theory. 4 Units.
Survey of major directions in film and media theory. Various theories of mass culture, realism, auteurism, semiotics, feminism, cultural studies, and
theories of other media, with an emphasis on developing the student’s ability to analyze and articulate a theoretical argument.
Prerequisite: FLM&MDA 85A and FLM&MDA 85B and FLM&MDA 85C and (FLM&MDA 101A or FLM&MDA 101B or FLM&MDA 101C).
FLM&MDA 111. Film and Media Theory and Practice. 4 Units.
Seminar focusing on issues in film and media production and editing. Reading and exercises to understand aspects of film and media production
(montage, sound, film movement, directing, and mise en scène), and how ideology works in tandem with style.
Prerequisite: FLM&MDA 85A and FLM&MDA 85B and FLM&MDA 85C and FLM&MDA 120A and (FLM&MDA 101A or FLM&MDA 101B or
FLM&MDA 101C).
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FLM&MDA 112. Genre Study . 4 Units.
Critical approaches to the serial productions we call "genre" films such as westerns, weepies, musicals, horror films, and others; televisual genres, such
as sitcoms, drama, comedy, news, docudrama, police; Internet categories, such as chat-rooms, listservs, Web pages.
Prerequisite: FLM&MDA 85A.
Repeatability: Unlimited as topics vary.
FLM&MDA 113. Narrative/Image . 4 Units.
What relations do sound, image, and story assume in film, television, video, and Internet narratives? In what ways do these media interact with and
borrow from each other and traditional story-telling media? How have the new media explored non-narrative strategies.
Prerequisite: FLM&MDA 85A.
Repeatability: Unlimited as topics vary.
FLM&MDA 114. Film, Media, and the Arts. 4 Units.
A synthetic entity, film draws on both established and popular arts. Looks at visual media's exchanges with "high" and "low" culture, exploring its relation
to areas such as photography, music, painting, and architecture.
Prerequisite: FLM&MDA 85A.
Repeatability: Unlimited as topics vary.
FLM&MDA 115. Authorship . 4 Units.
Theoretical and analytical discussions of visual media authorship, focusing on case studies of directors, producers, scriptwriters, and film, video, and
digital artists.
Prerequisite: FLM&MDA 85A.
Repeatability: Unlimited as topics vary.
FLM&MDA 117A. Introduction to Screenwriting. 4 Units.
Introduction to the technique and format of the screenplay, with a particular focus on its three act structural elements: coverage, treatment, and 60 beat
outline.
Prerequisite: FLM&MDA 85A.
FLM&MDA 117B. Intermediate Screenwriting. 4 Units.
Exercises in the development of screenplays, with emphasis on formal and structural considerations of character development. Students work with the
hero structure and other character development methodologies, such as method acting.
Prerequisite: FLM&MDA 117A.
FLM&MDA 117C. Screenwriting Workshop. 4 Units.
Continuation and intensification of work initiated in 117B. Students complete a full-length screenplay. Concentrates on both practical and technical
concerns, addressing pragmatic and aesthetic questions in intensive small-group discussions.
Prerequisite: FLM&MDA 117B.
FLM&MDA 120A. Basic Production. 4 Units.
Introduction to the basic apparatus of video/film production. The elementary essentials of production, including the use of camera and lenses, lighting,
editing, and sound.
Prerequisite: FLM&MDA 85A.
FLM&MDA 120B. Intermediate Production. 4 Units.
Students work on individual and group projects, utilizing skills and insights introduced in Film and Media Studies 120A.
Prerequisite: FLM&MDA 120A.
FLM&MDA 120C. Production Workshop. 4 Units.
As film and video are collaborative media, students form production groups and ultimately produce final 10-15 minute film/video projects.
Prerequisite: FLM&MDA 120B.
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FLM&MDA 130. Multicultural Topics in the Media. 4 Units.
Investigation of media representations of gender, race, and sexuality in the United States. Topics include media images of and by one or more minority
groups in the United States, including African Americans, Asian Americans, Chicano/Latinos, Native Americans, gays and lesbians.
Repeatability: Unlimited as topics vary.
FLM&MDA 139W. Writing on Film and Media. 4 Units.
Practical exercises in film, TV, and other media criticism as a form of cultural analysis. Requires at least 4,000 words of assigned composition.
Prerequisite: FLM&MDA 85A or FLM&MDA 85B or FLM&MDA 85C. Satisfactory completion of the Lower-Division Writing requirement.
Restriction: Film and Media Studies majors only.
(Ib)
FLM&MDA 143. Critical Theory of Television. 4 Units.
Introduction to critical, theoretical, scholarly understandings and analyses of television, which offer in-depth analyses of television programming,
audience reception practices, and industry strategies of address.
Prerequisite: FLM&MDA 85B.
FLM&MDA 144. Studies in New Media. 4 Units.
Advanced analysis of the technologies, texts, theories, and cultures of computers, videogames, networks, or platforms.
Prerequisite: FLM&MDA 85C.
Repeatability: Unlimited as topics vary.
FLM&MDA 145. Popular Culture and Media. 4 Units.
Considers the forms, ideologies, consumption, and marketing of popular entertainment and technologies. May focus on cultural studies methods,
transnational approaches, and synergy between media.
Prerequisite: FLM&MDA 85A.
Repeatability: Unlimited as topics vary.
FLM&MDA 146. Sound Studies. 4 Units.
Focuses on the production, theories, and meanings of sound recordings, music, and/or audio technologies. Topics may include the cultures of popular
music and audio devices, music television, and theories of film sound.
Prerequisite: FLM&MDA 85A.
Repeatability: Unlimited as topics vary.
FLM&MDA 150. Audiences and Reception. 4 Units.
Explores the dynamics of address, interpretation, and appropriation between film and media texts and their viewers. Topics may include reception
studies, fandom, audience-defined modes of production, demographics, spectatorial pleasure, and historical approaches to audiences.
Prerequisite: FLM&MDA 85A.
Repeatability: Unlimited as topics vary.
FLM&MDA 151. Documentary and Experimental Film and Media. 4 Units.
Examines nonfiction and/or experimental cinemas and media, such as documentary, the historical avant-garde, video art, and activist media. Students
consider the specific aesthetics and ideologies of forms distinct from narrative feature films.
Prerequisite: FLM&MDA 85A.
Repeatability: Unlimited as topics vary.
FLM&MDA 160. National/Regional Cinemas and Media. 4 Units.
National schools, period styles, or cultural movements beyond U.S. cinema, as defined by national borders or by geographic regions, such as Latin
America. May be approached from a comparative perspective.
Repeatability: Unlimited as topics vary.
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FLM&MDA 161. Global/Transnational Cinemas and Media. 4 Units.
Analyzes the multinational production, circulation, and reception of film and media texts beyond singular national borders or specific geographic regions.
Topics may include transnational co-productions, exports, and diasporic reception.
Repeatability: Unlimited as topics vary.
FLM&MDA 162. U.S. Cinema . 4 Units.
Explores the modes of production and distribution, aesthetics, and contexts that have shaped cinema in the United States. Topics may include Classical
Hollywood, American Independent Cinema, or periods such as 1970s Cinema.
Prerequisite: FLM&MDA 85A.
Repeatability: Unlimited as topics vary.
FLM&MDA 185. Television and New Media. 4 Units.
Advanced seminar focusing on special topics in television and new media. Past examples have included courses on Media Marketing and Brand
Identity; Television and Sound; Game Theory; and other issues related to popular culture, broadcast media, and new media technologies.
Prerequisite: FLM&MDA 85B or FLM&MDA 85C.
Repeatability: Unlimited as topics vary.
FLM&MDA 190. Special Topics in Film and Modern Media. 4 Units.
Special issues concerned with film and media history, theory, and criticism.
Prerequisite: FLM&MDA 85A.
Repeatability: Unlimited as topics vary.
FLM&MDA 191. Special Topics in Critical Practice. 4 Units.
Integrates critical analysis, historical, and theoretical methods with creative projects to illuminate film and media production and industries. May include
courses in adaptation, writing television, media activism, writing the short film, performance studies, and movie title sequences.
Prerequisite: FLM&MDA 85A.
Repeatability: Unlimited as topics vary.
FLM&MDA 197. Professional Internship. 2-4 Units.
Professional internship in the film, broadcast, and/or digital media industries designed to provide students with closely supervised professional
experience to enhance their understanding of media from industrial, historical, and critical perspectives. Journal and final report required.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 3 times.
Restriction: Upper-division students only.
FLM&MDA 198. Creative Project. 2-4 Units.
Creative project in screenwriting, filmmaking, videomaking, or Web or Internet design intended to provide advanced production and creative writing
training beyond the Film and Media Studies 117A-B-C or 120A-B-C series. Final project required.
Prerequisite: (FLM&MDA 85A and FLM&MDA 117A and FLM&MDA 117B and FLM&MDA 117C) or (FLM&MDA 120A and FLM&MDA 120B and
FLM&MDA 120C). Recommended: FLM&MDA 101A.
Repeatability: May be taken for credit 2 times as topics vary.
Restriction: Upper-division students only.
FLM&MDA 199. Directed Research. 4 Units.
Directed reading and research under supervision of a faculty member in topic areas not covered by regular course offerings. Final research paper
required.
Restriction: Upper-division students only.
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FLM&MDA 399. University Teaching. 4 Units.
Limited to Teaching Assistants.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Department of Gender and Sexuality Studies
Laura H. Kang, Department Chair
3000 Humanities Gateway
949-824-2376
http://www.humanities.uci.edu/genderandsexualitystudies/
Overview
UCI’s Department of Gender and Sexuality Studies is dedicated to the study of women, gender, and sexuality in their complex articulation with race,
ethnicity, class, religion, and nationality. The Department’s goal is to foster critical and creative analysis of the various disciplinary perspectives—
historical, political, economic, representational, technological, and scientific—that have constituted women, gender, and sexuality as objects of study.
By emphasizing a rigorous interdisciplinary perspective in their teaching and research, the Gender and Sexuality Studies faculty seek to produce new
knowledge about the social meanings of gender, race, class, and sexuality, and to equip students with a range of analytical and methodological skills.
The field of women’s studies has developed at a phenomenal rate from a handful of student-initiated courses in the early 1970s to more than 600
programs in colleges and universities across the United States offering degrees at the B.A., M.A., and Ph.D. levels. UCI’s Department of Women’s
Studies was founded as a program in 1975 and has grown significantly since that time. To reflect its expanding scope of inquiry, the department
changed its name in 2014 to the Department of Gender and Sexuality Studies. The Department offers a B.A. degree in Gender and Sexuality Studies, a
minor in Gender and Sexuality Studies, a minor in Queer Studies, and a graduate emphasis in Feminist Studies.
Gender and Sexuality Studies provides a unique intellectual community for undergraduate and graduate students, where faculty and students share a
commitment to interactive teaching and learning. Students work closely with faculty to plan a coherent program of study and to anticipate work toward
advanced degrees and a wide variety of career options.
Career Opportunities
A degree in Gender and Sexuality Studies prepares students for the expanding opportunities available in graduate programs and in numerous careers
in both the public and private sectors. Businesses and corporations increasingly find the need for increased knowledge about gender and sexuality,
and the growth of organizations and agencies that deal with women's and LGBT rights issues—at the local, national, and global levels—is creating new
opportunities for graduates with specializations in Gender and Sexuality Studies. Graduates bring unique skills and knowledge to the professions of law,
medicine, social work, education, counseling, and to government service, all of which increasingly require expertise on issues concerning gender and
sexuality. Students of Gender and Sexuality Studies develop critical and analytical skills which prove valuable in the full range of life choices.
The UCI Career Center provides services to students and alumni including career counseling, information about job opportunities, a career library, and
workshops on resume preparation, job search, and interview techniques.
Undergraduate Program
Requirements for the B.A. Degree in Gender and Sexuality Studies
All students must meet the University Requirements.
All students must meet the School Requirements.
Departmental Requirements for the Major
A. Three introductory core courses:
GEN&SEX 50A Gender and Feminism in Everyday Life
and select two of the following:
GEN&SEX 20 Queer Studies
GEN&SEX 50B Gender and Power
GEN&SEX 50C Gender and Popular Culture
GEN&SEX 60A Gender and Science
GEN&SEX 60B Gender and Law
GEN&SEX 60C Gender and Religion
B. Five advanced core courses from:
GEN&SEX 100A Feminism and Social Change
GEN&SEX 100B Feminist Theory
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GEN&SEX 100C Feminist Cultural Studies
GEN&SEX 110A Gender, State, and Nation
GEN&SEX 110B Money, Sex, and Power
GEN&SEX 110C Histories of Sexuality
GEN&SEX 120A Modern Pleasures
GEN&SEX 120B Image Problems
GEN&SEX 120C Practices of Embodiment
C. Three advanced elective core courses selected from GEN&SEX 139–190
D. Complete:
GEN&SEX 197 Senior Seminar in Gender and Sexuality Studies
Residence Requirement for the Major: A minimum of five upper-division courses required for the major must be completed successfully at UCI.
Requirements for the Minor in Gender and Sexuality Studies
Departmental Requirements
A. Three introductory core courses selected from:
GEN&SEX 20 Queer Studies
GEN&SEX 50A Gender and Feminism in Everyday Life
GEN&SEX 50B Gender and Power
GEN&SEX 50C Gender and Popular Culture
GEN&SEX 60A Gender and Science
GEN&SEX 60B Gender and Law
GEN&SEX 60C Gender and Religion
B. Three advanced core courses selected from the following:
GEN&SEX 100A Feminism and Social Change
GEN&SEX 100B Feminist Theory
GEN&SEX 100C Feminist Cultural Studies
GEN&SEX 110A Gender, State, and Nation
GEN&SEX 110B Money, Sex, and Power
GEN&SEX 110C Histories of Sexuality
GEN&SEX 120A Modern Pleasures
GEN&SEX 120B Image Problems
GEN&SEX 120C Practices of Embodiment
C. One advanced elective course selected from GEN&SEX 129–190
Residence Requirement for the Minor: A minimum of 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, provided course content is approved in advance by the appropriate
department chair.
Requirements for the Minor in Queer Studies
The Department of Gender and Sexuality Studies offers a minor in Queer Studies. Taking as a point of departure that sexuality is a complex historical
and cultural phenomenon, Queer Studies examines this complexity, drawing upon methods from anthropology, art, art history, biology, history, literature,
philosophy, psychology, and sociology. Interdisciplinary insights from area studies, cultural studies, critical legal studies, ethnic studies, gender studies,
religious studies, science and technology studies, visual studies, and women’s studies also enrich this area of study.
Departmental Requirements
A. Three introductory core courses:
GEN&SEX 20 Queer Studies
and select two of the following:
GEN&SEX 50A Gender and Feminism in Everyday Life
GEN&SEX 50B Gender and Power
GEN&SEX 50C Gender and Popular Culture
GEN&SEX 60A Gender and Science
GEN&SEX 60B Gender and Law
GEN&SEX 60C Gender and Religion
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B. Two advanced core courses:
GEN&SEX 157A Topics in Queer Studies
GEN&SEX 157B Topics in Queer Lives and Knowledge
C. Two advanced courses selected from the following:
ANTHRO 129 Special Topics: Social and Economic Anthropology (when topics address
issues of sexuality and gender)
ANTHRO 139 Special Topics in Cultural and Psychological Anthropology (when topics
address issues of sexuality and HIV/AIDS)
DRAMA 103 Lectures in Dramatic Literature (when topics cover the representation of
gays and lesbians in drama)
ENGLISH 105 Multicultural Topics in Literatures in English (when topics cover issues of
gays and lesbians in literature)
FLM&MDA 112 Genre Study (when topics address issues of sexuality in representation and
theory)
FLM&MDA 190 Special Topics in Film and Modern Media (when topics address issues of
sexuality in representation and theory)
HISTORY 146D Sex in the U.S. to 1860
HISTORY 169 Topics in Latin American History (when topics address gender and
sexuality in Latin America)
SPANISH 185 Selected Topics in Peninsular Literature and Culture (when topics cover
issues of sexuality in peninsular Spain and/or Portugal)
SPANISH 186 Selected Topics in Latin American Literature and Culture (when topics
cover issues on sexuality in Latin American literature and culture)
GEN&SEX 100–190 (excluding GEN&SEX 157A and GEN&SEX 157B)
Residence Requirement for the Minor: A minimum of 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.
Graduate Emphasis in Feminist Studies
The Department of Gender and Sexuality Studies offers an emphasis in Feminist Studies, which is available to all graduate students at UCI. Satisfactory
completion of the emphasis is certified by the Graduate Director of Gender and Sexuality Studies.
Admission to the Program
Students may apply for admission to the emphasis following successful completion of either GEN&SEX 200A or GEN&SEX 200B. For complete
information about application policies and procedures, refer to the Gender and Sexuality Studies website (http://www.humanities.uci.edu/
genderandsexualitystudies/graduate) or contact the Graduate Director.
Emphasis Requirements
Minimum course work for the graduate emphasis in Feminist Studies consists of four courses: two core courses, GEN&SEX 200A-GEN&SEX 200B,
a coherent sequence normally taken in consecutive quarters; one elective graduate seminar in the Department of Gender & Sexuality Studies; and
one additional graduate seminar in feminist scholarship taught outside of the department and chosen from a list of courses approved by the Graduate
Director of the Graduate Emphasis in Feminist Studies. The course requirements for Ph.D., M.A., and M.F.A. candidates are the same.
For doctoral students, the qualifying examination and dissertation topic should incorporate Feminist Studies in a meaningful way. One member of the
candidate’s qualifying examination committee and of the candidate’s dissertation committee must be a member of the Gender and Sexuality Studies
core or affiliate faculty. There are no requirements concerning qualifying examinations or theses for M.A. or M.F.A. students.
Requirements for Completion
During the final year of their graduate program, students apply and submit a sample of work related to Feminist Studies (e.g. a dissertation chapter or
substantive paper, a video, or other creative work). Upon receipt, the Graduate Director will verify completion of four required graduate courses related
to Feminist Studies.
NOTE: The dissertation may be accepted in fulfillment of the sample of work when Feminist Studies is incorporated in a substantive way.
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Faculty
Jonathan Alexander, Ph.D. Louisiana State University, Campus Writing Coordinator and Professor of English; Culture and Theory; Education; Gender
and Sexuality Studies (writing studies, sexuality studies, queer theory, new media studies)
Christine Bacareza Balance, Ph.D. New York University, Assistant Professor of Asian American Studies; Culture and Theory; Gender and Sexuality
Studies (Performance studies, popular music, critical race and ethnic studies, Filipino/Filipino American studies, queer & feminist theory.)
Laura H. Kang, Ph.D. University of California, Santa Cruz, Department Chair and Associate Professor of Gender and Sexuality Studies; Asian American
Studies; Comparative Literature (feminist epistemologies and theories, cultural studies, ethnic studies)
Lilith Mahmud-Abdelwahab, Ph.D. Harvard University, Associate Professor of Gender and Sexuality Studies; Anthropology (elites, race and nationalism,
cultural capital, secrecy and conspiracy, feminist ethnography, critical studies of Europe)
Nasrin Rahimieh, Ph.D. University of Alberta, Professor of Comparative Literature; Culture and Theory; Gender and Sexuality Studies (Modern Persian
literature and culture, diaspora studies, women's writing.)
Catherine Z. Sameh, Ph.D. Rutgers, The State University of New Jersey, Assistant Professor of Gender and Sexuality Studies
Jeanne Scheper, Ph.D. University of California, Santa Barbara, Assistant Professor of Gender and Sexuality Studies; Culture and Theory (feminist
performance studies and visual culture, cultural studies, theories of race, gender and sexuality, trans-Atlantic modernism)
Jennifer Terry, Ph.D. University of California, Santa Cruz, Associate Professor of Gender and Sexuality Studies; Comparative Literature; Gender and
Sexuality Studies (cultural studies, social theory; science and technology studies, formations of gender and sexuality, critical approaches to modernity,
American studies in transnational perspective, processes of militarization)
Emily Thuma, Ph.D. New York University, Assistant Professor of Gender and Sexuality Studies
Heidi E. Tinsman, Ph.D. Yale University, Professor of History; Culture and Theory; Gender and Sexuality Studies (Latin America, gender and sexuality,
world history)
Courses
GEN&SEX 20. Queer Studies. 4 Units.
Study of sexuality from the perspective of lesbian, gay, queer, transgender scholarship spanning humanities, social sciences, arts.
(IV, VII)
GEN&SEX 50A. Gender and Feminism in Everyday Life. 4 Units.
What is gender? Why does studying it matter? Explores how feminism has understood not only gender as a category of social analysis, but how gender
structures personal identities, family, citizenship, work and leisure, social policy, sexuality, and language.
(IV, VII)
GEN&SEX 50B. Gender and Power. 4 Units.
From workplace to home to schools to prisons, how are societal institutions and politics “gendered”? Examines power and inequalities around gender,
race, class, and sexuality in national and transnational contexts.
(IV, VII)
GEN&SEX 50C. Gender and Popular Culture. 4 Units.
An investigation of gender, race, and sexuality in film, TV, video, music, and advertising, with attention to the ways that popular culture shapes
understandings of technology, national identities, leisure and work, historical memory, international communication, and multicultural representation.
(IV, VII)
GEN&SEX 60A. Gender and Science. 4 Units.
Examines science from a variety of feminist viewpoints in order to explore how science influences everyday life. Special attention is given to the ways
science shapes our understanding of gender, race, and sexuality.
(III)
GEN&SEX 60B. Gender and Law. 4 Units.
Introduction to the relationship between gender, race, sexuality, and the law. Critical thinking about how law defines citizenship, political representation,
and democracy, focusing on the history of legal reform undertaken in the name of women as a social group.
(III)
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GEN&SEX 60C. Gender and Religion. 4 Units.
Introduces the topic of religion in a feminist context by performing cross-cultural exploration of gender, authority, and faith in various traditions. Study
includes (but is not limited to) writings of contemporary Jewish, Christian, and Muslim feminists.
(III, VIII)
GEN&SEX 70. Special Topics in Gender. 4 Units.
Topics cover issues which relate to women or gender, or which are taught from a feminist methodological perspective.
Repeatability: Unlimited as topics vary.
GEN&SEX 100A. Feminism and Social Change. 4 Units.
Explores feminist modes of knowledge production in relation to histories and activist practices of various social movements. Examines the kinds of
information, research, ideas, theories, and concepts that underlie feminist cultural analysis and social movement organizing.
GEN&SEX 100B. Feminist Theory. 4 Units.
Introduction to historical traditions in theory and various conceptual frameworks informing scholarship in gender studies, sexuality studies, and women's
studies as a field of critical inquiry.
GEN&SEX 100C. Feminist Cultural Studies. 4 Units.
Investigation of the theories and methods that inform the feminist study of culture. Focuses on the interpretation of the visual arts and literature created
by, and predominately for, women.
GEN&SEX 110A. Gender, State, and Nation. 4 Units.
Examination of gender and sexuality in relation to the production of identities created through participation in state and nation. Examines complexity of
relationship between feminism and nationalism, feminism and the state.
GEN&SEX 110B. Money, Sex, and Power. 4 Units.
Examination of gender and sexuality in relation to the emergence of the modern world, modernity, and capitalism; commodification, circulation, and
transnational exchanges relating to race, gender, class, sexuality, religion, and nationality.
GEN&SEX 110C. Histories of Sexuality. 4 Units.
Examines the historical production of non-normative sexual and gender identities, bodies, practices, and communities. Explores how past formations
inform and shape the present and future.
GEN&SEX 120A. Modern Pleasures. 4 Units.
Examination of the theory and history of pleasure within academic disciplines as well as in social and cultural processes and networks.
GEN&SEX 120B. Image Problems. 4 Units.
Examination of scholarly approaches to gender stereotypes and politics of representation as they present possibilities for critical analysis and produce
problems and limitations; how powerful ideas of gender intersect with other forms of social differentiation such as race and class.
GEN&SEX 120C. Practices of Embodiment. 4 Units.
Explores how science, medicine, and law have shaped the understanding of differentiated bodies; examines shifting norms and ideals about producing,
shaping, adorning, and dressing gendered bodies across diverse historical, cultural, social, economic, and spatial contexts.
GEN&SEX 139. Topics in Gender Studies. 4 Units.
Various topics in gender studies. Encompasses issues of gender, culture, race and class, including issues of sexualities and social justice.
Repeatability: Unlimited as topics vary.
GEN&SEX 139W. Topics in Gender Studies. 4 Units.
Various topics in gender studies. Encompasses issues of gender, culture, race and class, including issues of sexualities and social justice.
Prerequisite: Satisfactory completion of the Lower-Division writing requirement.
Repeatability: Unlimited as topics vary.
(Ib)
GEN&SEX 155. Topics in Gender and Sexuality Studies. 4 Units.
Designed to provide students with an opportunity to conduct advanced work in Gender and Sexuality Studies.
Repeatability: Unlimited as topics vary.
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GEN&SEX 157A. Topics in Queer Studies. 4 Units.
Explores issues in queer studies from one or more of the following perspectives: theoretical, historical, legal, economic, political, sociological, and
representation in the arts.
Repeatability: Unlimited as topics vary.
GEN&SEX 157B. Topics in Queer Lives and Knowledge. 4 Units.
Explores the emergence of historical elaboration of non-normative sexual identities, practices, and communities; focuses on medical, legal, literary,
aesthetic, scientific, and religious notions about homosexuality and appropriations and subversions of these notions by queer people.
Repeatability: Unlimited as topics vary.
GEN&SEX 165B. Sexuality, Health and Medicine. 4 Units.
Focuses on cultural and political-economic analysis and representations of disease both within the U.S. and globally.
GEN&SEX 165F. Gender and Technology. 4 Units.
Using a variety of disciplinary methods, examines how various technological processes and products produce culturally complex meanings associated
with gender and technology.
GEN&SEX 167A. Militarism and Gender. 4 Units.
Examination of feminist approaches to militarism, war, and political violence; drawing on representations of women as both victims of and participants in
military violence; effects of militarism on formations of gender; effects of military industrial complex on nationalism and identity.
Same as INTL ST 153F.
GEN&SEX 168B. The Politics of Style. 4 Units.
Examination of the emergence of style and lifestyle in relation to gender and sexuality; analysis of subcultures, politics, and representation of style in
relation to formation of social identities.
GEN&SEX 170. Topics in Gender, Feminism, Literature, and Language. 4 Units.
Topics cover issues in language and literature which relate to women or gender, or which are taught from a feminist methodological perspective.
Repeatability: Unlimited as topics vary.
GEN&SEX 171. Topics in Gender, Feminism, and History. 4 Units.
Topics cover issues in history which relate to women or gender, or which are taught from a feminist methodological perspective.
Repeatability: Unlimited as topics vary.
GEN&SEX 171A. Sex and Conquest in Latin America. 4 Units.
Competing ideas of masculinity and femininity, sexual violence, sexual identities, and gendered hierarchies informed how the Spanish engaged in
military and religious domination of Mexican and Andean communities, as well as the forms of native resistance throughout colonial Latin America.
Same as HISTORY 160.
GEN&SEX 172. Gender, Race, and Nation in Latin America. 4 Units.
Addresses the importance of gender and race to nation-making in Latin America during the 19th and 20th centuries (1810-1945). Considers how
hierarchies between men and women shaped ideas about family, the state, and modernity.
Same as HISTORY 166A, INTL ST 177H.
GEN&SEX 174. Topics in Gender, Feminism, and the Arts. 4 Units.
Topics cover issues in the arts which relate to women or gender, or which are taught from a feminist methodological perspective.
Repeatability: Unlimited as topics vary.
GEN&SEX 175. Topics in Gender, Feminism, and the Media. 4 Units.
Topics cover issues in the media which relate to women or gender, or which are taught from a feminist methodological perspective.
Repeatability: Unlimited as topics vary.
GEN&SEX 180. Topics in Gender, Feminism, and Anthropology. 4 Units.
Topics cover issues in Anthropology which relate to women or gender, or which are taught from a feminist methodological perspective.
Repeatability: Unlimited as topics vary.
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GEN&SEX 181. Topics in Gender, Feminism, and Cognitive Psychology. 4 Units.
Topics cover issues in cognitive psychology which relate to women or gender, or which are taught from a feminist methodological perspective.
Repeatability: Unlimited as topics vary.
GEN&SEX 182. Topics in Gender, Feminism and Economics. 4 Units.
Topics cover issues in economics which relate to women and gender or which are taught from a feminist methodological perspective.
Repeatability: Unlimited as topics vary.
GEN&SEX 183. Topics in Gender, Feminism, and Sociology. 4 Units.
Topics cover issues in sociology which relate to women or gender, or which are taught from a feminist methodological perspective.
Repeatability: Unlimited as topics vary.
GEN&SEX 184. Topics in Gender, Feminism, and Political Science. 4 Units.
Topics cover issues in political science which relate to women or gender, or which are taught from a feminist methodological perspective.
Repeatability: Unlimited as topics vary.
GEN&SEX 185. Topics in Gender, Feminism, and Social Sciences. 4 Units.
Topics cover issues in social sciences which relate to women or gender, or which are taught from a feminist methodological perspective.
Repeatability: Unlimited as topics vary.
GEN&SEX 187. Topics in Gender, Feminism, and Social Ecology. 4 Units.
Topics cover issues in social ecology which relate to women or gender, or which are taught from a feminist methodological perspective.
Repeatability: Unlimited as topics vary.
GEN&SEX 188. Topics in Gender, Feminism, and Science. 4 Units.
Topics cover issues in science which relate to women or gender, or which are taught from a feminist methodological perspective.
Repeatability: Unlimited as topics vary.
GEN&SEX 188A. Race, Gender, and Science. 4 Units.
Perfect for pre-health, science and social science majors wanting to appreciate how science and society interact. Race and gender as biological and
socio-cultural constructs are examined. Questions explored: What is disease? What is science? What are social and biological differences.
Same as ANTHRO 128B, CHC/LAT 176.
(VII)
GEN&SEX 189. Topics in Gender, Feminism, and Interdisciplinary Studies. 4 Units.
Topics cover issues in interdisciplinary studies which relate to women or gender, or which are taught from a feminist methodological perspective.
Repeatability: Unlimited as topics vary.
GEN&SEX 190. Topics in Sexualities Studies. 4 Units.
Topics cover issues in the humanities, social sciences, sciences, and arts that relate to critical inquiry of sexualities.
Repeatability: Unlimited as topics vary.
GEN&SEX 197. Senior Seminar in Gender and Sexuality Studies. 4 Units.
Students read advanced scholarship in Gender and Sexuality Studies and complete a major seminar paper.
Prerequisite: Satisfactory completion of the Upper-Division Writing requirement.
Restriction: Gender and Sexuality Studies majors only.
GEN&SEX 198. Directed Group Study. 4 Units.
Special topics through directed reading. Paper required.
Repeatability: Unlimited as topics vary.
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GEN&SEX 199. Independent Study . 1-4 Units.
Directed reading and research in consultation with a faculty member. Substantial written work required. Includes independent study, involving 3-12 hours
a week.
Repeatability: May be repeated for credit unlimited times.
GEN&SEX 200A. Feminist Knowledge and Social Change. 4 Units.
Provides a broad and introductory overview of Women’s Studies and feminist knowledge, including key concepts, theoretical frameworks, disciplinary
approaches and methods, and critical debates that have shaped the field.
Repeatability: May be taken for credit 2 times.
GEN&SEX 200B. Problems in Feminist Research. 4 Units.
Colloquium on analytic approaches to interdisciplinary feminist research in Women’s Studies and exploration of how feminist knowledges are produced
in different academic disciplines.
Repeatability: May be taken for credit 2 times.
GEN&SEX 201. Special Topics in Feminist Studies. 4 Units.
Seminars on various topics in feminist studies.
Repeatability: Unlimited as topics vary.
GEN&SEX 210A. Topics in Graduate Feminist Theory. 4 Units.
In-depth introduction to various theoretical frameworks that have and continue to inform scholarship in Women's Studies including (but not limited to)
identity, representation, and political economy.
Repeatability: Unlimited as topics vary.
GEN&SEX 260A. Advanced Seminar in Feminist Studies. 4 Units.
Graduate seminar covering various areas of research within Gender and Sexuality Studies as an interdisciplinary field. Recommended for advanced
graduate students.
Repeatability: May be taken for credit 3 times.
Restriction: Graduate students only.
GEN&SEX 290. Directed Research. 2-12 Units.
Directed graduate study/research in Gender and Sexuality Studies.
Repeatability: May be taken for credit for 24 units.
Restriction: Graduate students only.
GEN&SEX 399. University Teaching. 4 Units.
Limited to Teaching Assistants.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
Undergraduate Program in Global Cultures
Adriana Johnson, Director
322 Humanities Hall; 949-824-6901
http://www.humanities.uci.edu/global_cultures/
Overview
Global Cultures is an innovative undergraduate major and minor in the School of Humanities with an exciting mission: to explore the problems and
processes of globalization from a humanistic perspective. The major provides students with 21st century analytical skills and knowledge that is critical to
understanding the complexities of the diverse world in which we live. In the process, Global Cultures equips students with the knowledge and tools that
lead to successful careers in a wide range of professions and fields.
Global Cultures faculty offer high-quality lectures and, in advanced courses, interactive small group seminars. The major favors a multidisciplinary
approach that draws on multiple departments and programs, housed in both the Humanities (including Art History, English, Film and Media Studies,
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History, Philosophy, Religious Studies, Spanish and Portuguese, and many more) and the Social Sciences (Anthropology, Chicano/Latino Studies,
Political Science, Sociology, among others).
Up-to-date examples of the highly diverse courses taught in the major may be found at the Global Cultures website (http://www.humanities.uci.edu/
global_cultures). The curricular offerings of Global Cultures are extraordinarily broad. With this intellectually stimulating learning environment, the major
attracts students from a wide range of backgrounds. Global Cultures faculty provide these students with a critical understanding and a strong foundation
for practice in a variety of occupations, both domestic and international.
Students majoring or minoring in Global Cultures must choose a primary emphasis and a secondary emphasis from the list below. Each emphasis
essentially consists of a geographic focus. Students may also design their own emphasis in consultation with a program advisor and with the approval
of the Global Cultures Committee. All emphases are chosen in consultation with a faculty advisor and/or the approval of the Global Cultures Committee.
Examples of how current students are combining their primary and secondary emphases are available at the Global Cultures website. (http://
www.humanities.uci.edu/global_cultures)
Emphases
Hispanic, U.S. Latino/Latina, and Luso-Brazilian Cultures: Examines the historical, political, and cultural formations of regions where Spanish and
Portuguese are spoken, including Spain, Portugal, Spanish- and Portuguese-speaking countries in the Western Hemisphere, and the Latino/Latina
population in the United States.
Africa (Nation, Culture) and Its Diaspora: Examines Africa as a diverse geographical and political expression, including its historical, political, and
cultural formation locally, regionally, and globally.
Asia (Nation, Culture) and Its Diaspora: Examines Asia as a diverse geographical and political expression, including its historical and cultural
formation locally, regionally, and globally.
Europe and Its Former Colonies: Examines Europe and its former colonies as a diverse geographical and political expression, including its historical
and cultural formation locally, regionally, and globally.
Atlantic Rim: Explores the movement of people and cultures in relationship to the historical and contemporary experience of societies that are adjacent
to the Atlantic Ocean, including, among others, west Africa, the Americas, the Caribbean, and western and northern Europe, as well as the British
archipelago.
Pacific Rim: Explores the movement of people and cultures in relationship to the historical and contemporary experience of societies that are adjacent
to the Pacific Ocean, including, among others, India, China, Japan, Korea, Vietnam, the United States, Central and South America, and Malaysia.
Inter-Area Studies: Includes comparative studies of the geographical regions outlined in the above six emphases, for instance, the analysis of Africans
in Asia, or the cultural, historical, and political connections between the Atlantic and the Pacific Rim.
Students may also design their own emphasis by combining two or more regional emphases in a non-traditional fashion. For instance, a student may
wish to study what is known as “Creole” (oral) literatures, found in multiple locations in Africa, Asia, and the Americas.
Core Faculty
Sharon B. Block, Department of History
James Fujii, Departments of East Asian Languages and Literatures and of Comparative Literature
David Theo Goldberg, Departments of Comparative Literature and of Criminology, Law and Society
Douglas M. Haynes, Department of History
Laura H. Y. Kang, Departments of Gender and Sexuality Studies and Comparative Literature
Ketu H. Katrak, Departments of Drama, Comparative Literature, and English
Rodrigo Lazo, Department of English
Keith L. Nelson, Department of History
Jane O. Newman, Departments of Comparative Literature and English
Rachel O’Toole, Department of History
Brook Thomas, Department of English
Armin Schwegler, Department of Spanish and Portuguese
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University of California, Irvine 2016-2017 915
Jacobo Sefamí, Department of Spanish and Portuguese
Bert Winther-Tamaki, Department of Art History
Undergraduate Major in Global Cultures
The major requires a total of 14 courses. Six of these courses are specific, and eight are electives (see below). Students are encouraged to augment
their foreign language competence beyond the School minimum. Participation in the UC Education Abroad Program is strongly recommended for all
Global Cultures majors.
Requirements for the B.A. Degree in Global Cultures
All students must meet the University Requirements.
All students must meet the School Requirements.
Requirements for the Major
A. Complete the following:
HISTORY 21A World: Innovations
HISTORY 21B World: Empires and Revolutions
HISTORY 21C World: Wars and Rights
B. Complete the following:
GLBLCLT 103A Global Cultures I
GLBLCLT 103B Global Cultures II
C. Complete the following:
GLBLCLT 191 Senior Seminar:Topics in Global Cultures
1
D. Select seven upper-division courses from an approved list.
2
E. Select one additional upper- or lower-division course from an approved list.
1
Five of the courses must focus on one emphasis and two on a second emphasis chosen from the approved course lists on the Global Cultures
website (http://www.humanities.uci.edu/global_cultures). Quarterly consultation with a faculty advisor is also required.
2
The selected course must focus on the primary or secondary emphasis chosen from the approved course lists on the Global Cultures website
(http://www.humanities.uci.edu/global_cultures).
Students are encouraged to augment their language other than English competence beyond the School minimum. Participation in the UC Education
Abroad Program is strongly recommended for all Global Cultures majors.
Residence Requirement for the Major: At least five upper-division courses required for the major must be completed successfully at UCI. By petition,
two of the five may be taken through the UC Education Abroad Program, provided that course content is approved—usually in advance—by the Director
of the Global Cultures Program.
Additional Information
Study Abroad Option
Students are encouraged to study abroad, and may be able to satisfy a significant portion of their major requirements abroad. For maximum number of
courses allowed and other pertinent details, visit the Global Cultures website. (http://www.humanities.uci.edu/global_cultures)
All courses taken abroad must be approved. Course approval typically involves the following: (1) presentation of syllabi and other pertinent course
materials (term papers, exams, etc.) from the foreign host university, and (2) submission of a UCI Humanities Petition form (available online, and to be
completed after student’s return to UCI) to the Undergraduate Director of the Program in Global Cultures, and to the Office of Undergraduate Study.
Students are advised to consult with the Office of Humanities Undergraduate Study (HIB 143) and the Global Cultures Director both before and after
their stay abroad. NOTE: See also the residence requirement in the major and minor.
Career Opportunities
The major prepares students particularly well for careers in all fields in which analysis, judgment, argument, and a wide (global) rather than narrow
perspective are important. The Global Cultures major equips students with a knowledge that is critical to understanding the complexities of the diverse
world in which we live.
The following careers are especially well-suited for Global Cultures majors: business (national as well as international), law, management, education
(primary and secondary teaching), politics, public policy, academia, print media, television, foreign service, tourism, travel industry, and graduate studies
in a wide variety of fields (business, law, education, public policy, and others).
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The UCI Career Center provides services to students and alumni including career counseling, information about job opportunities, a career library, and
workshops on resume preparation, job search, and interview techniques. See the Career Center section for additional information.
Requirements for the Minor in Global Cultures
Departmental Requirements
A. Select two of the following:
HISTORY 21A World: Innovations
HISTORY 21B World: Empires and Revolutions
HISTORY 21C World: Wars and Rights
B. Complete the following:
GLBLCLT 103A Global Cultures I
GLBLCLT 103B Global Cultures II
C. Select three upper-division courses from one emphasis.
D. Select one upper-division course from a second emphasis.
Residence Requirement for the Minor: A minimum of 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, providing course content is approved in advance by the appropriate department
chair.
Emphases and Approved Courses: The lists of approved courses are extensive and vary from quarter to quarter, depending upon course scheduling.
For complete up-to-date information, consult the Global Cultures website. (http://www.humanities.uci.edu/global_cultures)
Courses
GLBLCLT 103A. Global Cultures I . 4 Units.
Introduction to the processes by which economies, cultural practices, national entities, groups, individuals, and personal identities have undergone
globalization. General background and methodological tools for understanding problems and processes of globalization.
Repeatability: Unlimited as topics vary.
GLBLCLT 103B. Global Cultures II . 4 Units.
Introduction to the processes by which economies, cultural practices, national entities, groups, individuals, and personal identities have undergone
globalization. Explores how globalization has manifested itself in specific topics, periods, or societies.
Repeatability: Unlimited as topics vary.
GLBLCLT 105. Language Origins: Evolution, Genetics, and the Brain. 4 Units.
Examines how human language(s) may have originated. Studies pertinent techniques (reconstruction) and addresses related questions, including
Is our language faculty inborn (i.e., genetically encoded)? Can brain imaging and population genetics research help to unlock this mystery of human
evolution?.
Same as HISTORY 135G, ANTHRO 152A, LINGUIS 175.
GLBLCLT 191. Senior Seminar:Topics in Global Cultures. 4 Units.
Students explore a topic(s) concerning processes and/or problems of globalization from an interdisciplinary perspective and build on their critical and
analytical skills when investigating cultural and other phenomena that cut across national borders. Research assignments, class presentations, final
seminar paper.
Repeatability: Unlimited as topics vary.
Restriction: Upper-division students only.
GLBLCLT 199. Independent Study. 1-4 Units.
Directed reading and research in consultation with a faculty advisor. Substantial written work required.
Repeatability: May be repeated for credit unlimited times.
Undergraduate Program in Global Middle East Studies
Mark LeVine, Director
400 Murray Krieger Hall
949-824-6521
[email protected] ( [email protected])
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The Global Middle East Studies major and minor offer students an in-depth, interdisciplinary grounding in the histories and present-day realities of
the Middle East in a global context. The goal is to ensure students have a well-developed and competitive foundation to continue their studies at the
graduate level in the U.S. and globally, and/or begin a career in law, business, consulting, foreign affairs, humanitarian affairs, medicine, science, or
security studies, in which both theoretical and practical/first-hand knowledge of the regions we study are equally important.
Global Middle East Studies is both an attractive program and the perfect complement to numerous other programs on campus, particularly those with
a disciplinary focus such as history, comparative literature, anthropology, political science, sociology, art history, international studies, global cultures,
business, pre-law and criminology, pre-med, computer and information sciences, engineering, and other physical sciences. The Global Middle East
Studies minor can be combined with any major.
Requirements for the B.A. in Global Middle East Studies
All students must meet the University Requirements.
All students must meet the School Requirements.
Requirements for the Major
A. Complete the following:
GLBL ME 60A- 60B- 60C Humanities and Arts: Problems and Methods for Global Middle East
Studies
and Social Sciences: Problems and Methods for Global Middle East
Studies
and Social Ecology and Sciences: Problems and Methods for Global Middle
East Studies
GLBL ME 100W Research and Writing for Global Middle East Studies
B. Complete course work equivalent to UCI's sixth quarter of study (2C level) in one of the following single languages: Arabic, Persian, or Hebrew.
Students may also petition to complete the requirement in other languages.
1
C. Complete four upper-division courses, selected from two of the following emphases (eight total):
1. Environment, Economies, and Conflicts
2. Histories, Cultures, and Identities
3. Geographies, Migrations, and Politics
1
Courses must be selected from the approved lists published on the Global Middle East Studies website (http://www.humanities.uci.edu/gmes).
Residence Requirement for the Major: A minimum of five upper-division courses required for the major must be completed successfully at UCI.
Requirements for the Minor in Global Middle East Studies
A. Complete:
GLBL ME 60A- 60B- 60C Humanities and Arts: Problems and Methods for Global Middle East
Studies
and Social Sciences: Problems and Methods for Global Middle East
Studies
and Social Ecology and Sciences: Problems and Methods for Global Middle
East Studies
1
B. Complete four upper-division courses selected from an approved list.
1
Courses must be selected from the approved lists published on the Global Middle East Studies website. (http://www.humanities.uci.edu/gmes)
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.
Courses
GLBL ME 60A. Humanities and Arts: Problems and Methods for Global Middle East Studies. 4 Units.
Introduces students to the broad set of humanities and arts approaches to studying the Middle East as a global zone of cultural, political, and economic
interaction.
(IV, VIII)
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918 School of Humanities
GLBL ME 60B. Social Sciences: Problems and Methods for Global Middle East Studies. 4 Units.
Introduces students to the broad set of social sciences approaches to studying the Middle East as a global zone of cultural, political, and economic
interaction.
(III, VIII)
GLBL ME 60C. Social Ecology and Sciences: Problems and Methods for Global Middle East Studies. 4 Units.
Introduces students to the broad set of approaches to studying the Middle East as a global zone of cultural, political, and economic interaction, focusing
on the disciplines related to Social Ecology.
(III, VIII)
GLBL ME 100W. Research and Writing for Global Middle East Studies. 4 Units.
Research and writing course for Global Middle East Studies majors. The primary focus is to refine the skills necessary for students to engage in
independent research and writing in Global Middle East Studies.
Prerequisite: Prerequisite or corequisite: GLBL ME 60A or GLBL ME 60B or GLBL ME 60C. Satisfactory completion of the Lower-Division Writing
requirement.
Restriction: Global Middle East Studies majors have first consideration for enrollment.
(Ib)
Department of History
David Igler, Department Chair
200 Murray Krieger Hall
949-824-6521
http://www.humanities.uci.edu/history/
Overview
The undergraduate program in History is designed to develop critical intelligence and to foster an awareness of ourselves and our world through the
study of the past. The Department presents a variety of approaches to history, and each emphasizes basic disciplinary skills: weighing evidence,
constructing logical arguments, and exploring the role of theory in historical analysis and human action.
The Department offers a number of lower-division courses open to majors as well as non-majors, most of which fulfill part of the UCI general education
requirements.
Students who are interested in the study of history but are majoring in other disciplines may minor in History. The minor incorporates elements of the
Department’s program for majors but allows students enough flexibility to pursue programs in other departments and schools.
Upper-division courses range from the examination of individual nation-states (e.g., Chinese history), to studies of the relations among nation-states
(e.g., Emergence of the Modern Middle East), to historical analyses of political, socio-economic, and cultural factors (e.g., Women in the United States).
Students are also provided the opportunity for small-group learning experiences through colloquia. The colloquia are conducted as discussion groups,
involve close reading and analysis of primary and secondary texts, and require writing.
In addition, History students have the option of pursuing advanced study through programs offered by the Department, the School of Humanities, and
the University. Within the Department of History, students have the opportunity to complete an advanced research seminar series or to design their own
research project with a faculty advisor through Independent Study.
Specialization in History for Future Teachers
The Specialization in History for Future Teachers is designed to prepare history majors who aspire to earn a post-baccalaureate teaching credential.
Through specific history course requirements, courses in the School of Education, and a field work requirement, students will be well positioned for
admission to teaching credential programs.
Phi Alpha Theta
Phi Alpha Theta is a charter member of the Association of College Honor Societies for undergraduates, graduates, and faculty within the discipline of
history. Becoming a member to the society will grant you honor cords for graduation and allow eligibility for several national and regional scholarships.
To become eligible for initiation, students must have achieved junior standing, have completed seven or more history courses in residence at UCI,
and have acquired a minimum 3.5 GPA in the major and a minimum 3.3 GPA overall. For more information, please contact the History Undergraduate
Program Coordinator.
918 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 919
Study Abroad
The department strongly encourages majors and minors to take advantage of the University’s study abroad programs and to experience a different
culture, for a quarter or longer, while making progress toward their UCI degree. Moreover, students who are particularly interested in the history of a
specific country or region would greatly benefit from direct study and cultural interaction within that country or region. Information about studying abroad
can be found at UCI's Study Abroad Center website. (http://www.studyabroad.uci.edu)
Requirements for the B.A. Degree in History
All students must meet the University Requirements.
All students must meet the School Requirements.
Departmental Requirements for the Major
Twelve courses are required:
A. Select two of the following:
HISTORY 70A Problems in History: Asia
HISTORY 70B Problems in History: Europe
HISTORY 70C Problems in History: United States
HISTORY 70D Problems in History: Latin America
HISTORY 70E Problems in History: Middle East and Africa
HISTORY 70F Problems in History: Transregional History
B. Two additional lower-division History courses
C. Four upper-division History courses
D. Complete the following:
HISTORY 100W Writing About History
HISTORY 190 Colloquium
E. Two additional lower- or upper-division History courses
F. At least one of the twelve required courses must be devoted to the period prior to 1800.
Residence Requirement for the History Major: One course from the History 70 series, HISTORY 100W, HISTORY 190, and three upper-division
History courses must be completed successfully at UCI. By petition, two of the six may be taken through the UC Education Abroad Program, provided
that course content is approved in advance by the Chair of the History Undergraduate Program Committee.
Requirements for the B.A. Degree in History with a Specialization in History for Future Teachers
All students must meet the University Requirements.
All students must meet the School Requirements.
Fifteen courses are required:
A. Select one of the following series:
HISTORY 21A- 21B- 21C World: Innovations
and World: Empires and Revolutions
and World: Wars and Rights
or
HISTORY 40A- 40B- 40C Colonial America: New Worlds
and Nineteenth-Century U.S.: Crisis and Expansion
and Modern America: Culture and Power
B. Complete the following:
HISTORY 70C Problems in History: United States
HISTORY 100W Writing About History
HISTORY 190 Colloquium
C. Select two courses from the following:
HISTORY 70A Problems in History: Asia
HISTORY 70B Problems in History: Europe
HISTORY 70D Problems in History: Latin America
HISTORY 70E Problems in History: Middle East and Africa
HISTORY 70F Problems in History: Transregional History
D. Select one course in California History.
UCI General Catalogue 2016-2017 919
920 School of Humanities
HISTORY 142A California Dreaming: Conquest, Conflict, and Globalization in the Golden
State
HISTORY 151A Chicana/Chicano History: Pre-Colonial to 1900
HISTORY 151B Chicana/Chicano History: Twentieth Century
E. Two upper-division U.S. History courses.
F. Two upper-division non-U.S. History courses.
G. Select one course from the School of Education.
EDUC 108 Adolescent Development and Education
EDUC 124 Multicultural Education in K-12 Schools
EDUC 128 Exceptional Learners
EDUC 131 Educational Technology
EDUC 173 Cognition and Learning in Educational Settings
H. Complete at least two units of field work from EDUC 100 or other relevant experience with prior departmental approval.
Residence Requirement for the History Major with a Specialization in History for Future Teachers: HISTORY 70C, HISTORY 100W,
HISTORY 190, and three upper-division History courses must be completed successfully at UCI. By petition, two of the six may be taken through the UC
Education Abroad Program, provided that course content is approved in advance by the Chair of the History Undergraduate Program Committee.
Additional Information
Career Opportunities
The training and discipline derived from historical studies provide a valuable experience for all educated persons seeking to understand themselves and
their world. Many students who complete undergraduate degrees in the Department of History go on to graduate school in a variety of fields, including
history, law, business, international relations, and education.
The study of history is valuable preparation for many other careers as well. The strong academic and professional orientation acquired by History
majors is necessary to pursue successful careers in such diverse fields as advertising, the non-profit sector, journalism, management, public relations,
publishing, international relations,and government service.
The UCI Career Center provides services to students on resume preparation, job search, and interview techniques. See the Career Center for additional
information.
Requirements for the Minor in History
Departmental Requirements
Seven courses are required:
A. Select three lower-division History courses.
B. Select four upper-division History courses.
Residence Requirement for the Minor: All four upper-division History courses 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 Chair of the History Undergraduate
Program Committee.
On This Page:
• The Doctoral Program
• The Master of Arts Program
Department of History Graduate Program
The Department of History at the University of California, Irvine emphasizes graduate training in regional areas, world and transnational history, and
thematic specialties such as empire and colonialism; environmental history; gender and sexuality; global migrations, slavery, and diasporas; and science
and medicine. Whatever the student's chosen emphasis, the History Graduate Program encourages students to think across national and regional
borders and to have a solid understanding of how the discipline of History contributes to debates about global and local transformation.
The Doctoral Program
The Doctoral Program in History is designed to provide students with advanced historical research skills and a solid grounding in the theory and
methodology of history. This combination reflects the Department’s conviction that scholars should approach significant questions about the past with
rigor and sophistication. The Department requires that students develop critical abilities in dealing with primary sources, secondary syntheses, and the
920 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 921
interrelationship of history and theory. Candidates for the Ph.D. in History are expected to gain teaching experience as an integral part of their graduate
training. This is accomplished through work as a teaching assistant.
Coursework: Doctoral students take a minimum of 15 formal courses to be completed during the first two years of the program. Twelve courses must be
taken within the History Department. Three electives may be taken inside or outside the Department.
History and Theory: Required coursework for doctoral students includes a mandatory two-quarter sequence in History and Theory (HISTORY 200A
and HISTORY 200B), during the first year. These courses explore a variety of theoretical issues and methodological concerns that have sparked
debate in the humanities and social sciences in the past decades and which remain pertinent to 21st century historical writing. Topics may include the
relationship between materialist approaches and cultural analysis; subjectivity and governance; gender and sexuality; ethnicity and racial formation; the
politics of religion; "the archive" and archival practice; nationalism and postcolonialism; world history and transnational studies.
Field Emphases: Doctoral students are required to take a total of six courses satisfying requirements for specialization in two historical fields, in either
an area studies field or a thematic field. Students take three courses in each field. The Department offers area studies fields in Asian History, European
History, Latin American History, Middle East and African History, U.S. History, and World History. Thematic fields vary depending on demand and may
include empire and colonialism; environmental history; gender and sexuality; global migrations, slavery, and diasporas; and science and medicine.
Students may take courses satisfying field requirements in any order.
Research Seminars: Doctoral students are required to take a two-quarter course sequence in research and writing both their first and second year in
the graduate program. In the first year, students take a proseminar readings course (HISTORY 202) on a given thematic category or subject (history of
gender, science, diaspora, etc.), followed by a second quarter (HISTORY 203) in which they write a research paper that engages the methodologies
and questions explored in the previous quarter. Students who enter the doctoral program with a master's may petition to be exempt from the first-year
research sequence, pending acceptance of the M.A. thesis as an equivalent to the final research paper of the sequence.
In the second year of study, Ph.D. students take a two-course sequence (HISTORY 204A and HISTORY 204B) in which they research and write a paper
on a topic of their choice. The second year research paper is required of all doctoral students.
Language Requirement: All students must demonstrate a proficiency in one language other than English prior to taking the Ph.D. candidacy qualifying
exam. Competency in a language may be established either by passing a departmental examination (proctored in the department office) or through
extensive language use in one of the research seminars. The language used to satisfy this requirement is subject to their advisors' approval.
Summary of Required Course of Study:
1. History and Theory - two courses
2. Research Seminars – four courses
3. First Field - three courses
4. Second Field – three courses
5. Electives - three courses
6. Foreign Language Proficiency
First-Year Review. To be admitted formally into the doctoral program, students must satisfactorily pass a departmental evaluation at the end of their first
year of study; this includes students who entered with a M.A. from another institution. Doctoral students can be awarded an M.A. from UCI after fulfilling
requirements for residence, one language, and successfully completing 36 units, including 28 units in required courses.
The Candidacy Qualifying Exam and Dissertation Prospectus: In the third year of the doctoral program, students prepare for their candidacy
qualifying exam and write the dissertation prospectus. Most third year students enroll in the intensive readings course (HISTORY 298) or directed
readings (HISTORY 291) to work closely with faculty in preparing for exams and writing their prospectus.
The candidacy qualifying exam is an oral, two-hour meeting during which a student is examined in their first and second field by a committee of five
faculty members. The dissertation prospectus is presented in a colloquium including all members of the dissertation committee for formal approval.
Both the exam and prospectus colloquium should be completed by the end of the third year. Once completed, students will have officially advanced to
doctoral candidacy and obtain A.B.D. (all but dissertation) status.
Dissertation Research and Writing: The dissertation is the most important part of the Department's doctoral program. The dissertation is an original
piece of historical scholarship, involving extensive primary research and original analysis of secondary source material. Students spend a year or more
engaged in intensive research, and another year or more writing the dissertation. Throughout this period, students work closely with the advisor and the
dissertation committee members. The finished dissertation must be approved by all members of the dissertation committee.
Teaching: Most graduate students begin work as a teaching assistant for the Department or School courses during their second year and continue
throughout their tenure in the program, except when dissertation research or writing require their residency away from the university. Students have the
opportunity to apply to teach their own courses during summer session once they have advanced to doctoral candidacy.
Time to Degree for the Ph.D.: Normative time to degree for the doctoral program is seven years. Maximum time to degree permitted is nine years.
UCI General Catalogue 2016-2017 921
922 School of Humanities
Requirements for Admission to the Ph.D. Program: It is desirable that an applicant have the equivalent of an undergraduate major in History;
however, the Department also considers students who have previously specialized in other subject areas and who have strong analytical and writing
skills. Many students entering the program hold a Masters degree in History, or an associated field. The Department's required grade-point minimums
and requested exams (GRE/TOEFL) are consistent with university policy. Students are accepted for fall admission only.
The Master of Arts Program
Program of Study: Masters students receive similar opportunities as those offered doctoral students to train in the history of area regions and thematic
emphases. A total of nine courses are required: three in a first field (either area-based or thematic), two in a second field (area-based, thematic,
or HISTORY 200A and HISTORY 200B), the two-quarter first-year research seminar (HISTORY 202 and HISTORY 203), and two electives that may be
taken outside the Department. It is strongly recommended that at least one of these electives be a directed readings course (HISTORY 291) with the
advisor to either work on the thesis or prepare for the comprehensive exam. Upon entering the program, M.A. students must chose a department faculty
member to serve as their advisor.
Time Limits: The M.A. is a one year program in academic residence as a full-time student. However, it is understood that many M.A. students are
employed and need to enroll on a part-time basis. Students are allowed up to three years of graduate study to complete the degree.
Degree Conferral Plan I- Thesis: The master’s thesis represents a revision of the first-year research paper, equivalent to a scholarly article, under the
supervision of the faculty advisor. The project is reviewed and approved by the advisor and the thesis committee.
Degree Conferral Plan II- Comprehensive Exam: At the end of the final quarter, the M.A. candidate must pass a comprehensive oral exam
administered by the faculty advisor and two other faculty members. Students are examined on their first field.
Language Requirement: Students in the M.A. program whose major field requires use of foreign language sources must demonstrate competence
in a foreign language in the process of writing the first-year research paper and thesis. Other M.A. students do not have to meet a foreign language or
alternative skills requirement.
Requirements for Admission to the M.A. Program: It is desirable that an applicant have the equivalent of an undergraduate major in History;
however, the Department also considers students who have previously specialized in other subject areas and who have strong analytical and writing
skills. The Department's required grade-point minimums and requested exams (GRE/TOEFL) are consistent with university policy. Students are
accepted for fall admission only.
Faculty
Emily L. Baum, Ph.D. University of California, San Diego, Assistant Professor of History (modern Chinese history, history of medicine)
Sharon B. Block, Ph.D. Princeton University, Associate Professor of History (digital humanities, early American, race and sexuality)
Alex Borucki, Ph.D. Emory University, Assistant Professor of History; African American Studies (African diaspora, early modern Atlantic world, slave
trade, colonial Latin America)
Anita Casavantes Bradford, Ph.D. University of California, San Diego, Associate Professor of Chicano/Latino Studies; History (20th century U.S., U.S.
in the world, Cuba and the Caribbean; history of childhood; history of immigration, race and ethnicity; transnational and comparative Latina/o history;
religion, politics and social movements)
Vinayak Chaturvedi, Ph.D. University of Cambridge, Associate Professor of History; Culture and Theory (modern South Asia, social and intellectual
history)
Yong Chen, Ph.D. Cornell University, Professor of History; Asian American Studies (Asian American history and immigration, food and culture, U.S./
China economic and cultural interactions)
Simon A. Cole, Ph.D. Cornell University, Professor of Criminology, Law and Society; History (science, technology, law, criminal justice)
Ian Coller, Ph.D. University of Melbourne, Associate Professor of History (Europe and the Muslim world, the French Revolution and the global history of
the Revolutionary age)
Touraj Daryaee, Ph.D. University of California, Los Angeles, UCI Endowed Chair and Professor of History (Iran, Zoroastrianism, Ancient Medieval
World)
Alice Fahs, Ph.D. New York University, Professor of History (Civil War America, American cultural history, gender)
Sarah Bennett Farmer, Ph.D. University of California, Berkeley, Associate Professor of History; European Languages and Studies (modern French
history, twentieth-century Europe, social and cultural history)
Catherine Fisk, J.D., LL.M. University of California, Berkeley; University of Wisconsin at Madison, UCI Chancellor's Professor of School of Law;
Criminology, Law and Society; History (labor and employment law, civil rights)
922 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 923
Richard I. Frank, Ph.D. University of California, Berkeley, Professor Emeritus of History; Classics (Roman history, Classical tradition)
Dorothy B. Fujita-Rony, Ph.D. Yale University, Associate Professor of Asian American Studies; Culture and Theory; History (U.S. history, Asian
American studies)
Howard A. Gillman, Ph.D. University of California, Los Angeles, Chancellor and Professor of Political Science; Criminology, Law and Society; History
James B. Given, Ph.D. Stanford University, Professor Emeritus of History
Qitao Guo, Ph.D. University of California, Berkeley, Associate Professor of History (social, cultural, and religious history of pre-modern China (the Ming
and Qing dynasties))
Douglas M. Haynes, Ph.D. University of California, Berkeley, Vice Provost for Equity and Diversity and Professor of History; African American Studies;
Culture and Theory; European Languages and Studies (social and cultural history of modern Britain, social history of modern medicine)
Andrew Highsmith, Ph.D. University of Michigan, Assistant Professor of History (United States history since 1865; cities and suburbs in American life;
public policy history; political history; social inequality; land-use policy)
Lamar M. Hill, Ph.D. University of London, Professor Emeritus of History
Karl G. Hufbauer, Ph.D. University of California, Berkeley, Professor Emeritus of History
David B. Igler, Ph.D. University of California, Berkeley, Professor of History (U.S., American West, environmental, and Pacific history)
Adria Imada, Ph.D. New York University, Associate Professor of History (indigenous and Pacific Islands studies, race, gender and medicine, visual
studies)
Jon S. Jacobson, Ph.D. University of California, Berkeley, Professor Emeritus of History
Winston A. James, Ph.D. University of London, Professor of History; Culture and Theory (Caribbean, African American, African diaspora)
Michael P. Johnson, Ph.D. Stanford University, Professor Emeritus of History
Mark A. LeVine, Ph.D. New York University, Professor of History; Culture and Theory (modern Middle Eastern history, Islamic studies, histories of
empire and globalization)
Matthias Lehmann, Ph.D. Freie Universtät Berlin, Director of the Interdisciplinary Minor in Jewish Studies and Teller Family Chair in Jewish History and
Professor of History; European Languages and Studies (early modern and modern Jewish history, Sephardic studies)
Lynn Mally, Ph.D. University of California, Berkeley, Professor Emerita of History
Joseph H. McKenna, Ph.D. Fordham University, Lecturer of History (history of religious ideas)
Nancy Ann McLoughlin, Ph.D. University of California, Santa Barbara, Associate Professor of History; European Languages and Studies (late Medieval
Europe, intellectual history, gender)
Jessica Millward, Ph.D. University of California, Los Angeles, Associate Professor of History; African American Studies; Culture and Theory (U.S.,
slavery, African diaspora, African American gender and women)
Laura J. Mitchell, Ph.D. University of California, Los Angeles, Associate Professor of History (social and cultural history of South Africa, Africa, and the
world)
Robert G. Moeller, Ph.D. University of California, Berkeley, Professor of History (modern European history)
Susan Katharine Morrissey, Ph.D. University of California, Berkeley, Professor of History (Russia, terrorism and political violence, suicide)
Keith L. Nelson, Ph.D. University of California, Berkeley, UCI Endowed Chair and Edward A. Dickson Emeritus of History
Rachel S. O'Toole, Ph.D. University of North Carolina at Chapel Hill, Associate Professor of History; Culture and Theory (Colonial Latin America, African
Diaspora, colonialisms, race, racism, indigenous histories, gender, Atlantic worlds)
Spencer C. Olin, Ph.D. Claremont Graduate University, Professor Emeritus of History
Allison J. Perlman, Ph.D. University of Texas at Austin, Assistant Professor of History; Film and Media Studies; Visual Studies (history of broadcasting,
American social movements, media law and policy, media activism, popular memory)
Kavita S. Philip, Ph.D. Cornell University, Associate Professor of History; Comparative Literature; Informatics (history of modern South Asia, science and
technology, political ecology, critical theoretical studies of race, gender, colonialism, new media, and globalization)
UCI General Catalogue 2016-2017 923
924 School of Humanities
Kathryn Ragsdale, Ph.D. University of Chicago, Lecturer of History (Japan: Meiji to present; Asia-Pacific War; Japanese film and popular culture)
Renee J. Raphael, Ph.D. Princeton University, Assistant Professor of History (early modern Europe, history of science, intellectual history)
Jaime E. Rodriguez, Ph.D. University of Texas at Austin, Professor Emeritus of History
Ana Rosas, Ph.D. University of Southern California, Associate Professor of Chicano/Latino Studies; History (Chicana/o comparative history, immigration,
ethnicity)
Emily S. Rosenberg, Ph.D. State University of New York at Stony Brook, Professor Emerita of History (U.S. and the world, transnational/global history,
international relations)
Vicki L. Ruiz, Ph.D. Stanford University, UCI Distinguished Professor of History; Chicano/Latino Studies (Chicana/Latina history, U.S. labor, immigration,
gender)
Sharon V. Salinger, Ph.D. University of California, Los Angeles, Professor Emerita of History (early America and early Modern Caribbean—social and
labor history, race, gender)
Patricia Seed, Ph.D. University of Wisconsin-Madison, Professor of History (mapping: history and design, game design, navigation)
Timothy Tackett, Ph.D. Stanford University, Professor Emeritus of History
Heidi E. Tinsman, Ph.D. Yale University, Professor of History; Culture and Theory; Gender and Sexuality Studies (Latin America, gender and sexuality,
world history)
Steven Topik, Ph.D. University of Texas at Austin, Professor of History (Brazil, Latin America, world history, commodities especially coffee, the state in
the economy)
Anne Walthall, Ph.D. University of Chicago, Professor Emerita of History
Jeffrey N. Wasserstrom, Ph.D. University of California, Berkeley, UCI Chancellor's Professor of History (modern China, protest, world history)
Jonathan M. Wiener, Ph.D. Harvard University, Professor Emeritus of History
Courses
HISTORY 10. The Holocaust. 4 Units.
Introduction to the history of European Jewish communities before the Holocaust; the origins of Nazi antisemitism; the implementation of the "Final
Solution"; Jewish resistance to the Nazis; and attempts in film and literature to represent the Holocaust since 1945.
(IV, VIII)
HISTORY 11. Genocide and Crimes Against Humanity Since WWII. 4 Units.
Investigates instances of genocide since 1945 (including Cambodia, Bosnia, Rwanda, and others); explores the history behind these mass murders;
considers why people kill, how victims survive, and questions whether international agreements are enough to prevent crimes against humanity.
(III, VIII)
HISTORY 12. Introductory Topics in History . 4 Units.
Introduces methods and premises of historical study. Topics include introductions to cultural, political, economic, social, and religious history.
Repeatability: Unlimited as topics vary.
(IV)
HISTORY 15A. Native American History. 4 Units.
An overview of major developments in Indian-white relations from the American Revolution to the present with an emphasis on political and legal history.
How tribal sovereignty has been redefined over time is a central theme of the course.
(IV, VII)
HISTORY 15C. Asian American Histories. 4 Units.
Examines and compares diverse experiences of major Asian American groups since the mid-nineteenth century. Topics include origins of emigration;
the formation and transformation of community; gender and family life; changing roles of Asian Americans in American society. Formerly ASIANAM 60A.
Same as ASIANAM 50, SOC SCI 78A.
((III or IV) and VII ).
924 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 925
HISTORY 15D. History of Sexuality in the US . 4 Units.
Explores intertwined histories of sexuality, race, and gender in the US. By examining how different cultures and times viewed sexuality, race and gender,
it analyzes relationships between regulation of bodies/behaviors and construction of cultural, economic, and political norms.
(IV, VII)
HISTORY 15E. Memory and Migration: American Families on the Move. 4 Units.
Examines family migration stories as a tool for understanding the intertwined histories of international and domestic migration that have shaped the lives
of the diverse peoples of the United States.
(IV, VII)
HISTORY 15F. What to Eat? Immigrants and the Development of American Cuisines. 4 Units.
Relationship between immigration and changing American foodways; impact of several major culinary traditions of immigrants and racial minorities, such
as African Americans, Asian Americans, Mexican Americans, Italian Americans, Irish Americans, and Jewish Americans, on America’s gastronomical
and socioeconomic landscape.
((III or IV) and VII ).
HISTORY 15G. Racial Segregation in Modern U.S.. 4 Units.
Explores the history of racial segregation in the United States from the late 19th century to the present.
( VII ).
HISTORY 16A. World Religions I. 4 Units.
An introduction to the history, doctrine, culture, and writing of Judaism, Christianity, and Islam.
Same as REL STD 5A.
(IV, VIII)
HISTORY 16B. World Religions II. 4 Units.
An introduction to various religious traditions in selected areas of the world—including India and South Asia, East Asia, Africa, and the Americas.
Same as REL STD 5B.
(IV, VIII)
HISTORY 16C. Religious Dialogue. 4 Units.
Lectures and discussion on controversial topics in religion: sexual morality; religious violence; science; treatment of women and girls; religious truth,
American Constitutional matters; secularization; the future of religion, and other topics.
Same as REL STD 5C.
(IV, VIII)
HISTORY 18A. Introduction to Jewish Cultures. 4 Units.
Introduction to the diversity of Jewish cultures from ancient to modern times. Surveys the Jewish experience in various societies and civilizations:
ancient Mediterranean, Middle East and North Africa, Europe, and the Americas.
(IV, VIII)
HISTORY 21A. World: Innovations. 4 Units.
Treats major themes of world historical development through the mid-seventeenth century, focusing on the Eurasian world, but with secondary emphasis
on Africa and the Americas.
(IV, VIII)
HISTORY 21B. World: Empires and Revolutions. 4 Units.
Examines three major transformations that made the world of 1870 dramatically different from that of 1650: e.g., the scientific revolution,
industrialization, and the formation of modern states and nations.
(IV, VIII)
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HISTORY 21C. World: Wars and Rights. 4 Units.
Considers several major currents of modern history: technological change and its social effects; changes in gender relations; totalitarianism; peasant
revolutions and the crisis of colonization; international migration; and ecological problems.
(IV, VIII)
HISTORY 36A. The Formation of Ancient Greek Society: Early Greece. 4 Units.
A survey of ancient Greek civilization from its origins in the Bronze Age to the mid-Archaic period. Examines political and social history, as well as
literature, art, religion, and archaeological remains.
Same as CLASSIC 36A.
(IV)
HISTORY 36B. The Formation of Ancient Greek Society: Late Archaic and Classical Greece. 4 Units.
A survey of ancient Greek civilization from the Late Archaic period to the Classical period. Focuses on major institutions and cultural phenomena as
seen through the study of ancient Greek literature, history, archaeology, and religion.
Same as CLASSIC 36B.
(IV)
HISTORY 36C. The Formation of Ancient Greek Society: Fourth-Century and Hellenistic Greece. 4 Units.
A survey of ancient Greek civilization from the fourth century BCE through to the Hellenistic period. Focuses on major institutions and cultural
phenomena as seen through the study of ancient Greek literature, history, archaeology, and religion.
Same as CLASSIC 36C.
(IV)
HISTORY 37A. The Formation of Ancient Roman Society: Origins to Roman Republic. 4 Units.
A survey of the development of Roman civilization from its eighth century BCE beginnings to the civil wars of the first century BCE. Examines political
and social history, as well as literature, art, architecture, and religion.
Same as CLASSIC 37A.
(IV)
HISTORY 37B. The Formation of Ancient Roman Society: Roman Empire. 4 Units.
A survey of Roman civilization from Augustus’s consolidation of power following the civil wars of the first century BCE to the crisis of the third century
CE. Includes social history, literature, art, architecture, and religion.
Same as CLASSIC 37B.
(IV)
HISTORY 37C. The Formation of Ancient Roman Society: The Fall of Rome. 4 Units.
A survey of Roman civilization from the crisis of the third century CE to the so-called “fall of Rome” in 476 CE. Examines political and social history, as
well as literature, art, architecture, and religion.
Same as CLASSIC 37C.
(IV)
HISTORY 40A. Colonial America: New Worlds. 4 Units.
Important themes in the social, economic, political, and cultural development in North America that transformed part of the geographical space into
the U.S. Topics include Native Americans, European colonization, African enslavement, borderlands, gender, economic stratification, the American
Revolution, the Constitution.
Prerequisite: Satisfaction of the UC Entry Level Writing requirement.
(IV)
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HISTORY 40B. Nineteenth-Century U.S.: Crisis and Expansion. 4 Units.
Explores the transformation of American society, economy, and politics during the nineteenth century. Topics include industrial revolution, slavery,
antislavery, women's rights, reform movements, Civil War and Reconstruction, immigration and ethnicity, and cultural and social transformation.
Prerequisite: Satisfaction of the UC Entry Level Writing requirement.
(IV)
HISTORY 40C. Modern America: Culture and Power. 4 Units.
Important themes in U.S. history in the twentieth and early twenty-first centuries. Topics include corporate capitalism, empire, immigration, race, gender,
consumer society, World Wars, Progressiveness, New Deal, Great Society, civil rights, women's movements, Vietnam War, conservative politics, and
economic stratification.
Prerequisite: Satisfaction of the UC Entry Level Writing requirement.
(IV)
HISTORY 50. Crises and Revolutions. 4 Units.
Study of turning points in world history, illustrating themes and methods of historical analysis.
Repeatability: May be taken for credit 3 times as topics vary.
(IV, VIII)
HISTORY 60. The Making of Modern Science. 4 Units.
Surveys the history of science and mathematics since the Scientific Revolution, examining central developments both chronologically and thematically,
as well as investigating their significance for contemporary philosophical debates about the role and status of current scientific theories.
Same as LPS 60.
(GE II or GE IV ).
HISTORY 70A. Problems in History: Asia. 4 Units.
An introduction to the historical problems, the issues of interpretation, the primary sources, and the historical scholarship of the history of Asia, with an
emphasis on developing skills in historical essay-writing.
Repeatability: Unlimited as topics vary.
(IV, VIII)
HISTORY 70B. Problems in History: Europe. 4 Units.
An introduction to the historical problems, the issues of interpretation, the primary sources, and the historical scholarship of the history of Europe, with an
emphasis on developing skills in historical essay-writing.
Repeatability: Unlimited as topics vary.
(IV, VIII)
HISTORY 70C. Problems in History: United States. 4 Units.
An introduction to the historical problems, the issues of interpretation, the primary sources, and the historical scholarship of the history of the United
States, with an emphasis on developing skills in historical essay-writing.
Repeatability: Unlimited as topics vary.
(IV)
HISTORY 70D. Problems in History: Latin America. 4 Units.
An introduction to the historical problems, the issues of interpretation, the primary sources, and the historical scholarship of the history of Latin America,
with an emphasis on developing skills in historical essay-writing.
Repeatability: Unlimited as topics vary.
(IV, VIII)
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HISTORY 70E. Problems in History: Middle East and Africa. 4 Units.
An introduction to the historical problems, the issues of interpretation, the primary sources, and the historical scholarship of the history of the Middle East
and Africa, with an emphasis on developing skills in historical essay-writing.
Repeatability: Unlimited as topics vary.
(IV, VIII)
HISTORY 70F. Problems in History: Transregional History. 4 Units.
An introduction to the historical problems, the issues of interpretation, the primary sources, and the historical scholarship of transregional history, with an
emphasis on developing skills in historical essay-writing.
Repeatability: Unlimited as topics vary.
(IV, VIII)
HISTORY 100W. Writing About History. 4 Units.
Specialized courses focusing on history writing and research skills. Each class reflects the instructor's intellectual interests and is conducted as a
discussion group. Limited to 18 students. Several short writing assignments and one longer project meeting the upper-division writing requirement.
Prerequisite: HISTORY 12 or HISTORY 15A or HISTORY 15C or HISTORY 15D or HISTORY 16A or HISTORY 16B or HISTORY 16C or
HISTORY 18A or HISTORY 21A or HISTORY 21B or HISTORY 21C or HISTORY 40A or HISTORY 40B or HISTORY 40C or HISTORY 60 or
HISTORY 70A or HISTORY 70B or HISTORY 70C or HISTORY 70D or HISTORY 70E or HISTORY 70F. Satisfactory completion of the Lower-Division
Writing requirement.
Repeatability: Unlimited as topics vary.
Restriction: History majors have first consideration for enrollment.
(Ib)
HISTORY 102B. Topics in Environmental History. 4 Units.
Explores the many historical interfaces between climate change, modes of production, and culture. Topics include the environmental history of warfare,
imperialism, and famine in the nineteenth century and the history of environmental thought.
Repeatability: Unlimited as topics vary.
HISTORY 110A. Europe in the Early Middle Ages. 4 Units.
Survey of Europe between 300 A.D. and 900 A.D. Topics include the breakup of the Roman Empire, barbarian invasions, spread of Christianity, rise of
Islam, the Carolingian Empire, and the Vikings.
HISTORY 110D. Topics in Medieval Europe. 4 Units.
Studies of the topics in Medieval Europe.
Repeatability: Unlimited as topics vary.
HISTORY 112D. Topics in Early Modern Europe. 4 Units.
Theme-based approach to the main social, political, and cultural developments in Europe between the fifteenth and eighteenth centuries. Topics
included Renaissance humanism, Reformation and Counter-Reformation, scientific revolution, court culture and nation building, interactions with non-
European peoples, cities and commerce.
Repeatability: Unlimited as topics vary.
HISTORY 114. Topics in Modern European History. 4 Units.
Course content changes with instructor. Topics include the Inquisition; science and religion in modern Europe; sex and society in modern Europe;
French revolutions; culture in interwar Europe; the Holocaust; the fall of communism in Eastern Europe.
Repeatability: Unlimited as topics vary.
HISTORY 115C. Europe: Twentieth Century. 4 Units.
World War I and its impact on the modern world; rise of an international Communist movement; regimes created by Mussolini, Hitler, Stalin; World War
II; the killing of Europe's Jews; Cold War and collapse of communism.
HISTORY 118A. Modern Britain: 1700 to 1850. 4 Units.
Examines the major developments in British politics, socioeconomic structure, and culture from 1700-1850. The development of the British nation-state
and the fashioning of a national identity. Explores basic questions about British national identity.
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HISTORY 118B. Modern Britain: 1850 to 1930. 4 Units.
Examines the social, economic, and political history of Britain from 1850-1930. Post-industrialism, urbanization, population and economic change,
increased political participation by working classes and women, consolidation of the empire and the breakup of the United Kingdom.
HISTORY 118C. Modern Britain: 1930 to Present. 4 Units.
Explores Britain from the Second World War to resignation of Margaret Thatcher. Examines Britain's devolution from world power to member of
the European Community; transition from a manufacturing to service-based economy; changing demographic and racial composition in light of
decolonization.
HISTORY 120B. The French Revolution: 1774-1815. 4 Units.
Emphasis on social, economic, and cultural history of the French Revolution.
HISTORY 120C. Revolution, Nation, and Modernity: France, 1789-1900. 4 Units.
After 1789, France struggled to build a republic based on ideas of nationhood and citizenship with universal aspirations that could be exported to the rest
of the world. Topics include empire, secularism vs. religion, gender relationships, birth of cinema.
HISTORY 120D. War and Empire: France and the World in the 20th Century. 4 Units.
Examines French experience of World War I, the defeat and occupation by Germany in World War II, the violent struggles that came with the loss of the
French empire in the 1950s and 1960s, immigration, French responses to globalization.
HISTORY 120E. History of Paris. 4 Units.
The development of Paris from the beginnings through the present, with emphasis on the last three centuries. The city is examined from the political,
social, ecological, and architectural points of view as well as through the perspective of urban planning.
HISTORY 122B. Hitler and the Germans. 4 Units.
Focuses on Hitler's rise to power and Nazi society. Examines Germany's defeat in World War I; the political and cultural experimentation of the 1920s;
the causes of Hitler's success; and life in Germany under the Nazis.
HISTORY 123D. Topics in Spanish History. 4 Units.
Topics include Spain in the nineteenth century, the Spanish Civil War, and dictatorship and democracy in modern Spain.
Repeatability: Unlimited as topics vary.
HISTORY 124A. Imperial Russia: 1689-1905. 4 Units.
Political and social developments in Russia from 1689-1905.
HISTORY 124B. Twentieth-Century Russia. 4 Units.
Political and social developments in Twentieth-Century Russia.
HISTORY 126A. The Era of World War I: 1900-1939. 4 Units.
The era of World War I and its political, social and economic history.
HISTORY 126B. The Era of World War II: 1933-45. 4 Units.
The era of World War II and its political, social and economic history.
HISTORY 128C. Topics in the History of Women in Europe. 4 Units.
Studies in selected areas of history of European women. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
HISTORY 130A. Jewish History, Ancient to Early Modern Times. 4 Units.
The history of the Jewish people from their origins in the ancient world to the 1700s. Social, religious, and intellectual life of Jewish communities in the
Middle East, North Africa, and Europe.
HISTORY 130B. Modern Jewish History. 4 Units.
History of the Jews in Europe, the Middle East, North Africa, and the United States from the early-eighteenth century to recent times. Emancipation,
assimilation, religious reform, antisemitism, Zionism, socialism, the Holocaust, and modern Israel are the major themes.
HISTORY 130C. Topics in the Jewish History. 4 Units.
Studies in selected areas of Jewish history. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
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HISTORY 131A. History of Zoroastrianism. 4 Units.
Reviews major trends in the history of Zoroastrianism.
Same as REL STD 131A.
HISTORY 131B. Ancient Persia. 4 Units.
Survey of the history of Persia in antiquity.
HISTORY 131C. Medieval Persia. 4 Units.
A survey of Persian history in the context of Late Antique and Medieval Islamic history.
HISTORY 131D. Modern Iran. 4 Units.
The history of Iran from the end of the Safavid Empire in the eighteenth century to the present.
HISTORY 131E. Topics in Iranian History. 4 Units.
Topics include the cultural, political, intellectual, social, and/or economic histories of Iran.
Repeatability: Unlimited as topics vary.
HISTORY 132A. Israel and Palestine. 4 Units.
Origins of Zionism in the nineteenth century, Arab-Jewish conflicts in Palestine, emergence of Palestinian nationalism, formation of the Israeli nation
after 1948, and the development of the Palestinian movement. Focus on Palestinian and Israeli society and culture. Formerly History 132.
HISTORY 132B. The Emergence of the Modern Middle East. 4 Units.
Offers a survey of the history of the Middle East from the nineteenth century to the present time. Formerly History 133A.
HISTORY 132G. Topics in Islamic History. 4 Units.
The evolution of Islam as a religion within the social, political, and economic histories of various Muslim societies throughout its 14 centuries. Introduces
major concepts, practices, and texts of Islam, and key historical events associated with them. Formerly History 131.
Repeatability: Unlimited as topics vary.
HISTORY 132H. Topics in Middle Eastern History. 4 Units.
Topics include the cultural, political, intellectual, social, and/or economic histories of one or many regions of the Middle East.
Repeatability: Unlimited as topics vary.
HISTORY 134A. Africa: Societies and Cultures. 4 Units.
Introduction to the variety of cultures, political organizations, social structures, and artistic expressions created by Africans over a broad time span.
Indigenous development of African societies in distinct regions of the continent. Issues, themes, processes for understanding history of Africa.
HISTORY 134B. Modern Africa. 4 Units.
Explores the last 200 years of history in Africa, from the end of the Atlantic slave trade through colonization to independence.
HISTORY 134C. Topics in the History of Africa. 4 Units.
Studies in selected areas of African history. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
HISTORY 134D. Topics in South African History. 4 Units.
Introduction to important historical events and processes in Southern Africa. Focuses on particular themes and explores how those themes change over
time. Topics include: changing ideas about race, the development of class structures, identity formation, the role of gender.
Repeatability: Unlimited as topics vary.
HISTORY 134E. History of the African Diaspora. 4 Units.
Examines the causes and consequences of the multiple diasporas of African peoples since the sixteenth century in the Atlantic world, especially the
Americas and Europe.
Same as AFAM 137.
HISTORY 135B. Crossing the World's Oceans: From Sail to Steam. 4 Units.
Explores the basics of oceanography, the evolution of ships and sailing in the ancient Mediterranean world, the North Atlantic, Polynesia, the South
China Sea, the Arab Indian Ocean, the global oceanic world, and the discovery of celestial and terrestrial navigation.
HISTORY 135D. Maps from Prehistory to the Present. 4 Units.
Examines how technology has assisted in creating visual representations of place, space, and time beginning in ancient Babylonia to the present day.
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HISTORY 135E. Topics in the History of Science and Technology. 4 Units.
Studies in selected areas of science and technological history. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
HISTORY 135G. Language Origins: Evolution, Genetics, and the Brain. 4 Units.
Examines how human language(s) may have originated. Studies pertinent techniques (reconstruction) and addresses related questions, including
Is our language faculty inborn (i.e., genetically encoded)? Can brain imaging and population genetics research help to unlock this mystery of human
evolution?.
Same as GLBLCLT 105, ANTHRO 152A, LINGUIS 175.
HISTORY 136D. Topics in the History of Medicine and Health Care. 4 Units.
Studies in selected areas of Medicine and Health Care history. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
HISTORY 140A. Colonial America . 4 Units.
Examines the interactions of various African, European, and Native American societies in North America, including social structures, politics, economics,
and cultures.
HISTORY 140B. Revolutionary America: 1740-1790. 4 Units.
An exploration of why 13 continental colonies, whose commercial and cultural connections with Britain far exceed their interaction with one another,
resisted imperial reform after 1763 to the point of war in 1775 and independence the following year.
HISTORY 142A. California Dreaming: Conquest, Conflict, and Globalization in the Golden State. 4 Units.
California as a case study of national trends and as a unique setting: its specific problems and culture. Major themes include: colonization, immigration,
race relations, agricultural development, industrialization, urbanization, working class movements, social conflict, and political reform.
HISTORY 142B. Topics in American Social and Economic History. 4 Units.
Studies in selected areas of American social and economic history. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
HISTORY 144G. Topics in American Cultural and Intellectual History. 4 Units.
Studies in selected areas of American cultural and intellectual history. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
HISTORY 146D. Sex in the U.S. to 1860. 4 Units.
Perspectives on sexual behavior in colonial and U.S. history to c. 1860. Mainstream and non-mainstream sexual practices, beliefs, identities. Asks why
various ideas of sexual behavior developed and how they related to religious, racial, ethnic, political, cultural belief systems.
HISTORY 146H. Topics in Women and Gender Relations in the United States. 4 Units.
Studies in selected areas of women and gender relations in the United States. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
HISTORY 148B. Topics in Multicultural U.S. History. 4 Units.
Examines the variety of cultural expressions through which the people who came to inhabit the United States historically signify their collective identities.
Repeatability: Unlimited as topics vary.
HISTORY 150. Topics in African American History. 4 Units.
Studies in selected areas of African American history. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
Same as AFAM 138.
HISTORY 151A. Chicana/Chicano History: Pre-Colonial to 1900. 4 Units.
Examines social history of the southwest region from antiquity to 1900. Discusses major questions, theory and research methods pertinent to Chicanas/
Chicanos. Themes include: indigenous empires, conquest, colonialism, social stratification, ideology, marriage, sexuality, industrial capitalism,
accommodation and resistance.
Same as CHC/LAT 132A.
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HISTORY 151B. Chicana/Chicano History: Twentieth Century. 4 Units.
Examines social history of the Southwest with emphasis on Mexican-origin people. Discusses major questions, theory and research methods pertinent
to Chicana/Chicano history. Themes explored include: immigration, xenophobia, class struggle, leadership, generational cohorts, unionization,
education, barrioization, ethnicity, patriarchy, sexuality.
Same as CHC/LAT 132B.
HISTORY 151C. Latinas in the Twentieth Century U.S.. 4 Units.
Latinas in the U.S. from 1900 to present, offering a diversity of their cultures, regional histories, sexualities, generations, and classes.
Same as CHC/LAT 135.
HISTORY 152. Topics in Asian-American History. 4 Units.
Introduction to important themes in the history of people of Asian ancestry in the United States from the nineteenth century to the present.
Repeatability: Unlimited as topics vary.
HISTORY 152A. Asian American Labor. 4 Units.
Explores history of Asian Americans and work from the nineteenth century to the present. Areas of study include migration, colonialism, family, social
organization, and work culture.
Same as ASIANAM 137.
HISTORY 152B. Asian American and African American Relations. 4 Units.
Addresses relationships of Asian American and African American communities in the United States. Topics include race, class, gender, labor, economic
systems, political mobilization, community, civil rights, activism, cultural expression.
Same as AFAM 117, ASIANAM 167.
HISTORY 154. American Urban History. 4 Units.
A study of urban communities in the United States, from colonial times to the present. Traces the impact of industrialization and urbanization on social
and cultural life, and investigates the significance of urban life for U.S. democratic culture.
HISTORY 158A. U.S. as a Global Power. 4 Units.
Examines post-World War II cultural, economic, and strategic patterns that have shaped U.S. relations with the world. Presents diverse perspectives on
issues such as nationalism, anticommunism, secrecy and covert action, economic influences, the media's role, and race, gender, and class-related.
HISTORY 160. Sex and Conquest in Latin America. 4 Units.
Competing ideas of masculinity and femininity, sexual violence, sexual identities, and gendered hierarchies informed how the Spanish engaged in
military and religious domination of Mexican and Andean communities, as well as the forms of native resistance throughout colonial Latin America.
Same as GEN&SEX 171A.
HISTORY 161C. Twentieth-Century Mexico. 4 Units.
Examines the history of contemporary Mexico beginning with the Mexican Revolution and concluding with the present administration. Social, economic,
and political effects of the Revolution; formation of a "one-party democracy"; economic transformation of the nation; the present crisis.
Same as CHC/LAT 133B.
HISTORY 162. Topics in Brazilian History. 4 Units.
Studies in selected areas of Brazilian history. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
HISTORY 163. World of Coffee . 4 Units.
History of consumption and production of coffee over the centuries, and coffee's cultural, economic, social, political consequences. Coffee's social life as
a drug, symbol of hospitality, religious rite, sociability and bourgeois lifestyle, commodity, source of livelihoods, imperial revenues, corporate profits.
Same as INTL ST 111B.
HISTORY 164A. Caribbean History: Colonization to Emancipation. 4 Units.
Exploration of the history of the archipelago from pre-Columbian times to the end of slavery; examining the impact of European colonization, decimation
of the indigenous populations, African slavery, resistance, and emancipation; the unity and diversity of experience in region.
Same as AFAM 134A.
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HISTORY 164B. Caribbean History: Emancipation to Independence. 4 Units.
Post-emancipation and anti-colonial struggles ending with political independence for most of the region. Examines social, political, economic, cultural
dimensions of post-emancipation period, including large-scale migration to Central America, the U.S., and Britain; the region's global cultural and political
contribution.
Same as AFAM 134B.
HISTORY 165. Race and Empire in Colonial Latin America. 4 Units.
Explores how native people of Latin America with enslaved and free African incorporated and defied Spanish and Portuguese colonization. Focuses
on religious adaptions, resistance movements, legal systems, and the emergence of multicultural communities to explain how race shaped European
empires.
Same as ANTHRO 162C.
HISTORY 165A. War and Revolution in Colonial Latin America. 4 Units.
Comparison of how Andeans resurrected the leaders of the Inca, a defeated indigenous empire, to contest the Spanish empire with how enslaved
Africans, with their descendants and others, defeated Spanish colonial rule in what would become the Cuban nation.
HISTORY 166. U.S. Intervention in Latin America. 4 Units.
Explores political, economic, social, and cultural ties that bind Latin America to the United States. Focuses on U.S. intervention and Latin American
response from early nineteenth century to present day. Case studies include Mexico, Guatemala, Cuba, Chile, and Central America.
Same as POL SCI 142J, INTL ST 177D, CHC/LAT 150.
HISTORY 166A. Gender, Race, and Nation in Latin America. 4 Units.
Addresses the importance of gender and race to nation-making in Latin America during the 19th and 20th centuries (1810-1945). Considers how
hierarchies between men and women shaped ideas about family, the state, and modernity.
Same as GEN&SEX 172, INTL ST 177H.
HISTORY 166B. Revolution and Reaction in Cold War Latin America. 4 Units.
Explores Latin American experiences of revolutionary change and military dictatorship during the Cold War (1945-1990). Pays particular attention to the
lives of women, peasants, workers, and the urban middle classes. Case studies include Guatemala, Cuba, Chile, Argentina, Nicaragua, and Mexico.
Same as INTL ST 177G.
HISTORY 166C. Cuban Society and Revolution. 4 Units.
Explores the causes, development, and legacy of the 1959 Revolution. Themes include economic dependency, democracy, race, gender, culture, and
the always volatile relations between Cuba and the United States.
Same as POL SCI 153G, INTL ST 177E, CHC/LAT 157.
HISTORY 166D. Revolution in Latin America. 4 Units.
Presents a comparative analysis of the causes, development, and consequences of selected revolutionary movements, focusing on outbreaks in
Mexico, Bolivia, Cuba, Chile, Nicaragua, and Grenada. Explores topics of state formation, economic nationalism, social justice, ethnicity, and role of
international affairs.
Same as CHC/LAT 151B, SOC SCI 173N, INTL ST 177C.
HISTORY 169. Topics in Latin American History. 4 Units.
Studies in selected areas of Latin American history. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
HISTORY 170A. Ancient India. 4 Units.
Examines the visual and religious history of the region defined as "India" today, but necessarily encompassing modern Bangladesh and Pakistan.
Culminates with the supposed Golden Age of the Gupta empire and its far-reaching legacies.
Same as ART HIS 155A, REL STD 122.
HISTORY 170B. Medieval India. 4 Units.
Begins with the Gupta period's aesthetic legacies in South Asia's architecture, sculpture, and painting. Explores the dispersal of Islam throughout South
Asia, including the Muslim communities of southern India.
Same as ART HIS 155B, REL STD 123.
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HISTORY 170G. Topics in the History of Asia. 4 Units.
Topics include the cultural, political, economic, social, intellectual, and religious history of Asia.
Repeatability: Unlimited as topics vary.
HISTORY 171D. Chinese History to 1800. 4 Units.
A survey of the history of China to 1800.
HISTORY 171E. Chinese History: 1800-1949. 4 Units.
An examination of Chinese society and thought from the late-eighteenth century to the 1949 revolution. Focuses on the role of intellectuals; popular
culture; women in Chinese society; developments in commerce and urban life; rebellion; foreign imperialism.
HISTORY 171G. Topics in the History of China. 4 Units.
Topics include the cultural, political, economic, social, intellectual, and religious history of China.
Repeatability: Unlimited as topics vary.
HISTORY 172D. Age of the Samurai. 4 Units.
Topics include the simultaneous elaboration of a civilian aristocratic tradition and the military ethos, the conflict between martial and economic values in
the context of an expanding economy, and the development of Japan's indigenous religions, art, and literature.
HISTORY 172E. Imperial Japan. 4 Units.
Topics in the rise of modern Japan include the relationship between centralization and imperialism, democracy and fascism, industrialization and
feminism in the context of the complex and competing forces that shaped Japan's experience in the modern world.
HISTORY 172F. Postwar Japan. 4 Units.
From the ashes of defeat to economic superpower, from poverty to material consumerism, from the ethic of diligence and fortitude to hedonism.
Addresses what these changes have meant for ordinary people, as well as government policy and Japan's international position.
HISTORY 172G. Topics in the History of Japan. 4 Units.
Topics include the cultural, political, economic, social, intellectual and religious history of Japan.
Repeatability: Unlimited as topics vary.
HISTORY 173D. Korean History to 1800. 4 Units.
A general survey of the history of Korea to 1800. Focuses on internal sociopolitical development, major cultural trends, and foreign relations. Students
are introduced to various interpretive approaches in the historiography.
HISTORY 173E. Korean History: 1800-1945. 4 Units.
An examination of Korean society and culture in tumultuous transition, focusing on some new challenges for the Choson Dynasty and its abortive reform
effort, external imperialist pressures, and the Japanese colonial rule.
HISTORY 173F. Korean History Since 1945. 4 Units.
Topics include the national liberation, origins of conflict between two rival regimes, South Korea's emergence as a major player in the international
political economy, some salient characteristics of the North Korean Marxist state, triumph of democracy, and prospect for reunification.
HISTORY 173G. Topics in the History of Korea. 4 Units.
Topics include the cultural, political, economic, social, intellectual, and religious history of Korea.
Repeatability: Unlimited as topics vary.
HISTORY 174G. Topics in the History of South Asia. 4 Units.
Topics include the cultural, political, economic, social, intellectual, and religious history of South Asia.
Repeatability: Unlimited as topics vary.
HISTORY 175G. Topics in the History of Southeast Asia. 4 Units.
Topics include the cultural, political, economic, social, intellectual, and religious history of Southeast Asia.
Repeatability: Unlimited as topics vary.
HISTORY 180. Special Studies in Social History. 4 Units.
Studies in selected areas of social history. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
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HISTORY 181. Special Studies in Economic History. 4 Units.
Studies in selected areas of economic history. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
HISTORY 182. Special Studies in Intellectual-Cultural History. 4 Units.
Studies in selected areas of intellectual-cultural history. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
HISTORY 183. Special Studies in International History. 4 Units.
Studies in selected areas of international history. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
HISTORY 184. Special Studies in Comparative History. 4 Units.
Studies in selected areas of comparative history. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
HISTORY 185. Special Studies in Social Theory. 4 Units.
Studies in selected areas of social theory. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
HISTORY 190. Colloquium . 4 Units.
Specialized courses dealing primarily with close reading and analysis of primary and secondary works; required reports and papers. Each colloquium
reflects the instructor's intellectual interests and is conducted as a discussion group. Limited to 18 students.
Repeatability: Unlimited as topics vary.
Restriction: Upper-division students only. History majors have first consideration for enrollment.
HISTORY 193. Advanced Research Seminar I. 4 Units.
The first course in a two-quarter advanced research sequence, this course allows upper-division history majors to undertake significant research and
writing under close faculty supervision.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Restriction: History majors only. Upper-division students only.
HISTORY 194. Advanced Research Seminar II. 4 Units.
Second course in a two-quarter advanced research sequence. Allows upper division history majors to undertake significant research and writing under
close faculty supervision.
Prerequisite: HISTORY 193. Satisfactory completion of the Lower-Division Writing requirement.
Restriction: History majors only. Upper-division students only.
HISTORY 197. Internships in Public History. 4 Units.
Students will sharpen their abilities to research, critically interpret, and present history by “doing history” beyond the formal classroom. Internships, which
introduce students to the field of “public history,” include working as archivists, oral historians, project advisers, and exhibit curators.
Grading Option: Pass/no pass only.
Restriction: Upper-division students only. History majors only.
HISTORY 198. Directed Group Study. 4 Units.
Special topics through directed reading. Paper required.
Repeatability: Unlimited as topics vary.
HISTORY 199. Independent Reading. 1-4 Units.
Investigation of special topics through directed reading. Paper required.
Repeatability: May be repeated for credit unlimited times.
UCI General Catalogue 2016-2017 935
936 School of Humanities
HISTORY 200A. History and Theory. 4 Units.
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. (200A and 200B required for History Ph.D. students; 200C optional.).
Same as HUMAN 200A.
HISTORY 200B. History and Theory. 4 Units.
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. (200A and 200B required for History Ph.D. students; 200C optional.).
Same as HUMAN 200B.
HISTORY 200C. History and Theory . 4 Units.
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. (200A and 200B required for History Ph.D. students; 200C optional.).
Repeatability: Unlimited as topics vary.
Same as HUMAN 200C.
HISTORY 202. Proseminar. 4 Units.
Topical courses devoted to the literature of a broad historical subject, e.g., the absolutist state, the French Revolution, comparative industrialization,
women's history.
Repeatability: Unlimited as topics vary.
Restriction: History graduate students only.
HISTORY 203. First-Year Research Seminar. 4 Units.
Devoted to research and writing on questions connected with proseminar topics. Normally required of all entering graduate students. Includes review of
the current state of the literature and practical experience in conducting research and writing a research paper.
Prerequisite: HISTORY 202.
Repeatability: May be taken for credit 1 times as topics vary.
HISTORY 204A. Second-Year Research Seminar. 4 Units.
Two-quarter sequence required of all Ph.D. students. Taken during the second year of the Ph.D. program; not required for M.A. students. Includes
review of current state of the literature and practical experience in conducting research and writing a research paper.
Restriction: History graduate students only.
HISTORY 204B. Second-Year Research Seminar. 4 Units.
Two-quarter sequence required of all Ph.D. students. Taken during the second year of the Ph.D. program; not required for M.A. students. Includes
review of current state of the literature and practical experience in conducting research and writing a research paper.
Prerequisite: HISTORY 204A.
Restriction: History graduate students only.
HISTORY 220A. The Literature and Interpretations of Early Modern Europe: Society and Economy. 4 Units.
Studies in selected areas of society and economy. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
HISTORY 220B. The Literature and Interpretations of Early Modern Europe: Political History. 4 Units.
Studies in selected areas of political history. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
HISTORY 220C. The Literature and Interpretations of Early Modern Europe: Intellectual & Cultural History. 4 Units.
Studies in selected areas of intellectual and cultural history. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
936 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 937
HISTORY 230A. The Literature and Interpretations of Modern European History: Europe, 1789-1848. 4 Units.
Studies in selected areas of Europe, 1789-1848. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
HISTORY 230B. The Literature and Interpretations of Modern European History: Europe, 1850-1914. 4 Units.
Studies in selected areas of Europe, 1850-1914. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
HISTORY 230C. The Literature and Interpretations of Modern European History: Europe, 1914-1989. 4 Units.
Studies in selected areas of Europe, 1914-1989. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
HISTORY 240A. The Literature and Interpretations of World History: Approaches to World History. 4 Units.
Overview of major directions of inquiry in world history and their implications for teaching and research. Topics will include cultural, sociological,
economic, and political frameworks.
Repeatability: Unlimited as topics vary.
Restriction: History graduate students only.
HISTORY 240B. The Literature and Interpretations of World History: Topics in World History. 4 Units.
Selected historical issues and periods viewed from a global perspective. Examples include: environmental history, media studies, political economy. May
be repeated two times for graduate credit other than fulfillment of field requirement.
Repeatability: Unlimited as topics vary.
Restriction: History graduate students only.
HISTORY 240C. The Literature and Interpretations of World History: Advanced Research in World History. 4 Units.
Studies in selected areas of advanced research in world history. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
Restriction: History graduate students only.
HISTORY 250A. The Literature and Interpretations of Latin American History: Colonial Period. 4 Units.
Studies in selected areas of the Colonial Period. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
HISTORY 250B. The Literature and Interpretations of Latin American History: Nineteenth Century. 4 Units.
Studies in selected areas of nineteenth century. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
HISTORY 250C. The Literature and Interpretations of Latin American History: Twentieth Century. 4 Units.
Studies in selected areas of twentieth century. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
HISTORY 260A. The Literature and Interpretations of American History: Seventeenth & Eighteenth Centuries. 4 Units.
Studies in selected areas of seventeenth and eighteenth centuries. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
HISTORY 260B. The Literature and Interpretations of American History: Nineteenth Century. 4 Units.
Studies in selected areas of the nineteenth century. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
HISTORY 260C. The Literature and Interpretations of American History: Twentieth Century. 4 Units.
Studies in selected areas of the twentieth century. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
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HISTORY 273. Research Methods in Chinese History. 4 Units.
Introduces major tools for research in Qing and twentieth-century Chinese history as well as an introduction to research tools for earlier periods.
HISTORY 274A. Seminar in Chinese History: 1100-1750. 4 Units.
The development of Chinese society and culture from 1100-1750. May be used to fulfill the First-Year Research requirement.
Repeatability: Unlimited as topics vary.
HISTORY 274B. Seminar in Chinese History: 1600-1937. 4 Units.
The development of Chinese society and culture from 1600-1937. May be used to fulfill the First-Year Research requirement.
Repeatability: Unlimited as topics vary.
HISTORY 274C. Seminar in Chinese History: 1850-Present. 4 Units.
The development of Chinese society and culture from 1850 to the present. May be used to fulfill the First-Year Research requirement.
Repeatability: Unlimited as topics vary.
HISTORY 275A. Approaches to Islam in the Middle East/Maghrib. 4 Units.
Examines methodologies and approaches to the study of Muslim culture and history in the Middle East and North Africa in medieval and modern times.
Restriction: History graduate students only.
HISTORY 280A. China. 4 Units.
Studies in literatures and interpretations of Chinese history.
HISTORY 280B. Japan. 4 Units.
Studies in literatures and interpretations of Japanese history.
HISTORY 280C. Korea. 4 Units.
Studies in literatures and interpretations of Korean history.
HISTORY 280D. South Asia . 4 Units.
Studies in literatures and interpretations of South Asian history.
HISTORY 290. Special Topics . 4 Units.
Lectures, readings, and discussion on subjects more limited in scope than those included in the year-long colloquium series.
Repeatability: Unlimited as topics vary.
HISTORY 291. Directed Reading. 4-12 Units.
Reading courses focused on specialized topics.
Repeatability: May be repeated for credit unlimited times.
Restriction: History graduate students only.
HISTORY 295. Special Methods. 4 Units.
Development of particular research skills.
HISTORY 298. Experimental Group Study. 4-12 Units.
Open to four or more students.
Repeatability: May be repeated for credit unlimited times.
HISTORY 299. Dissertation Research. 4-12 Units.
Specifically designed for students researching and writing their dissertations.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Advancement to Ph.D. candidacy.
938 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 939
HISTORY 399. University Teaching. 4 Units.
Limited to Teaching Assistants.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
Humanities Language Learning Program
Cynthia L. Claxton, Director
http://www.humanities.uci.edu/hllp/
Overview
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. Students who would like to enroll in a HLLP language
class should complete a language background questionnaire. This questionnaire is available on the HLLP Language Placement Information website
(http://www.humanities.uci.edu/hllp/resources) and should be submitted online. Students with previous exposure to Arabic, Hebrew, Persian, or
Vietnamese may also need to take a placement test. These tests are administered by the UCI Academic Testing Center. Information about the testing
schedule and test registration may be found on the Testing Center website (http://www.testingcenter.uci.edu). Send any questions about placement to
HLLP Director Cynthia Claxton ([email protected]).
See Language Other Than English Placement and Progression.
Humanities Language Learning Program Peer-to-Peer Language Mentor Program
The HLLP Peer-to-Peer Language Mentor Program is designed both as a supplement to more formal language learning within the classroom and as a
means for students not enrolled in language classes to maintain their language skills. Each language mentor will be paired with one to three mentees.
Mentor and mentee(s) will meet for at least one hour each week and will engage in various activities conducted in the target language. These activities
may include (but are not limited to) conversations in the target language; watching a film, television show, or news program in the target language;
cooking a meal or snack that is typical of the culture of the target language; attending an appropriate cultural event, museum exhibition, or performance;
producing a creative work (including dance) that is appropriate to the target culture; presentation of specialized vocabulary by the mentor (e.g., medical
vocabulary); listening to music of the target culture; going to an ethnic grocery store or restaurant, etc. All conversation revolving around these activities
should be in the target language to the greatest degree possible. Both the mentor and the mentee(s) will keep a journal and will reflect on each week’s
meeting and activities. Mentor and mentee(s) will also be required to attend two whole group meetings each quarter, one at the beginning of the quarter
and one at the end.
Students must submit an application in order to participate in the program and the applications will be evaluated by the faculty of the Humanities
Language Learning Program. Once chosen, mentors and mentees will be instructed to enroll in a 1 unit P/NP class corresponding to their language and
level of participation.
Selection Requirements for Mentors (ARABIC 10A, HEBREW 10A, PERSIAN 10A, VIETMSE 10A) :
• High-Intermediate to Advanced-level language skills (particularly oral language skills) in target language
• Sophomore to senior standing
• 2.7 (B-) G.P.A.
• Sincere interest in fostering the development of language skills of mentee(s)
• Leadership skills
• Active participation in planning of weekly activities
• Ability to meet with mentee(s) on a weekly basis and to attend whole group meetings
Selection Requirements for Mentees (ARABIC 10B, HEBREW 10B, PERSIAN 10B, VIETMSE 10B) :
• Enrollment in an HLLP language is desirable, but not required
• Freshman to senior standing
• Commitment to improving speaking skills in target language
UCI General Catalogue 2016-2017 939
940 School of Humanities
• Active participation in weekly activities
• Ability to meet with mentor on a weekly basis and to attend whole group meetings
Faculty
Soheila Kian, Ph.D. University of California, Los Angeles, Lecturer of Persian
Raheela Maniar, M.A. University of California, Los Angeles, Lecturer of Arabic
Miriam Parks, Ph.D. University of Wisconsin-Madison, Lecturer of Hebrew
Tri Chan Tran, Ph.D. University of California, Los Angeles, Lecturer of Vietnamese; Vietnamese
Arabic Courses
ARABIC 1A. Fundamentals of Arabic. 5 Units.
Designed for students with little or no exposure to Arabic. Using real world texts, provides a firm foundation in the orthography, grammar, syntax, and
vocabulary of Modern Standard Arabic. Introduces students to Arab world cultures. Course may be offered online.
Prerequisite: Placement into ARABIC 1A.
Overlaps with ARABIC S1AB.
Restriction: ARABIC 1A and ARABIC S1AB may not be taken for full credit.
ARABIC 1B. Fundamentals of Arabic. 5 Units.
Designed for students with little or no exposure to Arabic. Using real world texts, provides a firm foundation in the orthography, grammar, syntax, and
vocabulary of Modern Standard Arabic. Introduces students to Arab world cultures. Course may be offered online.
Prerequisite: ARABIC 1A or placement into ARABIC 1B. ARABIC 1A with a grade of C or better.
Overlaps with ARABIC S1AB, ARABIC S1BC.
Restriction: ARABIC 1B and ARABIC S1AB and ARABIC S1BC may not be taken for full credit.
ARABIC 1C. Fundamentals of Arabic. 5 Units.
Designed for students with little or no exposure to Arabic. Using real world texts, provides a firm foundation in the orthography, grammar, syntax, and
vocabulary of Modern Standard Arabic. Introduces students to Arab world cultures.
Prerequisite: ARABIC 1B or ARABIC S1AB or placement into ARABIC 1C. ARABIC 1B with a grade of C or better. ARABIC S1AB with a grade of C or
better.
Overlaps with ARABIC S1BC.
Restriction: ARABIC 1C and ARABIC S1BC may not be taken for full credit.
(VI)
ARABIC S1AB. Introductory Arabic. 7.5 Units.
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. Course may be offered online.
Prerequisite: Placement in ARABIC 1A or ARABIC S1AB.
Overlaps with ARABIC 1A, ARABIC 1B.
Restriction: ARABIC S1AB and ARABIC 1A and ARABIC 1B may not be taken for full credit.
940 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 941
ARABIC S1BC. Introductory Arabic. 7.5 Units.
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. Course may be offered online.
Prerequisite: ARABIC 1B or ARABIC S1AB or placement into ARABIC 1B or ARABIC 1C. ARABIC 1B with a grade of C or better. ARABIC S1AB with a
grade of C or better.
Overlaps with ARABIC 1B, ARABIC 1C.
Restriction: ARABIC S1BC and ARABIC 1B and ARABIC 1C may not be taken for full credit.
(VI)
ARABIC 2A. Intermediate Arabic Language and Culture. 4 Units.
Designed for students to advance their Arabic language skills to intermediate level. Students will develop their understanding of grammar and syntax to
a more sophisticated level. Facilitates intermediate-level reading, writing, and speaking skills. Fosters college-level cultural literacy.
Prerequisite: ARABIC 1C or ARABIC S1BC or placement into ARABIC 2A. ARABIC 1C with a grade of C or better. ARABIC S1BC with a grade of C or
better.
Restriction: School of Humanities and International Studies majors have first consideration for enrollment.
(VIII)
ARABIC 2B. Intermediate Arabic Language and Culture. 4 Units.
Designed for students to advance their Arabic language skills to intermediate level. Students will develop their understanding of grammar and syntax to
a more sophisticated level. Facilitates intermediate-level reading, writing, and speaking skills. Fosters college-level cultural literacy.
Prerequisite: ARABIC 2A or placement into ARABIC 2B. ARABIC 2A with a grade of C or better.
Restriction: School of Humanities and International Studies majors have first consideration for enrollment.
(VIII)
ARABIC 2C. Intermediate Arabic Language and Culture. 4 Units.
Designed for students to advance their Arabic language skills to intermediate level. Students will develop their understanding of grammar and syntax to
a more sophisticated level. Facilitates intermediate-level reading, writing, and speaking skills. Fosters college-level cultural literacy.
Prerequisite: ARABIC 2B or placement into ARABIC 2C. ARABIC 2B with a grade of C or better.
Restriction: School of Humanities and International Studies majors have first consideration for enrollment.
(VIII)
ARABIC 10A. Arabic Peer-to-Peer Language Mentor Program. 1 Unit.
Peer-to-Peer Language Mentor Program in which student mentors work with student mentees to increase the language skills of both participants. One
hour weekly meetings. ARABIC 10A is for language mentors.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 4 times.
ARABIC 10B. Arabic Peer-to-Peer Language Mentor Program. 1 Unit.
Peer-to-Peer Language Mentor Program in which student mentors work with student mentees to increase the language skills of both participants. One
hour weekly meetings. ARABIC 10B is for language mentees.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 4 times.
ARABIC 51. Introduction to the Koran. 4 Units.
An introduction to understanding the Koran and its significance to Muslim life, culture, and history. An overview of scholarly traditions related to the
Koran, and its critics. Close readings of the Koran in English translation.
(IV, VIII)
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942 School of Humanities
ARABIC 150. Modern Arabic Literature in Translation. 4 Units.
In English. Major works in Arabic literature and culture in context.
Repeatability: Unlimited as topics vary.
ARABIC 199. Independent Study. 4 Units.
Research paper required.
Repeatability: May be repeated for credit unlimited times.
Hebrew Courses
HEBREW 1A. Fundamentals of Hebrew. 5 Units.
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.
Prerequisite: Placement into HEBREW 1A.
HEBREW 1B. Fundamentals of Hebrew. 5 Units.
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.
Prerequisite: HEBREW 1A or placement into HEBREW 1B. HEBREW 1A with a grade of C or better.
HEBREW 1C. Fundamentals of Hebrew. 5 Units.
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.
Prerequisite: HEBREW 1B or placement into HEBREW 1C. HEBREW 1B with a grade of C or better.
(VI)
HEBREW 2A. Intermediate Hebrew. 4 Units.
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. Students develop reading, writing, speaking, listening, grammatical, and cultural skills.
Prerequisite: HEBREW 1C. HEBREW 1C with a grade of C or better.
Restriction: School of Humanities and International Studies majors have first consideration for enrollment.
(VIII)
HEBREW 2B. Intermediate Hebrew. 4 Units.
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. Students develop reading, writing, speaking, listening, grammatical, and cultural skills.
Prerequisite: HEBREW 2A. HEBREW 2A with a grade of C or better.
Restriction: School of Humanities and International Studies majors have first consideration for enrollment.
(VIII)
HEBREW 2C. Intermediate Hebrew. 4 Units.
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. Students develop reading, writing, speaking, listening, grammatical, and cultural skills.
Prerequisite: HEBREW 2B. HEBREW 2B with a grade or C or better.
Restriction: School of Humanities and International Studies majors have first consideration for enrollment.
(VIII)
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University of California, Irvine 2016-2017 943
HEBREW 10A. Hebrew Peer-to-Peer Language Mentor Program. 1 Unit.
Peer-to-Peer Language Mentor Program in which student mentors work with student mentees to increase the language skills of both participants. One
hour weekly meetings. HEBREW 10A is for language mentors.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 4 times.
HEBREW 10B. Hebrew Peer-to-Peer Language Mentor Program. 1 Unit.
Peer-to-Peer Language Mentor Program in which student mentors work with student mentees to increase the language skills of both participants. One
hour weekly meetings. HEBREW 10B is for language mentors.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 4 times.
HEBREW 50. Jewish and Israeli Culture. 4 Units.
Examination of subjects relevant to the culture of Israel and Judaism in their historical and modern day contexts through the study of film, literature,
religious texts, artistic representations, etc.
(IV, VIII)
HEBREW 199. Independent Study. 4 Units.
Research paper required.
Repeatability: May be repeated for credit unlimited times.
Persian Courses
PERSIAN 1A. Fundamentals in Persian. 5 Units.
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.
Prerequisite: Placement into PERSIAN 1A.
Overlaps with PERSIAN S1AB.
Restriction: PERSIAN 1A and PERSIAN S1AB may not be taken for full credit.
PERSIAN 1B. Fundamentals in Persian. 5 Units.
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.
Prerequisite: PERSIAN 1A or placement into PERSIAN 1B. PERSIAN 1A with a grade of C or better.
Overlaps with PERSIAN S1AB, PERSIAN S1BC.
Restriction: PERSIAN 1B and PERSIAN S1AB and PERSIAN S1BC may not be taken for full credit.
PERSIAN 1C. Fundamentals in Persian. 5 Units.
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.
Prerequisite: PERSIAN 1B or PERSIAN S1AB or placement in PERSIAN 1C. PERSIAN 1B with a grade of C or better. PERSIAN S1AB with a grade of
C or better.
Overlaps with PERSIAN S1BC.
Restriction: PERSIAN 1C and PERSIAN S1BC may not be taken for full credit.
(VI)
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944 School of Humanities
PERSIAN S1AB. Fundamentals of Persian. 7.5 Units.
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.
Prerequisite: Placement into PERSIAN S1AB.
Overlaps with PERSIAN 1A, PERSIAN 1B.
Restriction: PERSIAN S1AB and PERSIAN 1A and PERSIAN 1B may not be taken for full credit.
PERSIAN S1BC. Fundamentals of Persian. 7.5 Units.
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 PERSIAN 1B or placement into PERSIAN S1BC. PERSIAN S1AB with a grade of C or better. PERSIAN 1B with a
grade of C or better.
Overlaps with PERSIAN 1B, PERSIAN 1C.
Restriction: PERSIAN S1BC and PERSIAN 1B and PERSIAN 1C may not be taken for full credit.
(VI)
PERSIAN 2A. Intermediate Persian. 4 Units.
Designed for students to advance their Persian language skills from introductory to intermediate level. Student will advance their understanding of
grammar and syntax. Facilitates intermediate-level reading, writing, and speaking skills. Fosters college-level cultural literacy.
Prerequisite: PERSIAN 1C or PERSIAN S1BC or placement into PERSIAN 2A. PERSIAN 1C with a grade of C or better. PERSIAN S1BC with a grade
of C or better.
Restriction: School of Humanities and International Studies majors have first consideration for enrollment.
(VIII)
PERSIAN 2B. Intermediate Persian. 4 Units.
Designed for students to advance their Persian language skills from introductory to intermediate level. Students will advance their understanding of
grammar and syntax. Facilitates intermediate-level reading, writing, and speaking skills. Fosters college-level cultural literacy.
Prerequisite: PERSIAN 2A or placement into PERSIAN 2B. PERSIAN 2A with a grade of C or better.
Restriction: School of Humanities and International Studies majors have first consideration for enrollment.
(VIII)
PERSIAN 2C. Intermediate Persian. 4 Units.
Designed for students to advance their Persian language skills from introductory to intermediate level. Students will advance their understanding of
grammar and syntax. Facilitates intermediate-level reading, writing, and speaking skills. Fosters college-level cultural literacy.
Prerequisite: PERSIAN 2B or placement in PERSIAN 2C. PERSIAN 2B with a grade of C or better.
Restriction: School of Humanities and International Studies majors have first consideration for enrollment.
(VIII)
PERSIAN 3A. Advanced Persian. 4 Units.
Students improve Persian language skills and grammatical knowledge. Explores tenth- to twentieth-century Persian poetry and prose (e.g., Rudaki,
Ferdowsi, Bahar, Nima Yushij).
Prerequisite: PERSIAN 2C. PERSIAN 2C with a grade of C or better.
(VIII)
944 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 945
PERSIAN 3B. Advanced Persian. 4 Units.
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: PERSIAN 3A. PERSIAN 3A with a grade of C or better.
(VIII)
PERSIAN 10A. Persian Peer-to-Peer Language Mentor Program. 1 Unit.
Peer-to-Peer Language Mentor Program in which student mentors work with student mentees to increase the language skills of both participants. One
hour weekly meetings. PERSIAN 10A is for language mentors.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 4 times.
PERSIAN 10B. Persian Peer-to-Peer Language Mentor Program. 1 Unit.
Peer-to-Peer Language Mentor Program in which student mentors work with student mentees to increase the language skills of both participants. One
hour weekly meetings. PERSIAN 10B is for language mentees.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 4 times.
PERSIAN 50. Persian Culture. 4 Units.
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.
Repeatability: Unlimited as topics vary.
(IV, VIII)
PERSIAN 150. Topics in Advanced Persian Culture. 4 Units.
In-depth examination of major works in premodern and modern Persian literature and/or the arts, with specific emphasis upon historical and cultural
context and relevant societal issues and trends. Course is conducted in English.
Repeatability: May be taken for credit for 4 units as topics vary.
Vietnamese Courses
VIETMSE 1A. Fundamentals of Vietnamese. 5 Units.
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: Placement into VIETMSE 1A.
Overlaps with VIETMSE S1AB.
Restriction: VIETMSE 1A and VIETMSE S1AB may not be taken for full credit.
VIETMSE 1B. Fundamentals of Vietnamese. 5 Units.
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: VIETMSE 1A or placement in VIETMSE 1B. VIETMSE 1A with a grade of C or better.
Overlaps with VIETMSE S1AB, VIETMSE S1BC.
Restriction: VIETMSE 1B and VIETMSE S1AB and VIETMSE S1BC may not be taken for full credit.
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946 School of Humanities
VIETMSE 1C. Fundamentals of Vietnamese. 5 Units.
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: VIETMSE 1B or VIETMSE S1AB or placement in VIETMSE 1C. VIETMSE 1B with a grade of C or better. VIETMSE S1AB with a grade of
C or better.
Overlaps with VIETMSE S1BC.
Restriction: VIETMSE 1C and VIETMSE S1BC may not both be taken for credit.
(VI)
VIETMSE S1AB. Fundamentals. 7.5 Units.
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.
Overlaps with VIETMSE 1A, VIETMSE 1B.
Restriction: VIETMSE S1AB and VIETMSE 1A and VIETMSE 1B may not be taken for full credit.
VIETMSE S1BC. Fundamentals. 7.5 Units.
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: VIETMSE S1AB or VIETMSE 1B or placement into VIETMSE 1B or VIETMSE 1C. VIETMSE 1B with a grade of C or better.
VIETMSE S1AB with a grade of C or better.
Restriction: VIETMSE S1BC and VIETMSE 1B and VIETMSE 1C may not be taken for full credit.
(VI)
VIETMSE 2A. Intermediate Vietnamese. 4 Units.
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 relating to lesson topics.
Prerequisite: VIETMSE 1C or VIETMSE S1BC or placement into VIETMSE 2A. VIETMSE 1C with a grade of C or better. VIETMSE S1BC with a grade
of C or better.
Restriction: School of Humanities and International Studies majors have first consideration for enrollment.
(VIII)
VIETMSE 2B. Intermediate Vietnamese. 4 Units.
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 relating to lesson topics.
Prerequisite: VIETMSE 2A or placement into VIETMSE 2B. VIETMSE 2A with a grade of C or better.
Restriction: School of Humanities and International Studies majors have first consideration for enrollment.
(VIII)
VIETMSE 2C. Intermediate Vietnamese. 4 Units.
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 relating to lesson topics.
Prerequisite: VIETMSE 2B or placement into VIETMSE 2C. VIETMSE 2B with a grade of C or better.
Restriction: School of Humanities and International Studies majors have first consideration for enrollment.
(VIII)
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VIETMSE 10A. Vietnamese Peer-to-Peer Language Mentor Program. 1 Unit.
Peer-to-Peer Language Mentor Program in which student mentors work with student mentees to increase the language skills of both participants. One
hour weekly meetings. VIETMSE 10A is for language mentors.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 4 times.
VIETMSE 10B. Vietnamese Peer-to-Peer Language Mentor Program. 1 Unit.
Peer-to-Peer Language Mentor Program in which student mentors work with student mentees to increase the language skills of both participants. One
hour weekly meetings. VIETMSE 10B is for language mentees.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 4 times.
VIETMSE 50. Vietnamese Culture . 4 Units.
Vietnamese culture and society in modern and historical contexts through the study of literary works, film, and other media. Philosophy and religious
practices may also be examined. Course is taught in English.
(IV)
VIETMSE 150. Vietnamese Literature and Culture in Translation. 4 Units.
Major works in Vietnamese literature and culture in context.
Repeatability: Unlimited as topics vary.
Department of Philosophy
Aaron James, Department Chair
85 Humanities Instructional Building
949-824-6525
http://www.humanities.uci.edu/philosophy/
Overview
Philosophy addresses itself to questions that arise insistently in every area of human experience and in every discipline within the university. Each
discipline inevitably poses problems concerning the nature of the standards appropriate to it and the place of its subject matter within the total framework
of human knowledge. If we are to understand science or art or literature, or such human practices as religion and moral thought, we are bound to
address ourselves to philosophical issues relating to their nature, the uses of reason appropriate to them, and the contributions they make to our
understanding and appreciation of ourselves and the world in which we live.
Undergraduate Program
Instruction in philosophy relies essentially upon discussion in which students are active participants. Wherever possible, therefore, classes are limited in
size in order to permit sustained interchanges between students and instructor.
Some of the courses offered are of general interest to all students. Others are designed to explore issues that arise in selected and special disciplines
such as art or science. The undergraduate advisor should be consulted for advice about courses best suited to the specialized needs of particular
students.
The program of course offerings is also designed for those Philosophy majors whose intention may be either to enter some professional school upon
graduation (e.g., law) or to engage in graduate work in philosophy.
The faculty encourages Philosophy majors and minors to seriously consider expanding their perspective through an experience of study abroad. The
Study Abroad Center, which includes the University’s Education Abroad Program (UCEAP) and the International Opportunities Program (IOP), assists
students in taking advantage of many worldwide opportunities for study and research. Specifically, those interested in analytic philosophy could consider
the EAP programs in the United Kingdom, Canada, Sweden, Australia, and New Zealand, and those interested in Continental philosophy could consider
the EAP programs in France, Germany, and Italy. See the Study Abroad Center section of the Catalogue or an academic counselor for additional
information.
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948 School of Humanities
Requirements for the B.A. Degree in Philosophy
All students must meet the University Requirements.
All students must meet the School Requirements.
Departmental Requirements for the Major
A. Select one of the following:
PHILOS 1 Introduction to Philosophy
PHILOS 2 Puzzles and Paradoxes
PHILOS 4 Introduction to Ethics
PHILOS 5 Contemporary Moral Problems
B. Select one of the following:
PHILOS 30 Introduction to Symbolic Logic
PHILOS 104 Introduction to Logic
C. Select two of the following:
PHILOS 10 History of Ancient Philosophy
PHILOS 11 History of Medieval Philosophy
PHILOS 12 History of Modern Philosophy
PHILOS 13 History of Contemporary Philosophy
D. Complete:
PHILOS 101 Introduction to Metaphysics
PHILOS 102 Introduction to the Theory of Knowledge
or
PHILOS 102W Introduction to the Theory of Knowledge
PHILOS 103 Introduction to Moral Philosophy
1
E. Select five of the following:
PHILOS 100W Writing Philosophy
PHILOS 105–199
1
Students planning to pursue graduate school are strongly advised to take PHILOS 105A and PHILOS 105B.
Residence Requirement: At least five upper-division courses required for the major must be completed successfully at UCI.
Additional Information
Career Opportunities
The study of argument and the precision and clarity of thought and writing required of Philosophy majors are excellent preparation for a variety of
careers. Many undergraduates trained in Philosophy go on to professional schools in medicine, business, or law. The analytical skills developed
in Philosophy courses are especially useful in legal education; indeed, many UCI Philosophy graduates have been successful at top law schools.
Former Philosophy students have also used their skills to advantage in careers in government, business, teaching, law enforcement, and computer
programming. Many Philosophy majors also continue their education at the graduate level, either in philosophy or a related discipline.
The UCI Career Center provides services to students and alumni including career counseling, information about job opportunities, a career library, and
workshops on resume preparation, job search, and interview techniques. See the Career Center section for additional information.
Requirements for the Minor in Philosophy
Departmental Requirements
A. Select three of the following:
PHILOS 1 Introduction to Philosophy
PHILOS 2 Puzzles and Paradoxes
PHILOS 4 Introduction to Ethics
PHILOS 5 Contemporary Moral Problems
PHILOS 10 History of Ancient Philosophy
PHILOS 11 History of Medieval Philosophy
PHILOS 12 History of Modern Philosophy
PHILOS 13 History of Contemporary Philosophy
PHILOS 22 Introduction to Law and Society
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PHILOS 30 Introduction to Symbolic Logic
B. Complete four additional upper-division courses selected from PHILOS 100W–199. (PHILOS 199 may be taken for four units only.)
Residence Requirement for the Minor: Four upper-division courses 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.
On This Page:
• Requirements for the M.A. in Philosophy
• 4+1 M.A. Degree in Philosophy, Political Science and Economics (PPE)
• Requirements for the Ph.D. in Philosophy
• The Salzburg Exchange Program
• Program in Law and Graduate Studies
• Optional Emphasis in Critical Theory
• Optional Emphasis in Feminist Studies
Graduate Program
The Ph.D. program in Philosophy is jointly and cooperatively administered by the Department of Philosophy in the School of Humanities and the
Department of Logic and Philosophy of Science (LPS) in the School of Social Sciences. The graduate program has two distinct tracks—the Philosophy
track and the LPS track—both of which begin from a common core of shared requirements in history of philosophy, logic, ethics, and metaphysics/
epistemology. Students are advised to apply to the track whose faculty, areas of specialization, and curriculum most closely correspond to their interests.
The Philosophy track is described here. See the Department of Logic and Philosophy of Science for a description of the LPS track.
UCI’s Philosophy Department is committed to providing students a well-rounded graduate education, including central areas of contemporary philosophy
and a solid foundation in the history of philosophy. Those with interests in mathematics, the natural sciences, or the social sciences are encouraged
to take courses in Logic and Philosophy of Science and to include LPS faculty members on their dissertation committees. The cooperative two-track
program provides students the benefits of faculty expertise in a host of areas.
Every year the Philosophy Department invites distinguished philosophers from other universities to present their work to faculty and graduate students.
Participation in this colloquium series, though not mandatory, contributes significantly to graduate education. Colloquia sponsored by Logic and
Philosophy of Science might also be of interest to Philosophy track students.
Every new graduate student is assigned a faculty member whose purpose is to oversee the student’s progress through the major requirements for the
advanced degree. The student consults with this faculty member each quarter about progress and any administrative or academic difficulties. After a
student has satisfied course and distribution requirements and passed the Portfolio Exam (discussed below), he or she identifies a faculty member in the
Philosophy Department as his or her principal dissertation advisor. Together they will recruit the other faculty members, from both inside and outside the
Department of Philosophy, who will serve as the student's dissertation committee.
Requirements for the M.A. in Philosophy
UCI’s graduate program in Philosophy is a doctoral program. At present, no students are admitted to pursue only the M.A.
At least one year of study in the Philosophy program is usually necessary for award of the M.A. There is no list of required courses. The student may
elect to follow either of the following routes to the degree: write a thesis on a subject to be chosen in consultation with an advisor and defend the thesis
in an oral examination, or satisfy the Logic and Portfolio requirements (explained below).
Advancement to candidacy for the M.A. requires formal application to the Dean of Graduate Studies via the Philosophy Department Office. Application
must be made with the recommendation of the Philosophy Department and must take place before the beginning of the quarter in which the student
expects to receive the degree.
4+1 M.A. Degree in Philosophy, Political Science and Economics (PPE)
The goal of this program is to train students in three critically important and related approaches to understanding the social world around us. Philosophy
develops analytic rigor and trains students to reason logically. Political Science provides an understanding of how institutions impact modern societies
and helps students evaluate the choices that such institutions regularly make. And economics is the study of how individuals, firms, and governments
make decisions which together determine how resources are allocated. An appreciation of economics has increasingly become crucial for an
understanding of institutional policy making. The objective of the M.A. in PPE is to prepare students for careers in government, law, private or public
corporations, and non-profit organizations.
In order to be admitted to the program, undergraduate students must submit an application in the winter quarter of their third year. More information can
be found in the School of Social Sciences’ Department of Logic and Philosophy of Science.
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Requirements for the Ph.D. in Philosophy
There is no set number of courses required for the Philosophy track, so that work can be tailored to the individual student’s needs and interests.
However, as a prerequisite for the Ph.D. degree, every student is required to have some experience in teaching. Before students receive their first
appointment as TAs in this department, they must complete the TA training program offered by UCI's Teaching, Learning, and Technology Center
(TLTC).
Normative time to degree in the Philosophy track is seven years for the normally qualified student. Time to advancement to candidacy is four years.
Time in candidacy is three years. Maximum time to degree permitted is nine years. A master's degree is not a prerequisite for the Ph.D. The following
are requirements for the Ph.D.:
First-Year Seminar. An examination of some standard works in the history of Philosophy, value theory, metaphysics, or epistemology; required of all
first-year Philosophy graduate students in the School of Humanities.
Distribution Requirements. Students are required to take a range of courses designed to expose them to the various historical periods and fields of
philosophy. When course offerings are announced, students are notified about which courses can be used to satisfy which requirements. In some cases,
the requirement satisfied will ultimately depend on the content of the student's term paper(s).
The Distribution Requirements are:
1. History. To satisfy this requirement, students must receive a grade of B or better in at least four courses covering at least three of the following
areas: Ancient, Medieval, Modern Empiricism, Modern Rationalism, Kant, Nineteenth Century, and Twentieth Century.
2. Field. To satisfy this requirement, students must receive a grade of B or better in two courses in value theory, one course in logic, and two
courses in metaphysics/epistemology, broadly construed.
These requirements must be completed by the end of the seventh quarter in residence.
Logic Requirement. Students must receive a grade of B or better in an approved logic course. This requirement must be completed by the end of the
seventh quarter in residence.
Tools of Research. The student’s dissertation advisor may require his or her advisee to pursue the tool(s) of research deemed useful for the advisee’s
dissertation research. A student might, for example, be required to take classes outside the Department of Philosophy or learn languages other than
English. The Tools of Research requirement must be completed by the end of the 12th quarter in residence.
The Portfolio. A portfolio of at least two papers is an extended writing sample designed to demonstrate a student's ability (a) to understand, analyze,
and evaluate positions and arguments in the philosophical literature, and (b) to formulate and defend an original philosophical thesis. These virtues must
be displayed at a level of sophistication indicating the student's ability to write a Ph.D. dissertation.
The portfolio must be submitted to the Graduate Coordinator at the end of the fifth week of the student's sixth quarter in residence. Portfolios will be
evaluated by the entire faculty of the Philosophy Department. (Philosophy track students may request that relevant LPS faculty also be present at the
evaluation meeting.)
Prospectus Examination. In preparation for the prospectus examination, students choose a dissertation advisor and a dissertation committee. They
consult with their thesis advisor and other appropriate faculty to prepare a reading list on their area of concentration and a brief dissertation proposal with
a comprehensive bibliography. The exam is an oral exam and is normally completed at the end of the seventh quarter, but must be completed by the
end of the ninth quarter in residence. The prospectus exam is to determine whether the dissertation project is viable and promises results that will fulfill
standards expected for a dissertation in the profession.
Candidacy Examination. In preparation for the candidacy examination, students prepare at least a draft chapter of their dissertation, an outline of the
organization of the work, and update their prospectus and bibliography in consultation with their dissertation advisor and their dissertation committee.
Students apply for candidacy by filing appropriate forms, including a list (devised in consultation with their advisor) of appropriate members for their
Candidacy Committee; one of these, the External Examiner, must come from outside the Department of Philosophy. The Committee is then appointed
by the Philosophy Department, on behalf of the Dean of the Graduate Division and the Graduate Council, to administer the oral candidacy examination
on the prospectus and draft chapter(s) to determine whether or not the student will be approved to continue work on the dissertation.
The Candidacy Examination is normally completed at the end of the ninth quarter, but must be completed by the end of the 12th quarter in residence.
The Philosophy Department Chair, on behalf of the Dean of the Graduate Division and the Graduate Council, then appoints a Doctoral Committee
(typically taken from the Candidacy Committee and naturally including the dissertation advisor) to supervise the writing of the dissertation.
Dissertation Defense. Students must defend their dissertation during an oral examination administered by their Doctoral Committee.
Program in Law and Graduate Studies (J.D. /Ph.D.)
Highly qualified students interested in combining the study of Law with graduate qualifications in Philosophy are invited to undertake concurrent degree
study under the auspices of UC Irvine's Program in Law and Graduate Studies. Students in this program pursue a coordinated curriculum leading to a
J.D. degree from the School of Law in conjunction with a Ph.D. degree in Philosophy. Students must be admitted to both programs separately in order
950 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 951
to pursue the concurrent Program in Law and Graduate Studies. Students admitted to the Program in Law and Graduate Studies have to complete all
of the requirements of each degree. The normative time for completion of the Program in Law and Graduate Studies is eight years for the J.D./Ph.D.
combination. Additional information is available from the Program Director's Office 949-824-4158, or by email to [email protected] ( [email protected]).
A full description of the program, with links to all relevant application information, can be found at the Program in Law and Graduate Studies homepage
(http://www.law.uci.edu/academics/interdisciplinary-studies/concurrent-degrees.html).
The Salzburg Exchange Program
The Department of Philosophy and the Department of Logic and Philosophy of Science jointly administer an Exchange Program with the University of
Salzburg. The program has two parts. The Scholarly Exchange provides opportunities for faculty and graduate students in Philosophy and LPS to visit
Salzburg and for faculty and graduate students from Salzburg to visit one or the other of the UCI units. The Program also sponsors joint conferences,
held alternately in Irvine and in Salzburg; these are co-sponsored by Salzburg and the UCI Interdisciplinary Program in the History and Philosophy of
Science.
To be eligible for the Salzburg Exchange, a graduate student must have advanced to candidacy. The selected student spends one semester in
Salzburg, usually teaching one course in the general area of the thesis topic. An upper-division course may be taught in English, but lower-division
courses must be taught in German. (Some previous visitors have learned serviceable German by attending a Goethe institute during the preceding
summer.) Typically, a Salzburg visitor will receive a Salzburg Fellowship intended to cover travel expenses, and a stipend; those who teach while in
Salzburg will also receive a salary intended to cover living expenses (including health and dental insurance).
Application should be made to the Philosophy Department’s Salzburg Exchange Director by November 1 and should include a curriculum vita and syllabi
for possible courses to be taught. The Director and/or the Philosophy Department Graduate Coordinator should be consulted for further information.
Optional Emphasis in Critical Theory
The School of Humanities offers an emphasis in Critical Theory that can be appended to the Philosophy track. A student interested in the emphasis
begins by taking the three-quarter Critical Theory Workshop. With the recommendation of a workshop instructor or a Critical Theory faculty member
in the Philosophy Department, the student may then apply to the Critical Theory Committee for admission to the emphasis. Emphasis students must
complete the following requirements in addition to the usual Philosophy track requirements.
The Critical Theory Workshop. Students must successfully complete the three-quarter Critical Theory Workshop. This sequence is conceived as a
reading group, normally conducted by a team of instructors, and developed with the input of all participants. Significant texts are discussed and analyzed
in class; no term papers are required. (Students receive 0 units and In-progress grades for the fall and winter quarters; passing students receive 4 units
and a Satisfactory grade for the spring quarter.
Advanced Critical Theory Requirement. Students must receive a grade of B or better in three HUMAN 270 courses offered under the supervision of
the Critical Theory Committee. At least three such courses will be offered each year. With the approval of the Philosophy Department, these courses can
be used to satisfy the tools of research requirement.
Mini-Seminar Requirement. Students must participate in two committee-sponsored mini-seminars (six–eight hours each) offered by visiting scholars on
their ongoing research.
Research Paper Requirement. Students must complete a research paper under the guidance of a three-member committee, selected in consultation
with the Director; at least one member must be from outside of the Philosophy Department. This paper may (but need not) be part of the portfolio or
dissertation.
Upon completion of the emphasis requirements, a letter certifying that fact, signed by the Dean of Humanities and the Director of the Critical Theory
Emphasis, will be added to the student’s dossier.
Optional Emphasis in Feminist Studies
A graduate emphasis in Feminist Studies also is available. Refer to the Gender and Sexuality Studies section of the Catalogue for information.
Faculty
Ermanno Bencivenga, Ph.D. University of Toronto, Professor of Philosophy; Humanities
Sven D. Bernecker, Ph.D. Stanford University, Professor of Philosophy
Marcello Fiocco, Ph.D. University of California, Santa Barbara, Associate Professor of Philosophy
Margaret P. Gilbert, Ph.D. Oxford University, Abraham I. Melden Chair in Moral Philosophy and Professor of Philosophy
Sean Greenberg, Ph.D. Harvard University, Associate Professor of Philosophy
Jeffrey S. Helmreich, Ph.D. University of California, Los Angeles, Assistant Professor of Philosophy
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Aaron J. James, Ph.D. Harvard University, Professor of Philosophy
Stephen N. Jolley, Ph.D. Cambridge University, Professor Emeritus of Philosophy
Bonnie D. Kent, Ph.D. Columbia University, Professor of Philosophy
Joseph F. Lambert, Ph.D. Michigan State University, Professor Emeritus of Philosophy
Alan Nelson, Ph.D. University of Illinois at Chicago, Professor Emeritus of Philosophy
Casey C. Perin, Ph.D. University of California, Berkeley, Associate Professor of Philosophy
Gerasimos X. Santas, Ph.D. Cornell University, Professor Emeritus of Philosophy
Karl Schafer, Ph.D. New York University, Professor of Philosophy
Martin Schwab, Ph.D. Heidelberg University, Professor Emeritus of Philosophy; Comparative Literature; European Languages and Studies (philosophy
and aesthetics)
David W. Smith, Ph.D. Stanford University, Professor of Philosophy
Nicholas P. White, Ph.D. Harvard University, Professor Emeritus of Philosophy (Greek philosophy, ethics, epistemology)
Peter W. Woodruff, Ph.D. University of Pittsburgh, Professor Emeritus of Philosophy
Affiliate Faculty
Jeffrey A. Barrett, Ph.D. Columbia University, Professor of Logic and Philosophy of Science; Philosophy
Jeremy Heis, Ph.D. University of Pittsburgh, Associate Professor of Logic and Philosophy of Science; Philosophy
Penelope J. Maddy, Ph.D. Princeton University, UCI Distinguished Professor of Logic and Philosophy of Science; Mathematics; Philosophy (philosophy
of mathematics and logic, meta-philosophy)
Brian Skyrms, Ph.D. University of Pittsburgh, UCI Distinguished Professor of Logic and Philosophy of Science; Economics; Philosophy
P. Kyle Stanford, Ph.D. University of California, San Diego, Professor of Logic and Philosophy of Science; Philosophy
Kai Wehmeier, Ph.D. University of Münster, Director, Center for the Advancement of Logic, its Philosophy, History, and Applications and Professor of
Logic and Philosophy of Science; Philosophy
Courses
PHILOS 1. Introduction to Philosophy. 4 Units.
A selection of philosophical problems, concepts, and methods, e.g., free will, cause and substance, personal identity, the nature of philosophy itself.
Course may be offered online. Materials fee.
(IV)
PHILOS 2. Puzzles and Paradoxes. 4 Units.
Introduction to the formal tools needed to comprehend and evaluate philosophical arguments and theoretical reasoning in general. Course may be
offered online.
(IV, Vb)
PHILOS 4. Introduction to Ethics. 4 Units.
Selected topics from the history of ethics, e.g., the nature of the good life and the moral justification of conduct.
(IV)
PHILOS 5. Contemporary Moral Problems. 4 Units.
Selected moral issues of current interest, e.g., abortion, sexual morality, euthanasia, capital punishment, reverse discrimination, civil disobedience, or
violence.
(IV)
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PHILOS 6. Philosophy and Psychoanalysis. 4 Units.
An analysis of Freudian psychoanalytic theory and therapy, and its significance for such classical philosophical problems such as the mind-body
problem, self-identity and self-deception, psyche and consciousness, innatism, and the origins of moral behavior.
(IV)
PHILOS 7. Introduction to Existentialism. 4 Units.
An analysis of themes in phenomenology and existentialism and their philosophical origins, e.g., consciousness, self and other, freedom and
individuality.
(IV)
PHILOS 10. History of Ancient Philosophy. 4 Units.
Examination of the central philosophical themes developed by the pre-Socratics, Socrates, Plato, Aristotle, the Stoics, the Epicureans, and the Skeptics.
(IV)
PHILOS 11. History of Medieval Philosophy. 4 Units.
A study of some of the major theological and philosophical texts from the Medieval period.
Prerequisite: Recommended: PHILOS 10.
(IV)
PHILOS 12. History of Modern Philosophy. 4 Units.
A study of major developments in western philosophy from Descartes to Kant with readings from Descartes, Leibniz, Locke, Berkeley, Hume, and Kant.
Prerequisite: Recommended: PHILOS 10 or PHILOS 11.
(IV)
PHILOS 13. History of Contemporary Philosophy. 4 Units.
A study of recent philosophical developments in Anglo-American and Continental philosophy with readings from such figures as Russell, Moore,
Wittgenstein, Quine, Heidegger, and Sartre.
Prerequisite: Recommended: PHILOS 12.
(IV)
PHILOS 22. Introduction to Law and Society. 4 Units.
What constitutes a legal system? What does it mean for a society to have a system as a part of the social fabric. Examines the social status of law and
its use as a tool for fashioning society.
(III)
PHILOS 29. Critical Reasoning. 4 Units.
Introduction to analysis and reasoning. The concepts of argument, premise, and conclusion, validity and invalidity, consistency and inconsistency.
Identifying and assessing premises and inferences. Deductive versus inductive reasoning, and introduction to the probability calculus. Evaluating
definitions. Informal fallacies. Course may be offered online.
Same as LPS 29.
(II, Vb)
PHILOS 30. Introduction to Symbolic Logic. 4 Units.
An introduction to the symbolism and methods of the logic of statements, including evaluation of arguments by truth tables, the techniques of natural
deduction, and semantic tableaux.
Same as LPS 30, LINGUIS 43.
(Vb)
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PHILOS 31. Introduction to Inductive Logic. 4 Units.
Philosophical questions concerning the foundations of scientific inference, e.g., the traditional problem of induction, the Goodman paradox, the concept
of cause, Mill's method of inductive reasoning, probability calculus, different interpretations of probability, and their interaction in inductive reasoning.
Same as LPS 31.
(II, Va)
PHILOS 40. Special Topics in Philosophy. 4 Units.
Lectures on selected topics at the lower-division level.
Repeatability: Unlimited as topics vary.
PHILOS 100W. Writing Philosophy. 4 Units.
Discussion of those aspects of writing of special importance in philosophy, e.g., philosophical terminology, techniques for evaluating arguments,
philosophical definitions and theories. At least 4,000 words of assigned composition based on philosophical readings.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Same as LPS 100W.
Restriction: Upper-division students only.
(Ib)
PHILOS 101. Introduction to Metaphysics. 4 Units.
A study of one or more of the problems of "first philosophy," e.g., substance, free will, causation, abstract entities, identity.
PHILOS 102. Introduction to the Theory of Knowledge. 4 Units.
A study of one or more of the basic issues in epistemology, e.g., the role of perception in the acquisition of knowledge, the nature of evidence, the
distinction between belief and knowledge, and the nature of truth and certainty.
Same as LPS 102.
PHILOS 102W. Introduction to the Theory of Knowledge. 4 Units.
A study of one or more of the basic issues in epistemology, e.g., the role of perception in the acquisition of knowledge, the nature of evidence, the
distinction between belief and knowledge, and the nature of truth and certainty.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Overlaps with PHILOS 102, LPS 102.
(Ib)
PHILOS 103. Introduction to Moral Philosophy. 4 Units.
A study of one or more of the problems of contemporary moral philosophy, e.g., the nature of justice, liberalism versus conservatism, happiness and its
relation to virtue and right conduct, the objectivity of moral standards.
PHILOS 104. Introduction to Logic. 4 Units.
Introduction to sentence logic, including truth tables and natural deduction; and to predicate logic, including semantics and natural deduction.
Same as LPS 104, LINGUIS 142.
PHILOS 105A. Elementary Set Theory. 4 Units.
An introduction to the basic working vocabulary of mathematical reasoning. Topics include sets, Boolean operations, ordered n-tuples, relations,
functions, ordinal and cardinal numbers.
Same as LPS 105A, LINGUIS 145A.
PHILOS 105B. Metalogic. 4 Units.
Introduction to formal syntax (proof theory) and semantics (model theory) for first-order logic, including the deduction, completeness, compactness, and
Löewenheim-Skolem theorems.
Prerequisite: PHILOS 105A.
Same as LPS 105B, LING 145B.
Overlaps with MATH 150.
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PHILOS 105C. Undecidability and Incompleteness. 4 Units.
Introduction to the formal theory of effective processes, including recursive functions, Turing machines, Church's thesis, and proofs of Göedel's
incompleteness theorem for arithmetic, and Church's undecidability theorem for first-order logic.
Prerequisite: PHILOS 105B.
Same as LPS 105C, LINGUIS 145C.
Overlaps with MATH 152.
PHILOS 106. Topics in Logic . 4 Units.
Selected topics in mathematical or philosophical logic.
Prerequisite: PHILOS 105B or LPS 105B.
Repeatability: Unlimited as topics vary.
Same as LPS 106.
PHILOS 108. Topics in Induction, Probability, and Decision Theory. 4 Units.
Selected topics in induction, probability, and decision theory.
Repeatability: Unlimited as topics vary.
Same as LPS 108.
PHILOS 110. Topics in Ancient Philosophy. 4 Units.
Selected topics from the writings of Plato and Aristotle, e.g., Aristotle's criticisms of Plato's metaphysics, ethics, or politics.
Repeatability: May be taken for credit 2 times as topics vary.
PHILOS 111. Topics in Medieval Philosophy. 4 Units.
Studies of some of the major issues of concern to Medieval philosophers, e.g., universals, the nature and existence of God, faith, and reason.
Repeatability: May be taken for credit 2 times as topics vary.
PHILOS 113. Topics in Modern Philosophy. 4 Units.
Focuses on the works of central philosophical figures of modern Philosophy (e.g., Descartes, Leibniz, Hobbes, Locke, Hume, Kant) or on the treatment
of one or more central philosophical problems by a number of these figures.
Repeatability: Unlimited as topics vary.
Same as LPS 113.
PHILOS 114. Topics in Nineteenth-Century Philosophy. 4 Units.
Studies of some of the major figures after Kant (e.g., Hegel, Nietzsche, Marx, Kierkegaard), especially in German idealism and social thought.
Repeatability: Unlimited as topics vary.
PHILOS 115. Topics in History of Analytic Philosophy. 4 Units.
Review of central theories or figures in the history of analytic philosophy. Emphasis on writings of Frege, Russell, Schlick, Carnap, and Quine. Topics
include the nature of meaning and truth, the synthetic/analytic distinction, and scientific knowledge.
Repeatability: Unlimited as topics vary.
Same as LPS 115.
PHILOS 116. Topics in Continental Philosophy. 4 Units.
Studies of some of the major figures (e.g., Husserl), movements (e.g., phenomenology, existentialism) in early twentieth-century continental European
thought.
Repeatability: Unlimited as topics vary.
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PHILOS 120. Topics in Metaphysics. 4 Units.
Examines central philosophical questions concerning our own fundamental nature and that of the world around us (e.g., causation and necessity,
determination, free will, personal identity, the mind-body problem).
Repeatability: Unlimited as topics vary.
Same as LPS 120.
PHILOS 121. Topics in the Theory of Knowledge . 4 Units.
One or more topics in the theory of knowledge, e.g., the nature of rational justification, of perceptual knowledge, of a priori knowledge.
Repeatability: Unlimited as topics vary.
Same as LPS 121.
PHILOS 122. Topics in Philosophy of Mind. 4 Units.
Selected topics involving the concept of mind, e.g., the relation between mind and body, the self, personal identity, consciousness, the unconscious.
Repeatability: Unlimited as topics vary.
PHILOS 123. Topics in Philosophy of Religion. 4 Units.
Critical examination of concepts involved in the theological literature, e.g., the nature and existence of God, miracles, the problem of evil, divine
command theories in ethics.
Repeatability: Unlimited as topics vary.
PHILOS 130. Topics in Moral Philosophy. 4 Units.
Selected topics in ethics.
Repeatability: Unlimited as topics vary.
PHILOS 131A. Applied Ethics. 4 Units.
Topics may include capital punishment, world hunger, obligations to future generations, environmental ethics, animal rights, economic justice, sexual
morality, affirmative action, racism and sexism, or legalization of drugs.
PHILOS 131C. Medical Ethics. 4 Units.
Analysis of moral issues concerning health care. Topics may include: just allocation of scarce medical resources, the doctor/patient relationship, genetic
engineering, surrogate motherhood, abortion, euthanasia, or social policy concerning AIDS.
PHILOS 132. Topics in Political and Social Philosophy. 4 Units.
Selected topics in social and political philosophy, e.g., the functions of government, the justification of political authority, the nature of democracy, the
varieties of liberty, and social justice. Readings from classical and contemporary sources.
Repeatability: Unlimited as topics vary.
PHILOS 133. Topics in Philosophy of Law. 4 Units.
Selected topics concerning legal systems and the concept of law, e.g., the nature and purpose of law, the nature of authority, the relationship between
law and morality, law and political-economic systems.
Repeatability: Unlimited as topics vary.
PHILOS 140. Topics in Philosophy of Science. 4 Units.
Selected topics in contemporary philosophy of science, e.g., the status of theoretical entities, the confirmation of theories, the nature of scientific
explanation.
Repeatability: Unlimited as topics vary.
Same as LPS 140.
PHILOS 141A. Topics in Philosophy of Physics. 4 Units.
Selected topics in the philosophy of physics, e.g., the interpretation of quantum mechanics, the nature of spacetime, the problem of quantum field
theories.
Repeatability: Unlimited as topics vary.
Same as LPS 141A.
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PHILOS 141B. Geometry and Spacetime. 4 Units.
An examination of the foundations of the special theory of relativity, with emphasis on the geometry of Minkowski spacetime, and its relation to both
Euclidean and non-Euclidean (hyperbolic) plane geometries.
Prerequisite: MATH 2D and (MATH 3A or MATH 6G).
Same as LPS 141B.
PHILOS 141C. Philosophy of Quantum Mechanics. 4 Units.
An examination of the standard von Neumann-Dirac formulation of quantum mechanics. The quantum measurement problem is discussed along with
several proposed solutions, including GRW, many-worlds, man-minds, and Bohm's theory.
Same as LPS 141C.
PHILOS 141D. Probability and Determinism. 4 Units.
An examination of a cluster of interrelated issues concerning probability, determinism, logic, and the foundations of quantum mechanics.
Prerequisite: MATH 2D and (MATH 3A or MATH 6G).
Same as LPS 141D.
PHILOS 142W. Writing/Philosophy of Biology. 4 Units.
Philosophy of biology, e.g., scientific method in biology, the structure of evolutionary theory, teleology, ethics, and evolution. Course work includes one
4,000-word and four 1,000-word papers.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Same as LPS 142W, BIO SCI E142W.
Restriction: Juniors only.
(Ib)
PHILOS 143. Topics in Philosophy of Psychology. 4 Units.
Selected topics in the philosophy of psychology, e.g., the nature of psychological explanation, reductionism, issues in cognitive, behavioral, and
neuroscience.
Repeatability: Unlimited as topics vary.
Same as LPS 143, PSYCH 123P.
Restriction: Psychology and Philosophy majors have first consideration for enrollment.
PHILOS 144. Topics in Philosophy of Social Science. 4 Units.
Selected topics in the philosophy of the social sciences, e.g., is their goal to understand behavior or to predict and control it?; are they normative and the
natural sciences not?; do they incorporate philosophical doctrines about language and mind?.
Repeatability: Unlimited as topics vary.
Same as LPS 144.
PHILOS 145. Topics in Philosophy of Language. 4 Units.
Selected topics in the philosophy of language, e.g., the nature of meaning, mechanisms of reference, speech acts.
Repeatability: Unlimited as topics vary.
Same as LPS 145, LINGUIS 141.
PHILOS 146. Topics in Philosophy of Logic. 4 Units.
Selected topics in the philosophy of logic, e.g., the nature of logical truth and our knowledge of it, the status of propositions, definite descriptions, and
existential presuppositions.
Repeatability: Unlimited as topics vary.
Same as LPS 146.
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PHILOS 147. Topics in Philosophy of Mathematics. 4 Units.
Selected historical and contemporary topics in the philosophy of mathematics, e.g., mathematical truth and ontology, mathematical knowledge, the
nature and role of proof, the workings of mathematics in application.
Repeatability: Unlimited as topics vary.
Same as LPS 147.
PHILOS 150. Phenomenology . 4 Units.
A study of the foundations of phenomenology in Husserl and its background in Bolzano, Frege, Brentano, Meinong, Kant, and Descartes.
PHILOS 151. Existentialism. 4 Units.
A study of such central existentialist thinkers as Heidegger and Sartre.
Prerequisite: Recommended: PHILOS 7 or PHILOS 150.
PHILOS 190. Special Topics in Philosophy. 4 Units.
Lectures on selected topics to be given by regular faculty and visiting faculty.
Repeatability: Unlimited as topics vary.
PHILOS 199. Directed Special Studies. 2-4 Units.
Independent study on a research topic supervised by a faculty member.
Repeatability: May be repeated for credit unlimited times.
PHILOS 200. Special Topics in Philosophy. 4 Units.
Seminars on selected topics to be given by regular faculty and visiting faculty.
Repeatability: Unlimited as topics vary.
PHILOS 201. First-Year Seminar. 4 Units.
An examination of some standard works in the history of philosophy, value theory, metaphysics, or epistemology; required of all first-year Philosophy
graduate students in the School of Humanities.
Repeatability: May be taken for credit 2 times.
Restriction: Philosophy graduate students and Logic & Philosophy of Science graduate students only.
PHILOS 205A. Set Theory. 4 Units.
The basic working vocabulary of mathematical reasoning. Topics include: sets, Boolean operations, ordered n-tuples, relations, functions, ordinal and
cardinal numbers.
Same as LPS 205A.
PHILOS 205B. Metalogic. 4 Units.
Formal syntax (proof theory) and semantics (model theory) for first-order logic, including the deduction, completeness, compactness, and Loewenheim-
Skolem theorems.
Prerequisite: PHILOS 205A or LPS 205A.
Same as LPS 205B.
PHILOS 205C. Undecidability and Incompleteness. 4 Units.
Formal theory of effective processes, including recursive function, Turing machines, Church's thesis, and proofs of Goedel's incompleteness theorem for
arithmetics, and Church's undecidability for first-order logic.
Prerequisite: PHILOS 205B or LPS 205B.
Same as LPS 205C.
PHILOS 206. Topics in Logic . 4 Units.
Studies in selected areas of logic. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
Same as LPS 206.
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PHILOS 210. Topics in Ancient Philosophy. 4 Units.
Studies in selected areas of ancient philosophy. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
PHILOS 211. Topics in Medieval Philosophy. 4 Units.
Studies in selected areas of medieval philosophy. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
PHILOS 212. Topics in Renaissance Philosophy. 4 Units.
Studies in selected areas of renaissance philosophy. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
PHILOS 213. Topics in Modern Philosophy. 4 Units.
Studies in selected areas of modern philosophy. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
Same as LPS 213.
PHILOS 214. Topics in Nineteenth-Century Philosophy. 4 Units.
Studies in selected areas of nineteenth-century philosophy. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
PHILOS 215. Topics in Analytic Philosophy. 4 Units.
Studies in selected areas of analytic philosophy. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
Same as LPS 215.
PHILOS 216. Topics in Continental Philosophy. 4 Units.
Studies in selected areas of continental philosophy. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
PHILOS 218. Topics in Contemporary Philosophy. 4 Units.
Studies in selected areas of contemporary philosophy. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
PHILOS 220. Topics in Metaphysics. 4 Units.
Studies in selected areas of metaphysics. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
Same as LPS 220.
PHILOS 221. Topics in Epistemology. 4 Units.
Studies in selected areas of epistemology. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
Same as LPS 221.
PHILOS 222. Topics in Mind and Action. 4 Units.
Studies in selected areas of mind and action. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
PHILOS 230. Topics in Ethics . 4 Units.
Studies in selected areas of ethics. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
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PHILOS 232. Topics in Political and Social Philosophy. 4 Units.
Studies in selected areas of political and social philosophy. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
Same as LPS 232.
PHILOS 234. Topics in Aesthetics . 4 Units.
Studies in selected areas of aesthetics. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
PHILOS 240. Topics in Philosophy of Science. 4 Units.
Studies in selected areas of philosophy of science. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
Same as LPS 240.
PHILOS 241. Topics in Philosophy of Physics. 4 Units.
Studies in selected areas of philosophy of physics. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
Same as LPS 241.
PHILOS 243. Topics in Philosophy of Psychology. 4 Units.
Selected topics in the philosophy of psychology, e.g., the nature of psychological explanation, reductionism, issues in cognitive, behavioral, and
neuroscience.
Repeatability: Unlimited as topics vary.
Same as LPS 243, PSYCH 231P.
PHILOS 244. Topics in Philosophy of Social Science. 4 Units.
Studies in selected areas of philosophy and social science. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
Same as LPS 244.
PHILOS 245. Topics in Philosophy of Language. 4 Units.
Studies in selected areas of philosophy of language. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
Same as LPS 245.
PHILOS 246. Topics in Philosophy of Logic. 4 Units.
Studies in selected areas of philosophy of logic. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
Same as LPS 246.
PHILOS 247. Topics in Philosophy of Mathematics. 4 Units.
Studies in selected areas of philosophy of mathematics. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
Same as LPS 247.
PHILOS 250. Topics in Existentialism and Phenomenology. 4 Units.
Studies in selected areas of existentialism and phenomenology. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
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PHILOS 298. Independent Study. 4-12 Units.
Independent research with Philosophy faculty.
Repeatability: May be repeated for credit unlimited times.
PHILOS 299. Directed Research. 4-12 Units.
Directed research with Philosophy faculty.
Repeatability: May be repeated for credit unlimited times.
Restriction: School of Humanities graduate students only.
PHILOS 399. University Teaching. 4 Units.
Limited to Teaching Assistants.
Repeatability: May be repeated for credit unlimited times.
Restriction: School of Humanities graduate students only.
Undergraduate Program in Religious Studies
Jack Miles, Director
400 Murray Krieger Hall
949-824-6735
http://www.humanities.uci.edu/religious_studies/
Overview
Religious Studies includes an interdisciplinary major and minor that focus on the comparative understanding of the various ways different peoples,
across space and through time, have developed their religious ideas, values, systems, beliefs, rituals, and traditions in response to fundamental
questions of human existence. The curriculum seeks to provide a wide-ranging academic understanding and knowledge of the religious experience in
society through study in the Schools of Humanities, Social Sciences, Social Ecology, and the Claire Trevor School of the Arts. As an interdisciplinary
academic discipline, the study of religion offers a rigorous, systematic, and dispassionate intellectual inquiry into various aspects of religious systems,
their practitioners and outlooks, and their goals and expressions. It employs a wide variety of approaches and methods in order to understand the role of
religion in both human experience and thought.
Students in the Religious Studies major complete an emphasis either in World Religious Traditions, or, more particularly in Judaism/Christianity/Islam.
Categories and Approved Courses
The complete list of approved courses varies from quarter to quarter, depending upon course scheduling. For complete up-to-date information on
approved courses, please consult the Religious Studies website (http://www.humanities.uci.edu/religious_studies).
Core Faculty
Elizabeth Allen, Department of English
Carol Burke, Department of English
James T. Chiampi, Department of European Languages and Studies
Susan Bibler Coutin, Departments of Criminology, Law and Society and Anthropology
Touraj Daryaee, Department of History
Rebecca Davis, Department of English
James B. Given (Emeritus), Department of History
Qitao Guo, Department of History
Lamar M. Hill (Emeritus), Department of History
Bonnie Kent, Department of Philosophy
Susan B. Klein, Department of East Asian Languages and Literatures
James Kyung-Jin Lee, Departments of Asian American Studies and English
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Matthias Lehmann, Department of History
Karen Leonard (Emerita), Department of Anthropology
Mark A. LeVine, Department of History
Jayne Lewis, Department of English
Julia Reinhard Lupton, Departments of English, Comparative Literature, and Education
Steven Mailloux (Emeritus), Department of English
Nancy McLoughlin, Department of History
Jack Miles (Emeritus), Department of English
Keith L. Nelson (Emeritus), Department of History
Alka Patel, Department of Art History
Victoria Silver, Department of English
Affiliated Faculty
Francisco J. Ayala, Department of Ecology and Evolutionary Biology
Stanley Bailey, Department of Sociology
Linda Freeman Bauer (Emerita), Department of Art History
Victoria Bernal, Department of Anthropology
Susan K. Brown, Department of Sociology
Vinayak Chaturvedi, Department of History
Yong Chen, Department of History
Chungmoo Choi, Department of East Asian Languages and Literatures
Michael A. Fuller, Department of East Asian Languages and Literatures
Alexander Gelley (Emeritus), Department of Comparative Literature
Linda Georgianna (Emerita), Department of English
Anna Gonosová (Emerita), Department of Art History
Judy C. Ho (Emerita), Department of Art History
S. Nicholas Jolley (Emeritus), Department of Philosophy
Aaron Kheriaty, Department of Psychiatry and Human Behavior
Gerald Larson, Research Professor, Department of History
Cecelia Lynch, Department of Political Science
Sanjoy Mazumdar, Department of Planning, Policy, and Design
Shampa Mazumdar, Lecturer, Department of Sociology
Michael T. McBride, Department of Economics
Joseph McKenna, Department of History
Calvin McLaughlin (Emeritus), School of Medicine
Margaret M. Miles, Departments of Art History and Classics
Jane Newman, Department of Comparative Literature
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Maria C. Pantelia, Department of Classics
Amy Powell, Department of Art History
Adrian Preda, Department of Psychiatry and Human Behavior
Gary Richardson, Department of Economics
Michael Ryan, Department of English
Martin Schwab (Emeritus), Department of Philosophy
Daniel Stokols, Departments of Planning, Policy, and Design and of Psychology and Social Behavior
Timothy Tackett (Emeritus), Department of History
Roxanne Varzi, Department of Anthropology
Roger N. Walsh, Department of Psychiatry and Human Behavior
Requirements for the B.A. Degree in Religious Studies
All students must meet the University Requirements.
All students must meet the School Requirements.
Requirements for the Major
A. Complete:
REL STD 5A World Religions I
REL STD 5B World Religions II
REL STD 5C Religious Dialogue
REL STD 110 Thinking about Religion: Theories and Methodologies
1
B. Select six upper-division electives, two in each of the following categories:
1. Judaism/Christianity/Islam
2. World Religious Traditions
3. Thematic Approaches to Religion
C. Completion of an emphasis in either Judaism/Christianity/Islam or in World Religious Traditions: select two additional upper-division courses from
either category 1 or 2 above.
1
Selected from the approved lists published on the Religious Studies website (http://www.humanities.uci.edu/religious_studies). For examples of
approved courses, see below. One relevant lower-division course may be substituted for an upper-division course, with prior approval.
Studying Abroad: Students are encouraged to study abroad and may be able to satisfy a significant portion of their requirements abroad. Courses
taken abroad must be approved by the Director of Religious Studies in order to be applied toward major requirements.
Residence Requirement for the Major: A minimum of five upper-division courses required for the major must be completed successfully at UCI.
Additional Information
Career Opportunities
Majoring in Religious Studies is an excellent preparation for living in a multicultural society and for a variety of careers in counseling, teaching,
commerce, writing, government, the arts, and professional religious leadership. The major’s emphasis on broad understanding, critical thinking skills,
and clear written expression provides an effective springboard for graduate study in the humanities and social science or professional schools in
medicine, law, or business.
The UCI Career Center provides services to students and alumni including career counseling, information about job opportunities, a career library, and
workshops on resume preparation, job search, and interview techniques. See the Career Center section for additional information.
Requirements for the Minor in Religious Studies
Requirements for the Minor
REL STD 5A World Religions I
REL STD 5B World Religions II
REL STD 5C Religious Dialogue
REL STD 110 Thinking about Religion: Theories and Methodologies
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Four upper-division electives selected from the three categories under B above, including at least one course from both categories 1 and 2. Two of
the four courses must be outside of the student’s major. One relevant lower-division course may be substituted for an upper-division course, with prior
approval.
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 by the Director of the Religious Studies program.
Courses
REL STD 5A. World Religions I. 4 Units.
An introduction to the history, doctrine, culture, and writing of Judaism, Christianity, and Islam.
Same as HISTORY 16A.
(IV, VIII)
REL STD 5B. World Religions II. 4 Units.
An introduction to various religious traditions in selected areas of the world—including India and South Asia, East Asia, Africa, and the Americas.
Same as HISTORY 16B.
(IV, VIII)
REL STD 5C. Religious Dialogue. 4 Units.
Lectures and discussion on controversial topics in religion: sexual morality; religious violence; science; treatment of women and girls; religious truth,
American Constitutional matters; secularization; the future of religion, and other topics.
Same as HISTORY 16C.
(IV, VIII)
REL STD 17. An Economic Approach to Religion. 4 Units.
Introduction to how basic economic concepts such as demand, supply, consumption, production, competition, free-riding, innovation, regulation, and
rent-seeking can be applied to understand observed religious behavior.
Same as ECON 17.
(III)
REL STD 21. Philosophy and Religion. 4 Units.
Examines the intersection of religion and philosophy from a standpoint that does not presuppose previous academic study of either. Both Western and
Eastern traditions and perspectives may be explored.
Repeatability: May be taken for credit 3 times as topics vary.
REL STD 56. Society and Religion. 4 Units.
A critical and personal examination of the varieties of religious and spiritual experience human beings are undergoing in contemporary society. The role
of conscious understanding and unconscious conditioning regarding religion and spirituality.
Repeatability: May be taken for credit 3 times as topics vary.
REL STD 60. Gender and Religion. 4 Units.
A presentation in selected issues in the study of gender and religion.
Repeatability: May be taken for credit 3 times as topics vary.
(III, VIII)
REL STD 90. Aspects of Religion. 4 Units.
A presentation of selected issues in the study of religion.
Repeatability: May be taken for credit 3 times as topics vary.
(IV)
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REL STD 91. Topics in Aspects of Asian Religions. 4 Units.
A survey course of a specific Asian religious tradition such as Hinduism, Buddhism, Jainism, Sikhism, Daoism, Confucianism, or Shinto in its
manifestation in Asia or in its transmission to the Americas.
Repeatability: May be taken for credit 3 times as topics vary.
REL STD 100. Topics in the Study of Religion. 4 Units.
The intersection of religious belief and practices with selected subjects of continuing interest.
Repeatability: May be taken for credit 3 times as topics vary.
REL STD 103. Topics in the Philosophy of Religion. 4 Units.
Critical examination of philosophical concepts in religious scripture and theology, e.g., the nature and existence of God, miracles, the problem of evil,
and divine command theories in ethics. May include any religious tradition.
Repeatability: May be taken for credit 3 times as topics vary.
REL STD 106. Topics in Gender and Religion. 4 Units.
Critical examination of how religious beliefs and practices have shaped (and been shaped by) attitudes toward gender and sexuality in modern and/or
premodern society.
Repeatability: May be taken for credit 3 times as topics vary.
REL STD 110. Thinking about Religion: Theories and Methodologies. 4 Units.
A survey and investigation of the major thinkers, theories, and methodologies in the study of religions. Designed to develop the student's ability to
analyze and articulate theoretical arguments; includes a paper on relevant Religious Studies topics.
Prerequisite: (REL STD 5A or HISTORY 15A) and (REL STD 5B or HISTORY 15B) and (REL STD 5C or HISTORY 15C).
Restriction: Religious Studies majors have first consideration for enrollment.
REL STD 112B. Science and Religion II. 4 Units.
The development of genomics, stem-cell research, robotics, nanotechnology, neuropharmacology raises difficult religious and philosophical questions.
Examines interdisciplinary approaches that cut across institutional boundaries, cultural borders, religious traditions. Focuses on relationship between
religion and cognitive/affective/social neuroscience. Course may be offered online.
Same as SOC SCI 130B, PSYCH 172S, LPS 140B.
REL STD 115. Religion and World Politics. 4 Units.
Examines the relationship between religion and world politics historically and today, focusing on connections with peace/war, democracy, human rights,
secularism(s), and globalization. Covers major debates, scholarship, concepts, and theories through class exercises, exams, and essays.
Prerequisite: POL SCI 41A or INTL ST 11 or INTL ST 12 or REL STD 5A or REL STD 5B or REL STD 5C.
Same as POL SCI 146B, INTL ST 151B.
REL STD 120. Topics in Asian Religious Traditions. 4 Units.
Studies involving (but not limited to) Hinduism, Buddhism, Confucianism, Jainism, Sikhism, Daoism, Shinto or Shamanism, including both elite and
doctrinal aspects and forms of more popular religiosity.
Repeatability: May be taken for credit 3 times as topics vary.
REL STD 122. Ancient India. 4 Units.
Examines the visual and religious history of the region defined as "India" today, but necessarily encompassing modern Bangladesh and Pakistan.
Culminates with the supposed Golden Age of the Gupta empire and its far-reaching legacies.
Same as HISTORY 170A, ART HIS 155A.
REL STD 123. Medieval India. 4 Units.
Begins with the Gupta period's aesthetic legacies in South Asia's architecture, sculpture, and painting. Explores the dispersal of Islam throughout South
Asia, including the Muslim communities of southern India.
Same as HISTORY 170B, ART HIS 155B.
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REL STD 124. Topics in Modern Indian Religion. 4 Units.
Topics in religions of the Indian subcontinent including, but not confined to, Hinduism, Jainism, Sikhism, Islam, and Buddhism from the founding of the
Mughal Empire in 1526 to the creation of the several modern states of the Indian subcontinent.
Repeatability: May be taken for credit 3 times as topics vary.
REL STD 130. Jewish, Islamic, and Middle Eastern Religious Traditions. 4 Units.
Character and evolution of Egyptian, Jewish, Zoroastrian, Muslim, and other religious communities of the region from their formative periods to the
present era.
Repeatability: May be taken for credit 3 times as topics vary.
REL STD 131A. History of Zoroastrianism. 4 Units.
Reviews major trends in the history of Zoroastrianism.
Same as HISTORY 131A.
REL STD 140. Early Western Religious Traditions. 4 Units.
Religious perspectives of the Mediterranean and European regions from the earliest times to approximately 1500 C.E.
Repeatability: May be taken for credit 3 times as topics vary.
REL STD 141. Recent Western Religious Traditions. 4 Units.
Studies related to Catholic, Protestant, and Orthodox Christianity as well as alternative belief systems in Europe of the early modern and modern eras.
Repeatability: May be taken for credit 3 times as topics vary.
REL STD 150. Religion in the Americas. 4 Units.
Religious belief and social context in North and South America from the earliest human societies to the present.
Repeatability: May be taken for credit 3 times as topics vary.
REL STD 160. Diaspora Religions. 4 Units.
Examination of what happens to belief and practice as religious communities are scattered geographically.
Repeatability: May be taken for credit 3 times as topics vary.
REL STD 170. Topics in Comparative Studies in Religion. 4 Units.
Literary, historical, or philosophical comparison of selected religious and quasi-religious traditions, their beliefs and practices.
Repeatability: May be taken for credit 3 times as topics vary.
REL STD 190. Senior Colloquium. 4 Units.
Reading and group discussion of selected texts under the direction of an instructor. Paper required.
Repeatability: May be taken for credit 3 times as topics vary.
Restriction: A minimum of two students must enroll.
REL STD 199. Independent Study. 1-4 Units.
Directed reading and research in consultation with a faculty member. Substantial written work required.
Repeatability: Unlimited as topics vary.
Restriction: Upper-division students only.
REL STD 399. University Teaching . 4 Units.
Limited to teaching assistants.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
Department of Spanish and Portuguese
Luis F. Avilés, Department Chair
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University of California, Irvine 2016-2017 967
322 Humanities Hall
949-824-6901
http://www.humanities.uci.edu/spanishandportuguese/
Overview
The Department of Spanish and Portuguese offers programs of study leading to the B.A. degree in Spanish with emphases in Literature and Culture,
Spanish for Future Teachers, and Cinema: Spain, Latin America, and U.S. Latino; and the M.A. and Ph.D. degrees in Spanish with specializations in
Spanish, Latin American, and Chicano/Latino Literatures and Cultures.
While members of the faculty are recognized nationally and internationally for their research, creative writing, and contributions to the academic
profession, one of the Department's highest priorities is to maintain teaching excellence. The Department’s goal is to provide students with a level-
specific, solid education in the diverse fields of study that are offered. Many of the undergraduate and graduate courses reflect the faculty's interest in
bringing together historical, critical-theoretical, and interdisciplinary perspectives in the study of literature and other cultural artifacts such as film. At the
graduate level, students are encouraged to take courses in other UCI programs such as Gender and Sexuality Studies, the Critical Theory Emphasis,
Comparative Literature, and Film and Media Studies.
Undergraduate Program
Beginning Spanish Language Courses
The beginning and intermediate Spanish language curriculum consists of six courses: SPANISH 1A-SPANISH 1B-SPANISH 1C and
SPANISH 2A-SPANISH 2B-SPANISH 2C. This series is designed to teach students the four fundamental linguistic skills: speaking, understanding,
reading, and writing Spanish. Using a task-supported and content-based approach, these foundation courses have the objective to provide foreign
language skills that facilitate successful transitioning into more advanced Spanish. At the same time, these beginning Spanish classes are an excellent
portal for study abroad, be that in Spain or in Latin America. For an overview of relevant study sites, visit the Study Abroad Center website (http://
www.cie.uci.edu).
All students must adhere to the placement policies listed hereafter. Students with prior knowledge of Spanish may need to take the Spanish placement
test.
Spanish Placement
To enroll in SPANISH 1A or any Spanish course through the SPANISH 3 series:
Students without previous background in Spanish must take a copy of their high school transcript to their academic counseling office to activate their
eligibility to enroll in SPANISH 1A or SPANISH 1AB.
Students with previous high school background in Spanish wanting to enroll in any SPANISH 1A through the SPANISH 3 series at UCI for the first
time must take the placement test. Eligibility to enroll in any courses from SPANISH 1A through the SPANISH 3 series at UCI will be based on the result
of that placement test http://www.testingcenter.uci.edu.
Students with a previous course (or courses) in Spanish from another college or university who want to enroll in any courses from SPANISH 1A
through the SPANISH 3 series at UCI must ask their academic counseling office to review their previous coursework on file with the University in order
to receive authorization to enroll in the next course. If their counseling office is having difficulty determining placement based on these records, the
student's counseling office should contact a counselor in the Humanities Undergraduate Counseling Office for assistance.
Students who graduated from a high school in a Spanish-speaking country, or who graduated from a Spanish Academy, must take a copy of
their transcripts to the Language Curriculum Director, Humanities Hall 322, to determine where they should be placed.
Students who have already met the UCI language other than English general education or breadth requirement with SAT Subject Test scores,
International Baccalaureate (IB) scores, or Advanced Placement (AP) examination and plan to enroll in a Spanish course at UCI are still required to
take the Spanish placement test. Students cannot earn units or grade points at UCI in courses from which they have been exempted on the basis of IB
or AP credit, even if the placement test result recommends enrollment in such a level.
Students currently enrolled in any SPANISH 1A through SPANISH 2B course at UCI will be eligible to enroll for the next course within the series
without having to take the placement test, provided they receive a C or better.
To enroll in the SPANISH 3 series or beyond: An active prerequisite check system is in place for the SPANISH 3 series. In order to enroll in the
SPANISH 3 series, a student must have passed SPANISH 2C or must have received a score within the possible range of scores for the SPANISH 3
series on the Spanish placement test. Students who score above the range of scores required for the SPANISH 3 series on the Spanish placement test
may proceed to upper-division Spanish courses upon the recommendation of the Language Curriculum Director.
Placement testing is offered throughout the academic year (summer included). For details about registering for a placement test, contact the
Academic Testing Center
3040 Anteater Instruction and Research Building
949-824-6207
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968 School of Humanities
Email: [email protected] ([email protected])
http://www.testingcenter.uci.edu
Placement test results are valid for one calendar year.
On-campus Spanish language immersion program (“La Casa Nuestra”): UC Irvine offers students the opportunity to live in an on-campus housing
unit in Arroyo Vista where Spanish can be spoken on a daily basis. The name of this Spanish-only housing unit is La Casa Nuestra.
La Casa Nuestra is a residential Spanish language immersion program that relies on participants to comply with the Spanish-Only Language Rule
that applies to all shared living spaces within the Casa. The rule applies at all times, including evenings and weekends. Residents may choose to
speak English (or other languages) in their bedrooms, but, in the spirit of the Casa, are encouraged to make an effort to speak Spanish, even in their
rooms, whenever possible. The program is open to all UCI students with 2-3 years of high school Spanish and/or 1 year of college Spanish. Visit
the La Casa Nuestra information on the Department of Spanish and Portuguese Undergraduate Program website (http://www.humanities.uci.edu/
spanishandportuguese/undergrad).
Bachelor’s Degree in Spanish
The B.A. program in Spanish is devoted to the study of the languages and cultures of Spanish-speaking countries. Students are encouraged to
participate in UC Irvine's La Casa Nuestra housing program, which offers Spanish-language immersion on a 24/7 basis as described above.
Students select one of three emphases:
1. Literature and Culture;
2. Spanish for Future Teachers; or
3. Cinema: Spain, Latin America, and U.S. Latino.
Each of these emphases strives to teach students to speak Spanish with fluency, and to carry out academic work in this language. NOTE: An emphasis
may be chosen upon declaring the Spanish major, or at a later stage. The major, however, goes far beyond mere language learning, as it is designed
to offer a broad humanistic education. The courses explore the literatures and cultures of Spain and Latin America from their first manifestations to the
present. The faculty approach this rich cultural legacy from an interdisciplinary perspective that puts Latin American and Spanish texts in dialogue with
other fields of knowledge such as anthropology, linguistics, history, women’s studies, and studies on globalization, among others. The program also
offers courses in Spanish and Latin American film, as well as in visual culture. Unless stated otherwise, courses in the three emphases are taught in
Spanish.
By the end of the first year, students attain mastery of the basic structure of the language and ability to converse on everyday topics, as well as to read
and write at an elementary level. In the second year, emphasis is put on gradually raising the level of the student’s ability to read and write. Two third-
year courses or the SPANISH 3 series focuses on writing development, and the courses include SPANISH 3A (or SPANISH 3H) and SPANISH 3B
(or SPANISH 3J). SPANISH 3H and SPANISH 3J are designed for heritage speakers of Spanish who are required to take SPANISH 3H instead of
SPANISH 3A and SPANISH 3J instead of SPANISH 3B. Heritage speakers are here defined as students who were raised speaking Spanish at home,
but who have received little formal education in Spanish. Furthermore, a course in phonetics (SPANISH 113A) aims to perfect pronunciation and
presents historical and dialect variants of Spanish. SPANISH 107 (Advanced Spanish Grammar) helps students solidify fine points of grammar. In
addition to giving students a sense of literary history, the introductory courses in literature (SPANISH 101A, SPANISH 101B), also to be taken in the third
year, introduce students to elements of literary research and writing. The courses in Hispanic culture (SPANISH 110A, SPANISH 110B, SPANISH 110C)
combine a panoramic overview with a close look at a specific country or topic, and require a final research project. Upper-division literature and film
courses offer a more detailed analysis of specific texts and require a final research paper.
The faculty encourages students who are serious about improving their Spanish language ability in reading, writing, and speaking to take advantage
of opportunities to immerse themselves in the Spanish language by studying in Argentina, Chile, Mexico, Spain, or other Spanish-speaking countries
through various study abroad programs administered through UCI’s Study Abroad Center. Programs are available for the summer, one quarter, one
semester, or one year. This allows students to complete a significant portion of their bachelor’s degree requirements in Spain or Latin America (for
details, see Residence Requirements below). While abroad, students are given the opportunity to improve their Spanish in a natural context, and to
enjoy exposure to other cultures. Once back at UCI, students who have studied abroad typically use this newly gained knowledge to excel in advanced
upper-division courses, and to successfully enter graduate school programs or the career path of their choice. See the Study Abroad Center section of
the Catalogue or an academic counselor for additional information.
Double Major: Students in the B.A. program often double major. Double majoring in Spanish and a second department provides the best of both
worlds: the requirements for the Spanish major give students the linguistic and humanistic skills that will qualify them for diverse career paths, while
the second degree provides students with the additional expertise they are seeking. Together, these bachelor’s degrees will reward students with a
distinctively competitive edge. A double major is especially useful for pre-med, pre-law, and other students (future teachers included) who want an
extensive education in the natural or social sciences and a strong liberal arts program as well.
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University of California, Irvine 2016-2017 969
Requirements for the B.A. Degree in Spanish
All students must meet the University Requirements.
All students must meet the School Requirements.
All students must meet the Language Other Than English Placement and Progression policies.
Departmental Requirements for the Major in Spanish
SPANISH 2C or the equivalent is a prerequisite to SPANISH 3A (or SPANISH 3H) or SPANISH 3B (or SPANISH 3J). SPANISH 3A or SPANISH 3H and
SPANISH 3B or SPANISH 3J are the prerequisites for most of the upper-division courses. SPANISH 3A or SPANISH 3H can be taken concurrently with
SPANISH 3B or SPANISH 3J, though it is recommended that students take these two courses in sequence.
Students must choose one of the following emphases:
1. Emphasis in Literature and Culture
A. Complete:
SPANISH 3A Grammar and Composition
or SPANISH 3H Spanish for Heritage Speakers: Exploring U.S. Latino Issues
SPANISH 3B Composition and Grammar
or SPANISH 3J Spanish for Heritage Speakers: Researching U.S. Latino Issues
SPANISH 101A Introduction to Iberian Literature and Culture
SPANISH 101B Introductory Studies to Latin America Literature and Culture
SPANISH 107 Advanced Spanish Grammar
or SPANISH 113A Spanish Phonetics
or SPANISH 113B
SPANISH 119 Textual Analysis and Interpretation
SPANISH 190 Colloquium
B. Six additional upper-division Spanish courses (taken in the Department of Spanish and Portuguese), of which at least four must be in literature and
culture.
1
2. Emphasis in Spanish for Future Teachers
A. Complete:
SPANISH 3A Grammar and Composition
or SPANISH 3H Spanish for Heritage Speakers: Exploring U.S. Latino Issues
SPANISH 3B Composition and Grammar
or SPANISH 3J Spanish for Heritage Speakers: Researching U.S. Latino Issues
SPANISH 101A Introduction to Iberian Literature and Culture
SPANISH 101B Introductory Studies to Latin America Literature and Culture
SPANISH 107 Advanced Spanish Grammar
SPANISH 113A Spanish Phonetics
SPANISH 113B Introduction to Spanish Linguistics
SPANISH 119 Textual Analysis and Interpretation
SPANISH 190 Colloquium
B. Three upper-division Spanish courses.
3. Emphasis in Cinema: Spain, Latin America, and U.S. Latino
A. Complete:
SPANISH 3A Grammar and Composition
or SPANISH 3H Spanish for Heritage Speakers: Exploring U.S. Latino Issues
SPANISH 3B Composition and Grammar
or SPANISH 3J Spanish for Heritage Speakers: Researching U.S. Latino Issues
SPANISH 101A Introduction to Iberian Literature and Culture
SPANISH 101B Introductory Studies to Latin America Literature and Culture
SPANISH 107 Advanced Spanish Grammar
or SPANISH 113A Spanish Phonetics
SPANISH 119 Textual Analysis and Interpretation
SPANISH 190 Colloquium
B. Complete:
FLM&MDA 85A Introduction to Film and Visual Analysis
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C. Five upper-division electives:
1. Four must be in film:
(a) One film course may come from any department
(b) Three film courses must be taken in the Department of Spanish and Portuguese
2. One literature course taught in Spanish, from the Department of Spanish and Portuguese
1
Students who wish to pursue a career in teaching are encouraged to complete the minor in Educational Studies in tandem with the emphasis.
The following courses are recommended in fulfillment of the minor in Educational Studies: EDUC 108, EDUC 124, EDUC 128, EDUC 131,
EDUC 173, EDUC 349; EDUC 160 and EDUC 160L, or two quarters of HUMAN 195.
Residence Requirement for the Major (all emphases): At least five upper-division courses required for the major must be completed successfully at
UCI. By petition, two of the five may be taken through the UC Education Abroad Program, providing course content is approved by the Humanities Office
of Undergraduate Study and the Undergraduate Director of the Department of Spanish and Portuguese. See also the Study Abroad Option information
below.
Additional Information
Study Abroad Option
Students are encouraged to study abroad, possibly satisfying a significant portion of their major requirements abroad. For the maximum number of
courses allowed and other pertinent details, see the Spanish Undergraduate Program website (http://www.humanities.uci.edu/spanishandportuguese/
undergrad).
All courses taken abroad must be approved. Approval typically involves the following: (1) presentation of syllabi and other pertinent course materials
(term papers, exams, etc.) from the host university, and (2) submission of a UCI Humanities Petition form (available online, and to be completed after
the student’s return to UCI) to the Undergraduate Director of the Department of Spanish and Portuguese, and to the Humanities Office of Undergraduate
Study (HIB 143). Students are advised to consult with the Undergraduate Director and the Humanities Office of Undergraduate Study, both before and
after their stay abroad. See also the Residence Requirement above.
Career Opportunities
With over 400 million speakers, Spanish is the third most widely spoken language in the world, which explains in part why Spanish has such a growing
global reach and rapidly increasing national and international appeal—in business, education, the media, sports, as well as elsewhere. Knowledge of
the Spanish language and cultures has thus become highly marketable in many professions (nursing, the entertainment and/or travel industry, tourism,
among others).
The Spanish B.A. degree prepares students to have ready access to careers that require advanced knowledge of the Spanish language and the multiple
cultures associated with it. At the same time, competitive students in the program obtain a solid preparation for graduate school. The students’ graduate
career paths vary widely and include literary and/or cultural studies, teaching, nursing, law/ business, nonprofit organizations, medicine, sociology, and
other specialties.
The UCI Career Center provides services to students and alumni including career counseling, information about job opportunities, a career library, and
workshops on resume preparation, job search, and interview techniques. For additional information, visit the Career Center (http://www.career.uci.edu)
and the Department's Careers in Foreign Language websites (http://www.humanities.uci.edu/spanish/career.htm).
Requirements for the Minor in Spanish
Requirements for the Spanish Minor
All students are subject to the Language Other Than English Placement and Progression policies.
A. Complete the following:
SPANISH 3A Grammar and Composition
or SPANISH 3H Spanish for Heritage Speakers: Exploring U.S. Latino Issues
SPANISH 3B Composition and Grammar
or SPANISH 3J Spanish for Heritage Speakers: Researching U.S. Latino Issues
B. Four upper-division departmental Spanish courses, one of which may be taught in English (excluding SPANISH 150).
C. SPANISH 15 or one additional upper-division departmental Spanish course (excluding SPANISH 150).
NOTE: SPANISH 2C (or equivalent) is a prerequisite to Spanish minor requirements.
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University of California, Irvine 2016-2017 971
Residence Requirement for the Spanish 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 or committee chair.
On This Page:
• Master of Arts in Spanish
• Doctor of Philosophy in Spanish
• Language Requirements
• Course Requirements
• Time to Degree
• Teaching
• Qualifying Examination
• Dissertation
Graduate Program
All graduate courses in the Department are taught in either Spanish or Portuguese, unless otherwise indicated in the course description.
Master of Arts in Spanish
The Master of Arts degree in Spanish is a two-year program of study designed to expose the beginning graduate student to all periods of peninsular,
Latin American, and Chicano/Latino literature and culture. The degree is awarded upon the successful completion of course work and written and oral
comprehensive examinations. A minimum of eight graduate seminars must be completed in the Department of Spanish and Portuguese with a letter
grade. Students are required to take one course in Theory (SPANISH 239A or SPANISH 239B or equivalent). Master’s candidates must complete a
minimum of three quarters of course work in the Department; the maximum time to complete the master’s program is two years. The M.A. exam must
be taken no later than the fifth quarter of graduate study. Students entering with a bachelor’s degree must satisfy the requirements for a master’s degree
before they proceed toward a Ph.D. This includes the master’s level examinations and course work. Normally only students intending to work toward the
Ph.D. are admitted to the graduate program.
Doctor of Philosophy in Spanish
The Department of Spanish and Portuguese offers a Ph.D. degree in Spanish with a specialization in Spanish, Spanish-American, or Chicano/Latino
literatures and cultures. The program integrates period and genre studies with work in literary and critical theory, linguistics, sociohistorical studies, and
cultural studies. The Department seeks to professionalize its Ph.D. candidates not as narrow specialists but rather as scholars and critics acquainted
with a range of fields that relate to and enhance their discipline. Graduate emphases in Comparative Literature, Critical Theory, and Women’s Studies
are available; other areas of study (for example, film, history) may be designed with approval from the student’s Ph.D. guidance committee. The
Department has been traditionally committed to excellence in teaching, both in its own practice and in the formation of its graduates.
Language Requirements
An additional foreign language (with proficiency equivalent to the 2C level) is required; this requirement may be satisfied by examination or course work.
The selection of a foreign language must be approved by the student’s guidance committee and is based on the specific research interests and field of
study of the candidate.
Course Requirements
A minimum of 16 courses beyond the B.A. or eight beyond the M.A. are required. One course in linguistics (diachronic or synchronic), and one graduate
course in Luso-Brazilian literature and culture are required at the Ph.D. level. For incoming students who have not taken a graduate level foreign
language teaching methodology course, the seminar course (HUMAN 398A-HUMAN 398B) is required. HUMAN 398A-HUMAN 398B will be completed
over the course of two quarters; HUMAN 398A will be completed during the spring quarter of the first year, and HUMAN 398B in the fall quarter of
the second year. HUMAN 398A-HUMAN 398B will not be part of the 16 required courses beyond the B.A. or eight beyond the M.A. Note that these
requirements may include course work completed in the master’s program; the remaining elective courses are selected with the approval of the student’s
guidance committee to prepare for the doctoral examination and the dissertation. Students are encouraged to take more than the minimum number of
required courses.
Continuing students and students who transfer into the doctoral program from elsewhere must take a minimum of eight graduate courses at UCI, of
which six must be in the Department of Spanish and Portuguese. With regard to students who enter the Ph.D. program with their master’s degree from
another institution, the Ph.D. guidance committee will determine the number of courses that will be accepted.
A student may pursue the Ph.D. with an emphasis in Comparative Literature by taking a minimum of five courses in the Comparative Literature program.
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Time to Degree
The normative time for completion of the Ph.D. is seven years; four years to candidacy, three years in candidacy. The maximum time permitted is eight
years.
Teaching
The Department recognizes its responsibility to train all Ph.D. candidates as teachers and requires that all doctoral students with no prior teaching
experience complete a minimum of three quarters of language teaching (SPANISH 399). Moreover, all doctoral students are encouraged to complete a
teaching practicum by co-teaching an upper-division course with a professor and enrolling in SPANISH 292, which is graded Satisfactory/Unsatisfactory
only.
Qualifying Examination
Upon completion of course work, the Ph.D. student advances to candidacy by passing the written and oral qualifying examinations by unanimous
decision. The qualifying examination requires the student to develop two topics in close consultation with the examination committee. One topic must
present a critical problem from a historical perspective, while the other may focus on a more specific area within the student’s major field of interest.
Students are encouraged to incorporate theoretical and interdisciplinary components into the formulation of their topics. A two-hour oral examination that
includes discussion of the written examinations is also required. The normative time for advancement to candidacy is four years.
Dissertation
A dissertation topic is chosen by the candidate in consultation with the dissertation director and committee, and normally falls within the major field
covered by the qualifying examinations. The candidate presents a study plan to the dissertation committee, which approves the proposal and a
preliminary research outline. The student submits drafts of chapters to the dissertation director who corrects and approves the drafts and circulates them
to other committee members for commentary.
Spanish Course Enrollment Authorization and Course Equivalencies
Enrollment Authorization: See the Language Other Than English Placement information for specific Spanish placement information, click on the
"Major" tab above. Students with prior college course(s) must take a copy of their college transcripts to the Humanities Undergraduate Counseling Office
for enrollment authorization.
NOTE: SPANISH 1A, SPANISH S1AB, and SPANISH 1AB are open only to students who have no prior knowledge of Spanish. Students must take
a copy of their high school transcript to their academic counseling office to activate their eligibility to enroll in SPANISH 1A, SPANISH S1AB, or
SPANISH 1AB. Equivalent sequences/courses may not be repeated for credit.
Lower-Division Course Equivalencies: A chart showing the lower-division Spanish course equivalencies is available on the Department of Spanish
and Portuguese website (http://www.humanities.uci.edu/spanishandportuguese).
Faculty
Ana Maria Amar Sanchez, Ph.D. University of Buenos Aires, Professor Emerita of Spanish and Portuguese
Luis Avilés, Ph.D. Brown University, Associate Professor of Spanish and Portuguese; Comparative Literature; Culture and Theory; European Languages
and Studies (Golden Age literature and critical theory)
Anne J. Cruz, Ph.D. Stanford University, Professor Emerita of Spanish and Portuguese
Lucia G. Cunningham, Ph.D. University of Kansas, Professor Emerita of Spanish and Portuguese
Ivette Hernandez-Torres, Ph.D. Brown University, Associate Professor of Spanish and Portuguese
Adriana M. Johnson, Ph.D. Duke University, Associate Professor of Comparative Literature; Spanish and Portuguese (Latin American literature and film,
subaltern studies, postcolonial studies, politics and culture)
Horacio Legras, Ph.D. Duke University, Associate Professor of Spanish and Portuguese
Viviana A. Mahieux, Ph.D. Harvard University, Associate Professor of Spanish and Portuguese
Alejandro Morales, Ph.D. Rutgers, The State University of New Jersey, Professor of Chicano/Latino Studies; Spanish and Portuguese (Latin American
and Chicano literature, film studies)
Santiago Morales-Rivera, Ph.D. Harvard University, Assistant Professor of Spanish and Portuguese; European Languages and Studies (contemporary
Spanish intellectual history, literature and culture)
Gonzalo Navajas, Ph.D. University of California, Los Angeles, Professor of Spanish and Portuguese; Culture and Theory; European Languages and
Studies (eighteenth through twentieth-first century Spanish literature and intellectual history, film, critical theory, cultural criticism, creative writing)
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Dayle S. Nunez, Ph.D. Stanford University, Professor Emeritus of Spanish and Portuguese
Hector H. Orjuela, Ph.D. University of Kansas, Professor Emeritus of Spanish and Portuguese
Julian I. Palley, Ph.D. University of New Mexico, Professor Emeritus of Spanish and Portuguese
Armin Schwegler, Ph.D. University of California, Berkeley, Professor of Spanish and Portuguese; Linguistics
Jacobo Sefami, Ph.D. University of Texas at Austin, Professor of Spanish and Portuguese
Julio R. Torres, Ph.D. Georgetown University, Assistant Professor of Spanish and Portuguese
Juan Villegas, Ph.D. University of Chile, Professor Emeritus of Spanish and Portuguese
Zidia O. Webb, M.A. Michigan State University, Lecturer with Security of Employment Emeritus of Spanish and Portuguese
Portuguese Courses
PORTUG 121. Topics in Luso-Brazilian Literature. 4 Units.
In English. Contextualized study of a major author, current, or genre in Brazilian, Portuguese, and/or Lusophone African literature. Examples: Gender,
Race, and Sexualities in Postcolonial Lusophone Literatures; Women and Writing in Brazil and Portugal; The Short Story.
Repeatability: Unlimited as topics vary.
PORTUG 190. Individual Study. 4 Units.
Individual study with Portuguese faculty.
PORTUG 243. Studies in Luso-Brazilian Literature and Culture. 4 Units.
Critical analysis of selected literary works from Portugal and/or Brazil. Contextualizes the works within their historical and literary specificity, and
discusses pertinent theoretical issues raised by them. Taught in Portuguese.
Prerequisite: Reading knowledge of Portuguese.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
Spanish Courses
SPANISH 1A. Fundamentals of Spanish. 5 Units.
Communicative approach with emphasis on conversational skills: the students and their environment, their experiences, and their opinions about issues.
Reading and writing skills also introduced.
Prerequisite: Placement into SPANISH 1A.
Overlaps with SPANISH 1AB, SPANISH S1AB.
Restriction: SPANISH 1A and SPANISH 1AB and SPANISH S1AB may not be taken for full credit.
SPANISH 1AB. Fundamentals Intensive Spanish. 10 Units.
An intensive, proficiency-oriented, and task-based approach, designed to develop basic oral communicative abilities in Spanish. Reading and writing
skills, along with an an introduction to Hispanic cultures.
Prerequisite: Placement into SPANISH 1A.
Overlaps with SPANISH 1A, SPANISH 1B, SPANISH S1AB.
Restriction: SPANISH 1AB and SPANISH 1A and SPANISH 1B and SPANISH S1AB may not be taken for full credit.
SPANISH 1B. Fundamentals of Spanish. 5 Units.
Communicative approach with emphasis on conversational skills: the students and their environment, their experiences, and their opinions about issues.
Reading and writing skills also introduced.
Prerequisite: SPANISH 1A or placement into SPANISH 1B. SPANISH 1A with a grade of C or better.
Overlaps with SPANISH 1AB, SPANISH S1AB.
Restriction: SPANISH 1B and SPANISH 1AB and SPANISH S1AB may not be taken for full credit.
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SPANISH 1C. Fundamentals of Spanish. 5 Units.
Communicative approach with emphasis on conversational skills: the students and their environment, their experiences, and their opinions about issues.
Reading and writing skills also introduced.
Prerequisite: SPANISH 1AB or SPANISH 1B or SPANISH S1AB or placement into SPANISH 1C. SPANISH 1AB with a grade of C or better.
SPANISH 1B with a grade of C or better. SPANISH S1AB with a grade of B or better.
Overlaps with SPANISH S1BC.
Restriction: SPANISH 1C and SPANISH S1BC may not be taken for full credit.
(VI)
SPANISH S1AB. Fundamentals of Spanish. 7.5 Units.
First half of first-year Spanish in an intensified form. Communicative approach with emphasis on conversational skills.
Prerequisite: Placement into SPANISH 1A.
Overlaps with SPANISH 1A, SPANISH 1B, SPANISH 1AB.
Restriction: SPANISH S1AB and SPANISH 1A and SPANISH 1B and SPANISH 1AB may not be taken for full credit.
SPANISH S1BC. Fundamentals of Spanish. 7.5 Units.
Second half of first-year Spanish in an intensified form. Communicative approach with emphasis on conversational skills.
Prerequisite: (SPANISH S1AB) or (SPANISH 1B) or (placement into SPANISH 1B) or (placement into SPANISH 1C) or (SPANISH 1A). SPANISH S1AB
with a grade of C or better. SPANISH 1B with a grade of C or better. SPANISH 1A with a grade of B or better.
Overlaps with SPANISH 1B, SPANISH 1C, SPANISH 1AB.
Restriction: SPANISH S1BC and SPANISH 1B and SPANISH 1C and SPANISH 1AB may not be taken for full credit.
(VI)
SPANISH 2. Accelerated Intermediate Spanish. 12 Units.
An accelerated course that covers the second year of Spanish in one quarter. The course replicates the conditions of immersion programs and is
designed for highly motivated students.
Prerequisite: SPANISH 1C or SPANISH S1BC or placement into SPANISH 2. SPANISH 1C with a grade of B or better. SPANISH S1BC with a grade of
B or better.
Overlaps with SPANISH S2AB, SPANISH S2BC, SPANISH 2A, SPANISH 2AB, SPANISH 2B, SPANISH 2C.
Restriction: SPANISH 2 and SPANISH S2AB and SPANISH S2BC and SPANISH 2AB and SPANISH 2B and SPANISH 2C may not be taken for full
credit. Approval of Spanish Undergraduate Director required. Open to sophomores, juniors, and seniors only. Course will be confirmed or cancelled at
the end of the second week of the enrollment window period, depending on enrollment.
(VIII)
SPANISH 2A. Intermediate Spanish. 4 Units.
Conversation, reading, and composition skills are developed using texts of literary and social interest. Emphasis on grammar review.
Prerequisite: SPANISH 1C or SPANISH S1BC or placement into SPANISH 2A. SPANISH 1C with a grade of C or better. SPANISH S1BC with a grade
of C or better.
Overlaps with SPANISH 2AB, SPANISH S2AB, SPANISH 2.
Restriction: SPANISH 2A and SPANISH S2AB and SPANISH 2 may not be taken for full credit. School of Humanities and International Studies majors
have first consideration for enrollment.
(VIII)
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SPANISH 2AB. Intermediate Intensive Spanish. 8 Units.
Intensive intermediate course designed to improve student's abilities in reading, writing, speaking, and comprehension, including a thorough introduction
to Hispanic cultures. Throughout the course the grammatical component of the language is gradually reviewed and tested.
Prerequisite: SPANISH 1C or SPANISH S1BC or placement into SPANISH 2A. SPANISH 1C with a grade of C or better. SPANISH S1BC with a grade
of C or better.
Overlaps with SPANISH 2A, SPANISH 2B, SPANISH S2AB, SPANISH 2.
Restriction: SPANISH 2AB and SPANISH 2A and SPANISH 2B and SPANISH S2AB and SPANISH 2 may not be taken for full credit.
(VIII)
SPANISH 2B. Intermediate Spanish. 4 Units.
Conversation, reading, and composition skills are developed using texts of literary and social interest. Emphasis on grammar review.
Prerequisite: SPANISH 2A or placement into SPANISH 2B. SPANISH 2A with a grade of C or better.
Overlaps with SPANISH 2AB, SPANISH S2AB, SPANISH 2.
Restriction: SPANISH 2B and SPANISH 2AB and SPANISH S2AB and SPANISH 2 may not be taken for full credit. School of Humanities and
International Studies majors have first consideration for enrollment.
(VIII)
SPANISH 2C. Intermediate Spanish. 4 Units.
Conversation, reading, and composition skills are developed using texts of literary and social interest. Emphasis on grammar review.
Prerequisite: SPANISH 2AB or SPANISH 2B or SPANISH S2AB or placement into SPANISH 2C. SPANISH 2AB with a grade of C or better.
SPANISH 2B with a grade of C or better. SPANISH S2AB with a grade of B or better.
Overlaps with SPANISH S2BC, SPANISH 2.
Restriction: SPANISH 2C and SPANISH S2BC and SPANISH 2 may not be taken for full credit. School of Humanities and International Studies majors
have first consideration for enrollment.
(VIII)
SPANISH S2AB. Intermediate Spanish. 6 Units.
First half of second-year Spanish in an intensified form. Conversation, reading, and composition skills are developed using texts of literary and social
interest. Emphasis on grammar review.
Prerequisite: SPANISH 1C or SPANISH S1BC or placement into SPANISH 2A. SPANISH 1C with a grade of C or better. SPANISH S1BC with a grade
of C or better.
Overlaps with SPANISH 2A, SPANISH 2B, SPANISH 2AB, SPANISH 2.
Restriction: SPANISH S2AB and SPANISH 2A and SPANISH 2B and SPANISH 2AB and SPANISH 2 may not be taken for full credit.
(VIII)
SPANISH S2BC. Intermediate Spanish. 6 Units.
Second half of second-year Spanish in an intensified form. Conversation, reading, and composition skills are developed using texts of literary and social
interest. Emphasis on grammar review.
Prerequisite: (SPANISH 2B) or (SPANISH S2AB) or (placement into SPANISH 2B) or (placement into SPANISH 2C) or (SPANISH 2A). SPANISH 2B
with a grade of C or better. SPANISH S2AB with a grade of C or better. SPANISH 2A with a grade of B or better.
Overlaps with SPANISH 2B, SPANISH 2C, SPANISH 2AB, SPANISH 2.
Restriction: SPANISH S2BC and SPANISH 2B and SPANISH 2C and SPANISH 2AB and SPANISH 2 may not be taken for full credit.
(VIII)
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SPANISH 3A. Grammar and Composition. 4 Units.
Focuses on intermediate to advanced grammar and composition in an orderly fashion. Emphasis is placed on key elements of grammar, to constitute
about 70 percent of the course, and composition writing, to constitute about 30 percent of the workload.
Prerequisite: SPANISH 2 or SPANISH 2C or SPANISH S2BC.
Overlaps with SPANISH 3H.
(VIII)
SPANISH 3B. Composition and Grammar. 4 Units.
Focuses on intermediate to advanced grammar and composition in an orderly fashion. Emphasis is placed on key elements of grammar, to constitute
about 30 percent of the course, and composition writing, to constitute about 70 percent of the workload.
Prerequisite: SPANISH 2 or SPANISH 2C or SPANISH S2BC.
Overlaps with SPANISH 3J.
Restriction: SPANISH 3J and SPANISH 3B may not both be taken for credit.
(VIII)
SPANISH 3H. Spanish for Heritage Speakers: Exploring U.S. Latino Issues. 4 Units.
Designed for students who grew up speaking Spanish in their homes/communities, whose schooling has been primarily in English, and need additional
practice writing in Spanish.
Prerequisite: Placement into SPANISH 3H.
Overlaps with SPANISH 3A.
Restriction: SPANISH 3H and SPANISH 3A may not both be taken for credit.
(VII)
SPANISH 3J. Spanish for Heritage Speakers: Researching U.S. Latino Issues. 4 Units.
Designed for students who grew up speaking Spanish in their homes/communities, but whose education has been primarily in English. Focus will be on
research and writing on U.S. Latino issues.
Prerequisite: Placement into SPANISH 3J.
Overlaps with SPANISH 3B.
Restriction: SPANISH 3J and SPANISH 3B may not both be taken for credit.
SPANISH 15. Advanced Spanish Conversation. 4 Units.
Designed to improve the fluency of non-native speakers of Spanish. Concentrates on the expansion of vocabulary, as well as listening and speaking
skills. Not open to native or semi-native speakers of Spanish.
Prerequisite: SPANISH 2 or Spanish 2C or Spanish 2BC. SPANISH 2 with a grade of C or better. SPANISH 2C with grade of C or better. SPANISH 2BC
with a grade of C or better.
SPANISH 44. Hispanic Literatures for Nonmajors. 4 Units.
Focuses on major Spanish and Latin American literary texts within a historical and theoretical perspective. Taught in English with literary texts read in
the original language.
Prerequisite: SPANISH 2 or SPANISH 2C or SPANISH S2BC.
Restriction: Non-Spanish majors only.
(VIII)
SPANISH 50. Latin America, U.S. Latino, and Iberian Cultures. 4 Units.
Introduction (for non-majors) to the culture of the Spanish- and Portuguese-speaking worlds (Europe, Latin America, U.S., Africa). May focus on any
time period. Taught in english.
Repeatability: May be taken for credit 3 times as topics vary.
(IV, VIII)
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SPANISH 97. Fundamentals of Spanish (with Emphasis on Reading). 4 Units.
Designed for students interested in acquiring a solid reading knowledge of Spanish, and to facilitate the understanding and translating of Spanish texts
covering a variety of disciplines. Does not fulfill any undergraduate foreign language requirement. Taught in English.
Prerequisite: Does not serve as prerequisite for any higher-level Spanish courses.
Restriction: Non-Spanish majors only.
SPANISH 101A. Introduction to Iberian Literature and Culture. 4 Units.
Introduction to the major authors and movements of Iberian literature and culture from the Middle Ages to the present.
Prerequisite: (SPANISH 3A or SPANISH 3H) and SPANISH 3B.
SPANISH 101B. Introductory Studies to Latin America Literature and Culture. 4 Units.
A historical overview of Latin American literature and culture mainly focused on canonical texts. Topics include colonialism and postcolonialism, the
nation, indigenismo, gender, literary movements. Also introduces literary analysis, research methods, and cultural critique.
Prerequisite: (SPANISH 3A or SPANISH 3H) and SPANISH 3B.
SPANISH 104. Writing in Spanish. 4 Units.
Focuses on the use of writing as a medium to encourage critical thinking and the practical analysis of literary texts as well as the study of historical and
social issues in the Spanish-speaking world.
Prerequisite: (SPANISH 3A or SPANISH 3H) and SPANISH 3B.
SPANISH 105. Spanish Communication. 4 Units.
Designed to help students develop Spanish oral skills by exposing them to different verbal Spanish language registers. Special emphasis placed on
abilities essential to professional or academic careers. Intended for Spanish majors as an important component of their overall education.
Prerequisite: (SPANISH 3A or SPANISH 3H) and SPANISH 3B.
SPANISH 107. Advanced Spanish Grammar. 4 Units.
Designed for students who have demonstrated a substantial level of proficiency in their studies of the Spanish language. Takes thorough approach to
advanced grammatical problems, in order to assist students in their mastery of the elements of the Spanish language.
Prerequisite: (SPANISH 3A or SPANISH 3H) and SPANISH 3B.
SPANISH 110A. Topics in Peninsular Literature and Cultures. 4 Units.
Topics in Peninsular literature and cultures.
Prerequisite: (SPANISH 3A or SPANISH 3H) and SPANISH 3B.
Repeatability: Unlimited as topics vary.
SPANISH 110B. Topics in Latin American Literature and Cultures. 4 Units.
Topics in Latin American literature and cultures.
Prerequisite: (SPANISH 3A or SPANISH 3H) and SPANISH 3B.
Repeatability: Unlimited as topics vary.
SPANISH 110C. U.S. Latino Literature and Cultures. 4 Units.
Focuses on aspects of literature, art, cultural production, and history of the multifaceted Latino cultures that have developed within the United States.
Focuses on one group, such as Caribbean Americans, Chicanos, Central Americans, or a comparative perspective of several groups.
Same as CHC/LAT 134.
SPANISH 113A. Spanish Phonetics. 4 Units.
Introduction to fundamental notions of Spanish phonetics. Particular attention paid to problems of pronunciation that arise in native and non-native
speakers of Spanish due to interference between Spanish and English. Phonology (the system that underlies phonetics) and Spanish dialectology
included.
Prerequisite: (SPANISH 3A or SPANISH 3H) and SPANISH 3B.
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SPANISH 113B. Introduction to Spanish Linguistics. 4 Units.
Application of basic notions of linguistics to Spanish, Spanish phonology, morphology, syntax, and semantics. Special attention to the application of
linguistics to the teaching of Spanish.
Prerequisite: (SPANISH 3A or SPANISH 3H) and SPANISH 3B.
SPANISH 116. Topics in Medieval Spanish Literature and Culture. 4 Units.
Medieval literature in Spain from the ninth century to 1500. Works of lyric and epic poetry, prose fiction, and nonfiction. Substantial historical and cultural
background explored.
Prerequisite: (SPANISH 3A or SPANISH 3H) and SPANISH 3B.
Repeatability: Unlimited as topics vary.
SPANISH 119. Textual Analysis and Interpretation. 4 Units.
Focus on analysis and interpretation of literary texts. Emphasis on narrative, poetry, theater/performance, and visual media. Introduces students to major
currents in theoretical thought, such as cultural studies, postmodernism, and others. Oral presentations and short essays required. Taught in Spanish.
Prerequisite: (SPANISH 3A or SPANISH 3H) and SPANISH 3B.
SPANISH 121. Topics in Golden Age Literature and Culture. 4 Units.
Golden Age Literature in Spain including the Renaissance and Baroque periods. Works of poetry, narrative, and theater. Historical and cultural
background.
Prerequisite: (SPANISH 3A or SPANISH 3H) and SPANISH 3B.
Repeatability: May be taken for credit 3 times as topics vary.
SPANISH 122. Topics in 18th and 19th Century Spanish Literature and Culture. 4 Units.
The main literary and ideological trends in 18th and 19th century Spain, including the enlightenment, romanticism, realism, and naturalism.
Prerequisite: (SPANISH 3A or SPANISH 3H) and SPANISH 3B.
Repeatability: May be taken for credit 3 times as topics vary.
SPANISH 123. Topics in 20th and 21st Century Spanish Literature and Culture. 4 Units.
20th century Spanish authors. Works of poetry, narrative, or theater. Historical context of the period and principles of literary theory.
Prerequisite: (SPANISH 3A or SPANISH 3H) and SPANISH 3B.
Repeatability: May be taken for credit 3 times as topics vary.
SPANISH 130A. Topics in Latin American Colonial Literature and Culture. 4 Units.
Topics in Latin American colonial literature and culture.
Prerequisite: (SPANISH 3A or SPANISH 3H) and SPANISH 3B.
Repeatability: Unlimited as topics vary.
SPANISH 130B. Topics in Latin American Literature and Culture of the 19th Century. 4 Units.
Topics in Latin American literature and culture of the 19th century.
Prerequisite: (SPANISH 3A or SPANISH 3H) and SPANISH 3B.
Repeatability: Unlimited as topics vary.
SPANISH 130C. Topics in Latin American Literature and Culture of the 20th Century. 4 Units.
Topics in Latin American literature and culture of the 20th century.
Prerequisite: (SPANISH 3A or SPANISH 3H) and SPANISH 3B.
Repeatability: Unlimited as topics vary.
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SPANISH 140. Topics in Chicano Literature and Culture. 4 Units.
Studies in selected areas of Chicano/Latino Studies. Topics addressed vary each quarter. Taught in English.
Repeatability: May be taken for credit 4 times as topics vary.
Same as CHC/LAT 110.
SPANISH 150. Topics in Literature in Translation. 4 Units.
Study of texts by modern and contemporary Peninsular, Latin American, and/or U.S. Latino writers in translation. Taught in English. Not applicable
toward Spanish major or minor requirements.
Repeatability: Unlimited as topics vary.
SPANISH 151. Introduction to Translation. 4 Units.
Introduction to basic techniques of Spanish-English written translation. The skills needed for translation are developed through the analysis of pertinent
aspects of language structure, such as syntax, vocabulary, and style.
Prerequisite: (SPANISH 3A or SPANISH 3H) and SPANISH 3B.
SPANISH 160. Topics in Luso-Hispanic Film Studies. 4 Units.
Study of Peninsular, Latin-American, and/or U.S. Latino film. Taught in English or Spanish.
Prerequisite: (SPANISH 3A or SPANISH 3H) and SPANISH 3B when course is taught in Spanish.
Repeatability: Unlimited as topics vary.
SPANISH 185. Selected Topics in Peninsular Literature and Culture. 4 Units.
Selection of representative topics in Spanish and/or Portuguese literature and culture.
Prerequisite: (SPANISH 3A or SPANISH 3H) and SPANISH 3B.
Repeatability: Unlimited as topics vary.
SPANISH 186. Selected Topics in Latin American Literature and Culture. 4 Units.
Selection of representative topics in the history of Latin American literature and culture.
Prerequisite: (SPANISH 3A or SPANISH 3H) and SPANISH 3B.
Repeatability: Unlimited as topics vary.
SPANISH 187. Selected Topics in Spanish Linguistics. 4 Units.
Major topics in Spanish linguistics.
Prerequisite: (SPANISH 3A or SPANISH 3H) and SPANISH 3B.
Repeatability: Unlimited as topics vary.
SPANISH 190. Colloquium. 4 Units.
Specialized, discussion-based course dealing primarily with a research topic that reflects the instructor's current intellectual interests. Required oral
presentation(s) and final research paper. Limited to 15 students.
Prerequisite: SPANISH 107 or SPANISH 113A.
Restriction: Upper-division Spanish majors only.
SPANISH 199. Independent Study. 1-4 Units.
Research paper required.
Repeatability: May be repeated for credit unlimited times.
SPANISH 201. History of the Spanish Language. 4 Units.
Diachronic survey of phonological changes from Latin to Old Spanish to Modern Spanish. Focuses in Castilian including Romance languages and other
peninsula dialects for comparative purposes. Morphological changes.
SPANISH 204. Spanish in Contact. 4 Units.
Sociohistorical and linguistic overview of Spanish in contact with Basque, Catalan, English, German, American Indian, and African languages in Spain,
Latin America, and the United States. Examines theories about language contact, and linguistic changes in Spanish phonology and grammar.
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SPANISH 212. Topics in Medieval Iberia. 4 Units.
Topics in medieval Spanish literature.
Repeatability: Unlimited as topics vary.
SPANISH 214. Topics in Golden Age Literature and Culture. 4 Units.
Topics in Golden Age literature and culture.
Repeatability: Unlimited as topics vary.
SPANISH 218. Topics in Enlightenment and Romanticism. 4 Units.
Topics in Enlightenment and Romanticism.
Repeatability: Unlimited as topics vary.
SPANISH 219. Topics in Nineteenth Century. 4 Units.
Topics in nineteenth-century Spanish literature and culture.
Repeatability: Unlimited as topics vary.
SPANISH 220. Topics in Twentieth Century. 4 Units.
Topics in twentieth-century Spanish literature and culture.
Repeatability: Unlimited as topics vary.
SPANISH 221. Topics in Iberian Studies. 4 Units.
Cross-cultural connections and interactions between different ethnicities in the Iberian Peninsula.
Repeatability: Unlimited as topics vary.
SPANISH 231. Topics in Colonial Latin America. 4 Units.
Topics in Colonial Latin America.
Repeatability: Unlimited as topics vary.
SPANISH 232. Topics in Nineteenth-Century Latin America. 4 Units.
Topics in nineteenth-century Latin America.
Repeatability: Unlimited as topics vary.
SPANISH 233. Topics in Twentieth-Century Latin America. 4 Units.
Topics in twentieth-century Latin America.
Repeatability: Unlimited as topics vary.
SPANISH 234. Topics in Latin America. 4 Units.
Topics in Latin America.
Repeatability: Unlimited as topics vary.
SPANISH 235. Topics in Trans-Oceanic Studies. 4 Units.
Focuses on meaningful connections between different geographical and cultural areas.
Repeatability: Unlimited as topics vary.
SPANISH 239A. Topics in Literary Theory I. 4 Units.
Traces the development of Western literary critical principles from Aristotle to the twentieth century through selected readings of key figures in
intellectual history (Aristotle, St. Augustine, Descartes, Kant, Hegel, Marx, Nietzsche, William James, Freud).
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
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SPANISH 239B. Topics in Literary Theory II. 4 Units.
Study of major critical movements of the twentieth century, from Modernism's varied trends to those of the Postmodern/Postcolonial period. Emphasis on
the development of prior critical discourses as well as revisionary theories.
Prerequisite: SPANISH 239A.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
SPANISH 239C. Special Topics in Theory. 4 Units.
Focus on issues related to critical theory, theory of literature, cultural criticism and visual arts as they pertain specifically to Latin America, Spain,
Portugal, and Brazil. Topics vary. Examples: Latin American cultural studies; theory, film, and media in post-war Spain.
Repeatability: Unlimited as topics vary.
SPANISH 245. Topics in Luso-Hispanic Film. 4 Units.
Topics in Luso-Hispanic Film.
Repeatability: Unlimited as topics vary.
SPANISH 251. Topics in Chicano Literature and Culture. 4 Units.
Topics in Chicano Literature and Culture.
Repeatability: Unlimited as topics vary.
SPANISH 252. Topics in U.S. Latino Literature and Culture. 4 Units.
Topics in U.S. Latino Literature and Culture.
Repeatability: Unlimited as topics vary.
SPANISH 260. Seminar in Spanish . 4 Units.
Topics in Spanish.
Repeatability: Unlimited as topics vary.
SPANISH 270. Creative Writing Workshop in Spanish/English. 4 Units.
Discussion of theory and practice of creative writing. Focus on critical analysis of participant's work in progress. Texts may be written in Spanish and/or
English and may be written in poetry or prose format.
Repeatability: Unlimited as topics vary.
SPANISH 290. Individual Study. 4 Units.
Individual Study.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
SPANISH 291. Directed Reading. 4 Units.
Directed Reading in Spanish.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
SPANISH 292. Teaching Practicum. 4 Units.
Teaching Practicum.
Grading Option: Satisfactory/unsatisfactory only.
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SPANISH 299. Dissertation Research. 4-12 Units.
Dissertation Research.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only. School of Humanities majors only.
SPANISH 399. University Teaching. 4 Units.
Limited to Teaching Assistants.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
Special Programs
This section includes a variety of special programs that are available through the School of Humanities. Click on the tabs above for information about
each program.
Click here for the list of Courses in Humanities.
Minor in Humanities and Law
Jeffrey Helmreich, Director
85 Humanities Instructional Building
949-824-6525
http://www.humanities.uci.edu/humlaw/
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 in Humanities and Law
A. Complete:
PHILOS 22 Introduction to Law and Society
or PHILOS 133 Topics in Philosophy of Law
B. Complete:
ENGLISH 11 Society, Law, and Literature
or GEN&SEX 60B Gender and Law
C. Select one of the following options:
HUMAN 1A- 1AS- 1B- 1BS- 1C- 1CS Humanities Core Lecture
and Humanities Core Writing
and Humanities Core Lecture
and Humanities Core Writing
and Humanities Core Lecture
and Humanities Core Writing (1.)
1
(or the Humanities Core Alternative)
or
PHILOS 2 or PHILOS 29 and one course, not used above, chosen from: PHILOS 22, PHILOS 133, ENGLISH 11, or GEN&SEX 60B
D. Five upper-division courses from among a list of quarterly approved courses, at least one each from philosophy, history, and either literature or
2
classics.
1
The Humanities Core Alternative is also an option. Visit the School of Humanities Undergraduate Study website (http://www.humanities.uci.edu/
SOH/students/core.php) for additional information.
2
Consult the Humanities and Law website (http://www.humanities.uci.edu/humlaw) for currently approved courses.
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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/
Robert Uriu, Co-Director, School of Social Sciences
[email protected]
Qitao Guo, Co-Director, School of Humanities
[email protected]
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 Interdisciplinary Minor in Asian Studies
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 upper-division History course with a focus on Asia approved by the director.
B. Three quarters of course work in one Asian language of specialization beyond the first-year level. Approved courses are:
1
1. Second-, third-, or fourth-year language:
CHINESE 2A- 2B- 2C Intermediate Mandarin Chinese
and Intermediate Mandarin Chinese
and Intermediate Mandarin Chinese
CHINESE 2DA- 2DB- 2DC Intermediate Mandarin Chinese - Dialect Background Track
and Intermediate Mandarin Chinese - Dialect Background Track
and Intermediate Mandarin Chinese - Dialect Background Track
CHINESE 2MA- 2MB- 2MC Intermediate Mandarin Chinese - Mandarin Background Track
and Intermediate Mandarin Chinese - Mandarin Background Track
and Intermediate Mandarin Chinese - Mandarin Background Track
CHINESE 3A- 3B- 3C Advanced Mandarin Chinese
and Advanced Mandarin Chinese
and Advanced Mandarin Chinese
CHINESE 101A- 101B- 101C Fourth-Year Mandarin Chinese
and Fourth-Year Mandarin Chinese
and Fourth-Year Mandarin Chinese
JAPANSE 2A- 2B- 2C Intermediate Japanese
and Intermediate Japanese
and Intermediate Japanese
JAPANSE 3A- 3B- 3C Advanced Japanese
and Advanced Japanese
and Advanced Japanese
JAPANSE 101A- 101B- 101C Fourth Year Japanese
and Fourth Year Japanese
and Fourth Year Japanese
KOREAN 2A- 2B- 2C Intermediate Korean
and Intermediate Korean
and Intermediate Korean
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KOREAN 2KA- 2KB- 2KC Intermediate Korean for Students with a Previous Background in Korean
and Intermediate Korean for Students with a Previous Background in
Korean
and Intermediate Korean for Students with a Previous Background in
Korean
KOREAN 3A- 3B- 3C Advanced Korean
and Advanced Korean
and Advanced Korean
KOREAN 101A- 101B- 101C Fourth Year Korean
and Fourth Year Korean
and Fourth Year Korean
Other sequences in Asian languages as available.
2. Either Classical Chinese or Classical Japanese:
CHINESE 100A- 100B- 100C Classical Chinese
and Classical Chinese
and Classical Chinese
JAPANSE 100A- 100B Classical Japanese
and Classical Japanese (plus a third quarter of Japanese language study)
2
3. Literature courses taught in the original language:
CHINESE 115 Chinese Literature: Advanced Texts
JAPANSE 115 Japanese Literature: Advanced Texts
KOREAN 115 Korean Literature: Advanced Texts
Or graduate seminars
3
C. Four additional courses selected from an approved list.
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 second- or third-year East Asian
language is used for the language required above).
1
These courses require placement examinations given by the Academic Testing Center. Students who, for example, place out of CHINESE 2B
would then take CHINESE 2C, CHINESE 3A-CHINESE 3B to meet the requirement.
2
These courses have a prerequisite of completion of the fourth-year language sequence or its equivalent.
3
Available at the Asian Studies Minor website (http://www.humanities.uci.edu/asianstudies).
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
Matthias Lehmann, Director
400 Murray Krieger Hall
949-824-6735
http://www.humanities.uci.edu/jewishstudies/
The minor in Jewish Studies is an interdisciplinary program that 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 in Jewish Studies
A. Complete:
HISTORY 18A Introduction to Jewish Cultures
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B. Select at least four upper-division courses from the approved list on the Jewish Studies website
1
C. Select three additional, lower- or upper-division courses from the approved list on the Jewish Studies website.
984 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 985
1
Students should consult the Jewish Studies website (http://www.humanities.uci.edu/jewishstudies). 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
Adriana Johnson, Director
322 Humanities Hall
949-824-6901
http://www.humanities.uci.edu/latinamericanstudies/
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 in Latin American Studies
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. Complete one of the following core courses:
SPANISH 50 Latin America, U.S. Latino, and Iberian Cultures
HISTORY 70D Problems in History: Latin America
HUMAN 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 on the Latin
1
American Studies website.
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C. Four additional courses selected from the approved list.
1
The approved list is available at the Latin American Studies website (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.
Graduate Emphasis in Latin American Studies
The Graduate Emphasis in Latin American Studies is open to students from all fields and allows students to gain interdisciplinary knowledge about the
study of Latin America and form scholarly relationships with a range of faculty and graduate students interested in Latin America from across the UCI
campus. The emphasis requires one year-long foundation workshop on Latin American Studies and two graduate seminars dealing centrally with issues
related to Latin America.
Admission
Applicants must first be admitted to, or currently enrolled in, a Master’s or Ph.D. program at UCI and submit an application form to the director of the
emphasis. Students should ideally apply while they are still engaged in coursework, but exceptions may be considered by the committee.
Requirements for the Graduate Emphasis in Latin American Studies
Minimum course work for the graduate emphasis in Latin American Studies consists of three courses: a three quarter course entitled Issues in Latin
American Studies (HUMAN 265A, HUMAN 265B, HUMAN 265C) and two approved electives that are centrally related to the study of Latin America.
Many students may elect to take one of these seminars within their home departments as course-work that also satisfies other degree requirements.
One of these seminars must be from outside the student’s home department (and not cross-listed with their home department). For students completing
an M.A. thesis or Ph.D. dissertation, the research project will engage the study of Latin America as part of the overall project and one member of the
candidate’s dissertation committee should be a core or affiliate faculty in Latin American Studies.
Interdisciplinary Minor in Persian Studies
Touraj Daryaee, Director
UCI General Catalogue 2016-2017 985
986 School of Humanities
400 Murray Krieger Hall
949-824-6735
http://www.humanities.uci.edu/persianstudiesminor/
The interdisciplinary minor in Persian Studies offers undergraduate students an opportunity to study the Iranian and the Persianate world through the
study of language, literature, history, and culture. Students who complete the minor will acquire command of the Persian language and have a grasp of
the history, literature, art and architecture, cinema, and/or music of the Iranian and the Persianate world. With a minor in Persian Studies, students will
learn how to study Persian literary and historical texts and selected cultural art forms as well as the history of Iran, Afghanistan, Tajikestan, and beyond.
The minor may be taken in tandem with any major.
Requirements for the Minor in Persian Studies
Requirements for the minor are met by taking eight courses (32 units) beyond PERSIAN 2C (of which no more than four may be lower-division,
excluding first and second year Persian language courses) as specified below. No more than four courses may be taken in any one single discipline.
A. Complete the following:
PERSIAN 2C Intermediate Persian (or equivalent proficiency)
PERSIAN 50 Persian Culture
B. Select three of the following:
HISTORY 131A History of Zoroastrianism
HISTORY 131B Ancient Persia
HISTORY 131C Medieval Persia
HISTORY 131D Modern Iran
HISTORY 131E Topics in Iranian History
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C. Select four courses chosen from an approved list.
1
Consult the Persian Studies minor website (http://www.humanities.uci.edu/undergrad/academics/tent.php) for a list of approved courses. 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.
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.
Academic English/English as a Second Language Program
335 Humanities Instructional Building
949-824-6781
http://www.humanities.uci.edu/esl/
986 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 987
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)
Academic English 20A-B-C-D through 29 are for students who have been admitted to UCI and who need additional coursework in Academic English.
Enrollment in a number of the Academic English classes is restricted to those students who place into that course based on the results from the
Academic English placement test. Students required to complete AC ENG 20A, AC ENG 20B, AC ENG 20C, AC ENG 20D, and/or AC ENG 22A
must complete the lower-division reading/writing requirement before their seventh quarter or they will be subject to probation. They are to enroll in
WRITING 39A immediately after they are authorized to do so by the Academic English/English as a Second Language Program. Academic English
courses are required to be completed as a Pass/Not Pass only grade option which will apply toward the 12 baccalaureate unit limit on P/NP only
coursework. Students will receive workload credit for Academic English courses taken beyond this 12-unit limit but will not receive additional credits
applicable to the bachelor’s degree.
Minor in Medical Humanities
Sven Bernecker, Co-Director
Annalisa Coliva, Co-Director
85 Humanities Instructional Building
http://www.humanities.uci.edu/medicalhumanities/
Medical Humanities is an interdisciplinary, humanistic, and cultural study of illness, health, health care, and the body. In contrast to the medical sciences,
the medical humanities – which include bioethics, narrative medicine, history of medicine, culture studies, science and technology studies, medical
anthropology, philosophy, dance, music, literature, film, and visual and performing arts – focus more on meaning making than measurement.
Students explore the boundaries between sickness and health, and learn to see life through a patient’s eyes. Topics include the authority of the
physician, the role of the hospital, the doctor-patient relationship, the social dimensions of racial and gender differences, and changing conceptions of
disease and healing.
The minor may be combined with any major and of particular interest to those students planning to attend medical school, nursing school, pharmacy
school, and public health school, as well as students in the humanities seeking to pursue graduate work in the field of medical humanities.
Requirements for the Minor in Medical Humanities
A. Select one of the following:
MED HUM 1 Health, Wellness, and Conception of the Body
MED HUM 3 Art and Medicine
B. Select one of the following:
CLASSIC 10 Scientific and Specialized Terminology
DANCE 3 Scientific Concepts of Health
GEN&SEX 60A Gender and Science
PHILOS 4 Introduction to Ethics
PHILOS 5 Contemporary Moral Problems
C. Select one of the following:
GEN&SEX 165B Sexuality, Health and Medicine
PHILOS 131C Medical Ethics
D. Complete the following:
MED HUM 195 Capstone Seminar: The Clinical Moral Laboratory
E. Select three additional courses chosen from those listed above in A, B, and C, and among a list of quarterly approved courses. With the approval of
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the Co-Directors of the Minor in Medical Humanities, other relevant courses may satisfy the requirements for the minor.
1
The list of quarterly approved courses is available on the Medical Humanities website (http://www.humanities.uci.edu/medicalhumanities).
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 Co-Directors of the Minor in Medical
Humanities.
Faculty
Kurt R. Buhanan, Ph.D. University of California, Irvine, Lecturer of Academic English/English as a Second Language; European Languages and Studies;
Humanities
Benjamin Duncan, Ph.D. University of Memphis, Lecturer of Academic English/English as a Second Language
UCI General Catalogue 2016-2017 987
988 School of Humanities
Amanda Jerome, M.A. California State University, Fullerton, Lecturer of Academic English/English as a Second Language
Rose Jones, Ph.D. University of California, Irvine, Lecturer of Academic English/English as a Second Language
Larisa Karkafi, Ph.D. University of California, Los Angeles, Lecturer of Academic English/English as a Second Language
Friederike Kaufel, M.A. California State University, Long Beach, Lecturer of Academic English/English as a Second Language
Gabseon Lee, M.A. University of Illinois at Urbana-Champaign, Lecturer of Academic English/English as a Second Language
Sei Young Lee, M.A. University of Arizona , Lecturer of Academic English/English as a Second Language
Karen R. Lenz, M.A. University of California, Irvine, Lecturer of Academic English/English as a Second Language
Kathie Levin, Ph.D. Bar-Ilan University, Lecturer of Academic English/English as a Second Language
Jacob E. Ludwig, M.A. California State University, San Bernadino, Lecturer of Academic English/English as a Second Language
Carey Minnis, M.A. California State Polytechnic University, Pomona, Lecturer of Academic English/English as a Second Language
Victorya S. Nam, M.A. Biola University, Lecturer of Academic English/English as a Second Language
Aziz-Ul-Haq Qureshi, M.A. California State University, Long Beach, Lecturer of Academic English/English as a Second Language
Gina A. Ruggiero, M.A. The New School, Lecturer of Academic English/English as a Second Language
Vanessa L. Russell, M.A. California State University, Fullerton, Lecturer of Academic English/English as a Second Language
Robin C. Scarcella, Ph.D. University of Southern California, Professor of Academic English/English as a Second Language; Education
Arnold K. Seong, M.F.A. University of Washington, Lecturer of Academic English/English as a Second Language
Brenna L. Shepherd, M.A. California State University, Long Beach, Lecturer of Academic English/English as a Second Language
Paul J. Spencer, M.A. , Lecturer of Academic English/English as a Second Language
Heather Stern, M.S. California State University, Fullerton, Lecturer of Academic English/English as a Second Language
Robin S. Stewart, M.A. University of California, Irvine, Lecturer of Academic English/English as a Second Language
Anna K. Striedter, Ph.D. University of California, San Diego, Lecturer of Academic English/English as a Second Language
Debra S. Thiercof, M.S. California State University, Fullerton, Lecturer of Academic English/English as a Second Language
Catherine Vimuttinan, M.A. University of Southern California, Lecturer of Academic English/English as a Second Language
Brandon S. Wolff, M.A. University of San Francisco, Lecturer of Academic English/English as a Second Language
Mary Ellen Rice Wynn, M.A. California State University, Fullerton, Lecturer of Academic English/English as a Second Language
Omaima A. Zayed, Ph.D. University of California, Irvine, Lecturer of Academic English/English as a Second Language
Academic English and ESL Courses
AC ENG 20A. Academic Writing. 5 Units.
Grammar, sentence structure, paragraph and essay organization of formal written English. Course may be offered online.
Prerequisite: Placement into AC ENG 20A.
Grading Option: Pass/no pass only.
AC ENG 20B. Academic Writing. 5 Units.
Grammar, sentence structure, paragraph and essay organization of formal written English. Course may be offered online.
Prerequisite: AC ENG 20A or placement into AC ENG 20B.
Grading Option: Pass/no pass only.
988 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 989
AC ENG 20C. Essentials of Academic Writing. 5 Units.
Grammar, sentence structure, paragraph and essay organization of formal written English. Course may be offered online.
Prerequisite: AC ENG 20B or placement into AC ENG 20C.
Grading Option: Pass/no pass only.
AC ENG 20D. Academic Writing. 5 Units.
Grammar, sentence structure, paragraph and essay organization of formal written English. Course may be offered online.
Prerequisite: AC ENG 20C.
Grading Option: Pass/no pass only.
AC ENG 22A. Academic English Reading and Vocabulary. 2 Units.
Intensive reading exercises with occasional practice in extensive reading, focusing on comprehension, development of vocabulary, syntax, rhetorical
features, reading strategies, and study skills.
Prerequisite: Placement into AC ENG 22A.
Grading Option: Pass/no pass only.
AC ENG 22B. ESL Reading and Vocabulary. 2 Units.
Extensive reading and discussion with emphasis on journal articles, textbook chapters, notetaking, and the interpretation of charts, diagrams, tables, and
figures.
Grading Option: Pass/no pass only.
AC ENG 23A. ESL Pronunciation I. 2 Units.
Designed for international graduate students. Provides an emphasis on pronunciation. Development of 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 graphs.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 3 times.
AC ENG 23B. ESL Conversation II. 2 Units.
Designed for international graduate students. Provides an emphasis on conversational fluency. Further development of listening and speaking skills:
review of English sounds, sentence stress, and rhythm. Oral reports, debates, and reports on graphs and surveys.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 3 times.
AC ENG 23C. ESL Advanced Communication III. 2 Units.
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 emphasized utilizing graphs, syllabi, academic terms, and video
presentations on academic work.
Prerequisite: AC ENG 23A or AC ENG 23B.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 3 times.
AC ENG 24. ESL International TA Workshop. 2 Units.
Designed for advanced-level international students preparing to be teaching assistants. Provides 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: AC ENG 23A or AC ENG 23B or AC ENG 23C.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 3 times.
UCI General Catalogue 2016-2017 989
990 School of Humanities
AC ENG 28. Grammar. 2-4 Units.
A full review of English grammar covering the following areas: grammar terms, verb tenses, verb forms, conditionals, passive and word forms,
punctuation, sentence structure. The concepts are applied in targeted sentence and paragraph writing practice.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 3 times.
AC ENG 29. Special Topics in ESL. 2 Units.
Directed and individualized work in English as a second language not covered in the AC ENG 20, 21, 22 sequence. Course may be offered online.
Grading Option: Pass/no pass only.
Repeatability: Unlimited as topics vary.
AC ENG 139W. Advanced Academic Writing Across the Curriculum. 4 Units.
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.
(Ib)
Medical Humanities Courses
MED HUM 1. Health, Wellness, and Conception of the Body. 4 Units.
Asks what is health and who gets to have it? What is considered a “healthy” or “sick” body? We analyze historical and contemporary experiences of
illness, medicine, and caregiving, including how patients represent their bodies and healing.
(GE III or IV ).
MED HUM 3. Art and Medicine . 4 Units.
Analyzes the relationship between medicine and the visual arts from the late medieval to modern periods, covering topics such as anatomy, optical
medical technologies, gender and race in medicine, and popular representations of disease and doctors.
(GE II or IV ).
MED HUM 195. Capstone Seminar: The Clinical Moral Laboratory. 4 Units.
Interdisciplinary exploration of the clinical encounter, and the importance of meaning making in these “moral laboratories.” Students enter the clinical
space as participant observers, and reflect on how the clinical site informs and challenges reading practices.
Prerequisite: MED HUM 1 or MED HUM 3 or GEN&SEX 60A. Satisfactory completion of the Lower-Division Writing requirement.
Restriction: Upper-division students only.
Graduate Program in Visual Studies
On This Page:
• Admission
• Language Requirements
• Course Requirements
• Master's Paper and M.A. Degree
• Preliminary Examination
• Prospectus and Advancement to Candidacy
• Dissertation
• Graduate Emphasis in Visual Studies
• Admission to the Program
• Emphasis Requirements
James Nisbet, Director
2000 Humanities Gateway
949-824-1124
990 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 991
http://www.humanities.uci.edu/visualstudies/
Overview
The graduate program in Visual Studies, administered jointly by the faculties of the Department of Art History and the Department of Film and Media
Studies, offers students the opportunity to pursue a doctorate in the cultural analysis of visual artifacts and experiences. Visual Studies synthesizes
methodological insights from both component disciplines in order to examine the social practices of visual representation and visuality itself. The
program leads to a Ph.D. degree in Visual Studies. While the program (in certain instances) grants an M.A. to students en route to their Ph.D., it admits
only those students intending to complete their doctorate at UCI.
In addition, an emphasis in Visual Studies, described later in this section, is available to Ph.D. and M.F.A. students in all departments at UCI.
Admission
The program is open to students applying with either a bachelor’s or a master’s degree, and applicants must meet the general requirements for
admission to graduate study at UCI. A recent sample of academic writing—such as a representative undergraduate paper, or the master’s thesis or a
major research paper written at the master’s level—should be submitted with the application packet.
The program accepts applicants for admission for the fall quarter only. Additional information is available on the Visual Studies website (http://
www.humanities.uci.edu/visualstudies).
Language Requirements
All students are required to demonstrate a reading knowledge of at least one foreign language and are strongly encouraged to develop competence
in a second. Students consult with the Director and/or their principal advisor(s) to determine the appropriate language on which the student will be
tested, based on their interests and program of study. Advisors, moreover, may require the demonstration of reading knowledge in additional languages
according to the scholarly demands of the student’s specific field. All language requirements must be satisfied before students are advanced to
candidacy for the Ph.D. degree.
Course Requirements
Beyond the core series (VIS STD 290A-VIS STD 290B-VIS STD 290C), students are required to complete an additional 11 courses for a total of 14
courses. Out of this total, at least 10 courses (including the core series and VIS STD 297) must be within the program in Visual Studies, and at least two
courses are to be from outside the Visual Studies discipline.
Students admitted with an M.A. in a related field may petition the Visual Studies Graduate Committee to have some of their course requirements
waived; such petitions will be considered in close consultation with the primary advisor and on a case-by-case basis (though all students must take the
core sequence). While students may accrue units for University Teaching (ART HIS 399 or FLM&MDA 399), Reading for the Preliminary Examination
(VIS STD 298A), and Prospectus Research (VIS STD 298B) these do not count toward the required number of courses.
Master's Paper and M.A. Degree
During their second year, students admitted without an M.A. in a related field will enroll in VIS STD 296 for the purpose of expanding and developing a
seminar paper into a Master’s paper under the supervision of a faculty advisor. The Master’s paper is an essay of near-publication quality, approximately
30 pages in length. In addition to the advisor, two additional readers from the Visual Studies faculty will assess the Master’s paper and the student’s
overall academic performance. The committee will assess whether or not the student has satisfied all requirements for the M.A. Those students who
have satisfied the M.A. requirements, but whose committees assess their work as not meeting the standards for Ph.D. study, will receive a terminal M.A.
degree.
Preliminary Examination
By the end of the first year, a student must reach an agreement with one of the program's core faculty members to serve as principal advisor. The
student will work with the principal advisor to plan completion of his or her program requirements and to select the faculty who will supervise examination
fields. The examination committee will be constituted in accordance with UCI Senate and Visual Studies program policies.
The student and principal advisor define two fields, one major and one minor to be examined by the faculty. The fields should combine historical breadth
and some variety in media. Over the course of two quarters, students prepare reading lists in close consultation with their principal advisor and field
supervisor, and complete the reading of those lists. The examination normally takes place at the end of each of the two quarters of study.
The first part of the examination consists of a written component, in which the student is called upon to respond to questions posed in the two
examination fields. The student’s written responses are assessed by the director of each exam reading as pass or fail; however, the responses are
circulated to all committee members. There is also an oral component to the preliminary exam process.
Prospectus and Advancement to Candidacy
During their third year, students draft a prospectus that defines the scope, approach, and rationale for a proposed dissertation and begin research
on the dissertation. At the end of the third year the student should defend the written exams and prospectus with the entire five-person committee.
Based on the student’s written exam results, prospectus, oral defense, and overall progress, the committee will determine whether the student has
UCI General Catalogue 2016-2017 991
992 School of Humanities
successfully advanced to candidacy. Except in extraordinary circumstances, no student will be given more than two chances to pass any given section
of the examination.
Advancement to candidacy for the Ph.D. degree is contingent upon successful completion of both the preliminary exams, subsequent approval of the
prospectus by the dissertation committee, and satisfaction of all language requirements. The normative time for advancement to candidacy is three
years.
Dissertation
The student and the principal advisor consult to determine the composition of a doctoral committee of three members including the principal advisor,
which then must unanimously approve the prospectus before the student proceeds with the dissertation. The doctoral committee, on the basis of the
candidate’s past academic performance and proposed dissertation topic, may require additional course work or other forms of preparation for the
dissertation. The doctoral committee, under the direction of the principal advisor, supervises the student’s research program and ultimately approves the
dissertation. The normative time for completion of the Ph.D. program is six years, and the maximum permitted is seven years.
After submitting a full dissertation to their committee members, students will be required to pass an oral dissertation defense with their three-person
doctoral committee prior to filing their dissertation and graduating. The examination will be open to all members of the academic community. Faculty and
graduate students of the school (or academic unit) and the Graduate Dean must be given appropriate written notice at least five days in advance of the
date, time, and place of the examination.
Graduate Emphasis in Visual Studies
In addition to the doctoral program in Visual Studies described above, the Program in Visual Studies also offers an emphasis in Visual Studies available
to Ph.D. and M.F.A. students in all departments at UCI. Satisfactory completion of the emphasis is certified by the Director of Visual Studies and is noted
in the student’s dossier.
Admission to the Program
Students must first be admitted to, or currently enrolled in, a Ph.D. or M.F.A. program at UCI. Applicants must submit to the Director of Visual Studies a
summary of prior undergraduate and graduate course work related to Visual Studies, institutions attended, and major(s), together with a brief statement
of purpose, including career objectives, areas of interest and research, record of research, teaching, professional accomplishments, and/or creative
work. Lack of prior course work does not preclude admission, so long as a compelling statement of research interests, congruent with the emphasis,
makes the case. Admission to the emphasis is on a rolling basis. The Director tracks students’ progress toward fulfillment of the emphasis requirements
and meets with students to advise them on a program of study, as required.
Emphasis Requirements
Minimum course work for the graduate emphasis in Visual Studies consists of four courses: VIS STD 290C and three additional elective Visual Studies
seminars.
For doctoral students, the qualifying examination and dissertation topic should incorporate Visual Studies as a central concern. One area of the Ph.D.
qualifying examination should be on a Visual Studies topic, and one member of the candidate’s qualifying examination committee and dissertation
committee is normally a member of the Visual Studies faculty. There are no requirements concerning qualifying examinations or theses for M.F.A.
students.
Faculty
Eyal Amiran, Ph.D. University of Virginia, Associate Professor of Comparative Literature; Film and Media Studies; Visual Studies (digital media theory,
twentieth-century literature, narrative and textual theory, psychoanalysis, modern and postmodern intellectual history)
Catherine Benamou, Ph.D. New York University, Associate Professor of Film and Media Studies; Culture and Theory; Visual Studies (Hispanophone
and Lusophone cinema and television, U.S. Latino media, Orson Welles and maverick cinema, transnational flows, spectatorship, cinematic memory
and cultures of preservation)
Roland Betancourt, Ph.D. Yale University, Assistant Professor of Art History; Visual Studies (Byzantine and Medieval Art, Critical Theory)
Bridget R. Cooks Cumbo, Ph.D. University of Rochester, Associate Professor of African American Studies; Art History; Culture and Theory; Visual
Studies (African-American art, museum studies, feminist and post-colonial theory)
Sohail Daulatzai, Ph.D. University of Southern California, Associate Professor of Film and Media Studies; African American Studies; Culture and Theory;
Visual Studies (African American studies, postcolonial theory, race, hip hop, Muslim diasporas)
Edward Dimendberg, Ph.D. University of California, Santa Cruz, Professor of Film and Media Studies; European Languages and Studies; Visual Studies
(film and literature, history of the book, scholarly communication)
Aglaya Glebova, Ph.D. University of California, Berkeley, Assistant Professor of Art History; Film and Media Studies; Visual Studies (history and theory
of photography and film, European avant-garde, Russian and Soviet art)
992 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 993
Kristen L. Hatch, Ph.D. University of California, Los Angeles, Associate Professor of Film and Media Studies; Visual Studies (American film history;
stardom; histories of race, gender, and sexuality; childhood; melodrama)
James D. Herbert, Ph.D. Yale University, Associate Dean of Curriculum and Student Services and Professor of Art History; Visual Studies (modern
European art)
Lucas Hilderbrand, Ph.D. New York University, Associate Professor of Film and Media Studies; Visual Studies (Queer cultures and media, cultural
studies, documentary, pornography, popular music, video art, histories of technology)
Victoria E. Johnson, Ph.D. University of Southern California, Associate Professor of Film and Media Studies; Culture and Theory; Visual Studies
(television, critical race theory, sound, media policy, sport)
Kyung Hyun Kim, Ph.D. University of Southern California, Professor of Korean Culture; Asian American Studies; Film and Media Studies; Visual Studies
(East Asian cinema, modern Korea, critical theory)
Peter O. Krapp, Ph.D. University of California, Santa Barbara, Professor of Film and Media Studies; English; Informatics; Visual Studies (digital culture,
media history, cultural memory)
Felicidad (Bliss) Lim, Ph.D. New York University, Associate Professor of Film and Media Studies; Culture and Theory; Visual Studies (Philippine cinema,
temporality, postcolonial and feminist film theory, transnational horror and the fantastic, film archives)
Catherine Liu, Ph.D. Yale University, Department Chair and Professor of Film and Media Studies; Comparative Literature; Visual Studies (Hou Hsiao-
hsien, culture wars, Frankfurt School, historiography of critical theory/cultural studies, surveillance, cold war culture and neoliberalism)
Lyle Massey, Ph.D. University of California, Los Angeles, Associate Professor of Art History; Visual Studies (Italian Renaissance and early modern
European art, gender theory, science studies)
Margaret Miles, Ph.D. Princeton University, Professor of Art History; Visual Studies (Greek and Roman art, archaeology)
Glen M. Mimura, Ph.D. University of California, Santa Cruz, Associate Professor of Film and Media Studies; Culture and Theory; Visual Studies
(minoritarian and political film; media and race; popular culture and social movements)
James P. Nisbet, Ph.D. Stanford University, Director of the Graduate Program in Visual Studies and Assistant Professor of Art History; Visual Studies
(modern and contemporary art)
Alka Patel, Ph.D. Harvard University, Associate Professor of Art History; Visual Studies (South Asian and Islamic art and architecture, historiographies,
Islamic diasporas in Cuba)
Allison J. Perlman, Ph.D. University of Texas at Austin, Assistant Professor of History; Film and Media Studies; Visual Studies (history of broadcasting,
American social movements, media law and policy, media activism, popular memory)
Amy Powell, Ph.D. Harvard University, Associate Professor of Art History; European Languages and Studies; Visual Studies (Late medieval and early
modern art of northern Europe, critical theory)
Fatimah Tobing Rony, Ph.D. Yale University, Associate Professor of Film and Media Studies; Visual Studies (ethnographic film, race and representation,
film production)
Braxton Soderman, Ph.D. Brown University, Assistant Professor of Film and Media Studies; Visual Studies (digital and new media studies, video games,
networks, digital art and electronic literature)
Cécile Marie Whiting, Ph.D. Stanford University, Department Chair and Professor of Art History; Visual Studies (American art, 20th century visual
culture)
Bert Winther-Tamaki, Ph.D. New York University, Professor of Art History; Asian American Studies; Visual Studies (modern Japanese art and visual
culture, Asian American art, art and globalization)
Roberta Wue, Ph.D. New York University, Associate Professor of Art History; Visual Studies (modern Chinese art, photography, print culture)
Affiliate Faculty
M. Ackbar Abbas, M.Phil. University of Hong Kong, Professor of Comparative Literature; Culture and Theory; Film and Media Studies; Visual Studies
(Hong Kong culture and postcolonialism, visual culture, architecture and cinema, cultural theory, globalization)
Geoffrey C. Bowker, Ph.D. University of Melbourne, Professor of Informatics; Anthropology; Visual Studies (values in design, social studies of
databases, science and technology studies)
UCI General Catalogue 2016-2017 993
994 School of Humanities
Beryl F. Schlossman, Doctorate University of Paris 7, Ph.D. Johns Hopkins University, Professor of Comparative Literature; European Languages and
Studies; Film and Media Studies; Visual Studies (Modern literature, critical theory, film studies, psychoanalysis, the arts in society.)
Jared Charles Sexton, Ph.D. University of California, Berkeley, Program Director and Associate Professor of African American Studies; Culture and
Theory; Film and Media Studies; Visual Studies (race and sexuality, policing and imprisonment, contemporary U.S. cinema and political culture,
multiracial coalition, critical theory)
Georges Y. Van Den Abbeele, Ph.D. Cornell University, Dean of the School of Humanities and Professor of Comparative Literature; English; European
Languages and Studies; Film and Media Studies; Visual Studies (French and European philosophical literature, travel narrative and tourism/migration
studies, critical theory and aesthetics, francophone literature, history of cartography, media history and theory.)
Roxanne Varzi, Ph.D. Columbia University, Associate Professor of Anthropology; Culture and Theory; Film and Media Studies; Visual Studies (Iran,
media, war, visual anthropology, film studies, ethnographic and fiction writing)
Courses
VIS STD 290A. Art History:Theories and Methods. 4 Units.
Examines canonical texts and explores current directions in Art History.
VIS STD 290B. Film & Media Studies: Theories and Methods. 4 Units.
Examines canonical texts and explores current directions in Film and Media Studies.
VIS STD 290C. Visual Studies: Theories and Methods. 4 Units.
Examines canonical texts and explores current directions in Visual Studies.
VIS STD 294. Getty Consortium Seminar. 4 Units.
Special graduate seminar offered at the Getty Research Institute in Los Angeles, involving faculty and graduate students from the five graduate
programs in Art History or Visual Studies located in southern California (UCI, UCLA, UCR, UCSB, and USC).
Repeatability: Unlimited as topics vary.
VIS STD 295. Graduate Seminar in Visual Studies. 4 Units.
Studies in selected areas of Visual Studies. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
VIS STD 296. Directed Reading. 4 Units.
Directed reading on a specific topic agreed upon by student and instructor.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
VIS STD 297. Writing Practicum. 4 Units.
Offered winter quarter each year and taught in a workshop format. Assists students with the preparation and revision of the dissertation prospectus so
that they may advance to candidacy.
Prerequisite: VIS STD 290A and VIS STD 290B and VIS STD 290C.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Graduate students only.
VIS STD 298A. Reading for the Preliminary Examination. 4-12 Units.
Directed reading in preparation for the preliminary examination. Formerly Visual Studies 298.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
994 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 995
VIS STD 298B. Prospectus Research. 4-12 Units.
Research and writing of the dissertation prospectus.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
VIS STD 299. Dissertation Research. 4-12 Units.
Research and writing of the dissertation.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
UCI General Catalogue 2016-2017 995
996 Donald Bren School of Information and Computer Sciences
Donald Bren School of Information and Computer
Sciences
On This Page:
• Degrees
• Honors
• Careers
Hal S. Stern, Dean
6210 Donald Bren Hall
Academic Counseling: 949-824-5156
http://www.ics.uci.edu/
Overview
The Donald Bren School of Information and Computer Sciences (ICS) embodies excellence, creativity, and collaborative innovation in computer science
and information technology. As the only independent computing school in the University of California system, it is well-positioned to continue its tradition
of exploring and advancing the boundaries of a broad, multidisciplinary field on a global scale.
ICS faculty have extensive training in traditional computer science, as well as engineering, mathematics and statistics, and the social sciences. The
School’s stand-alone structure, as opposed to being part of an engineering school, enables the faculty to take the broadest possible view of computer
science and information technology. This breadth is reflected in the diverse set of academic degree options for undergraduate and graduate students,
some of which are interdisciplinary and jointly administered with other academic units.
The School’s three departments — Computer Science, Informatics, and Statistics — fuel a wide range of instructional and research efforts, including:
design of algorithms and data structures; computer architecture and embedded computer systems; networked and distributed systems; systems
software; social and mobile computing; artificial intelligence, machine learning and data mining; computer games and virtual worlds; databases and
information retrieval; computer graphics and visualization; bioinformatics, computational biology and genomics; computer-supported cooperative work,
human-centered computing and human-computer interaction; security and privacy; software engineering; managerial and social aspects of computing
technology; and statistics. The vibrant Bren School community continues to explore innovative topics ranging from building complete computer
systems on chips smaller than a human fingernail to developing user-interface systems that allow workers on opposite sides of the world to collaborate
effectively. Bren School research continues to focus on how computing and information technology can be used to solve a broad set of real-world
problems, such as improving how first responders communicate during a crisis, optimizing transportation systems, analyzing data to expedite biological
research, and improving network security.
ICS faculty actively lead and participate in a variety of research laboratories, institutes and centers, including the Institute for Genomics and
Bioinformatics; Institute for Software Research; Institute for Virtual Environments and Computer Games; California Institute for Telecommunications
and Information Technology (Calit2); Data Science Initiative; Center for Machine Learning and Intelligent Systems; Center for Digital Transformation;
Center for Emergency Response Technologies; Center for Algorithms and Theory of Computation; Center for Research in Sustainability, Collapse-
Preparedness & Information Technology; Secure Computing and Networking Center; Center for Ethnography; Social & Technological Action Research
Group; Secure Systems and Software Laboratory; Software Engineering and Analysis Lab; Computational Vision Lab; Transformative Play Lab; and
Laboratory for Ubiquitous Computing and Interaction.
Faculty and student-driven research in the Bren School is supported through a variety of grants, gifts, and contracts from public and private institutions
such as the State of California, the U.S. Department of Education, various U.S. defense agencies, the National Science Foundation, the National
Institutes of Health, NASA, and various companies, including The Aerospace Corporation, Boeing, Disney, Experian, Google, IBM, Intel, Microsoft,
Samsung, and Yahoo!
Faculty and alumni of the Bren School of ICS have contributed some of computing’s most significant advancements, including revolutionizing computer-
aided drafting techniques; the creation of the current Hypertext Transfer Protocol (HTTP/1.1); development of the Internet standards for HTTP and
Uniform Resource Identifiers (URI); the founding of the Apache HTTP Server Project that produces the software for more than 60 percent of public
Internet websites; and the creation of the Domain Name System (DNS) that translates Web and e-mail addresses into the numeric system used to route
information along the Internet.
ICS is committed to increasing diversity in the computing and information technology fields. The Office of Access and Inclusion was created in 2014
as a joint initiative between ICS and UCI’s Samueli School of Engineering to support the recruitment, retention, and graduation of undergraduate and
graduate students from populations underrepresented in engineering and computer science. The School is also an active partner of the National Center
for Women & Information Technology (NCWIT), whose overarching goal is parity in the professional information technology workforce, and a committed
996 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 997
BRAID (Building, Recruiting And Inclusion for Diversity) Institution, working to increase the percentage of women and students of color majoring in
computer science.
Degrees
1
Business Information Management B.S.
Computer Game Science B.S.
Computer Science B.S., M.S., Ph.D.
2
Computer Science and Engineering B.S.
Data Science B.S.
Human Computer Interaction and Design M.H.C.I.D.
Informatics B.S., Ph.D.
3
Information and Computer Science B.S., M.S., Ph.D.
2
Networked Systems M.S., Ph.D.
Software Engineering B.S., M.S., Ph.D.
Statistics M.S., Ph.D.
1
Offered jointly with The Paul Merage School of Business. See the Interdisciplinary Studies section of the Catalogue for information.
2
Offered jointly with The Henry Samueli School of Engineering. See the Interdisciplinary Studies section of the Catalogue for information.
3
Admission to the Ph.D. program is no longer available.
Honors
Honors at graduation, e.g., cum laude, magna cum laude, summa cum laude, are awarded to approximately the top 12 percent of the graduating
seniors. A general criterion is that a student must have completed at least 72 units in residence at the University of California. The student’s cumulative
record at the end of the final quarter is the basis for consideration of awarding Latin Honors. Other important factors are considered visit at Honors
Recognition.
Careers
Graduates of the Donald Bren School of Information and Computer Sciences go on to pursue a variety of careers in both industry and academia in the
areas of cutting-edge technology, science and business. With the goal of solving real-world problems with a global impact, ICS graduates find limitless
opportunities as leaders in virtually every domain—from aerospace, automotive, biomedical, business information management, consumer products,
cybersecurity, data science, engineering, entertainment, environmental, finance, gaming, national defense, pharmacology, and software engineering.
ICS graduates often find jobs as members of research and development teams—building advanced technologies; designing software and hardware
systems; analyzing and securing data; and specifying, designing, and maintaining computing infrastructures for a variety of institutions—while others
venture off to form successful start-up companies or work as independent consultants. It is also common for ICS graduates to spend a few years in their
related industry before moving into management or advanced technical positions, while others find that the undergraduate educational experience in
ICS is the perfect stepping-stone for pursuing graduate studies in various computer science, informatics and statistics degrees, or venturing off into other
academic areas such as medicine, law, engineering, or management.
Undergraduate Programs
A Bren School of ICS undergraduate education is a blend of scholarship, science, technology, and practical application that forms an excellent
foundation for professional life.
The basis of the undergraduate programs are a set of fundamental courses in mathematics and computer science, supplemented by general education
courses from other academic disciplines. A premium is placed on both communication and quantitative skills. Students quickly gain hands-on experience
with advanced computing systems, and intense use of computer and network technologies continues throughout the undergraduate program. Students
study data organization, algorithm design and analysis, design and organization of hardware and network systems, software engineering, artificial
intelligence, social aspects of system design and use, and management of technology. In the process, students work with state-of-the-art hardware and
software technologies, and learn several contemporary programming languages.
The Bren School offers eight majors:
B.S. in Business Information Management (offered jointly with The Paul Merage School of Business)
B.S. in Computer Game Science
B.S. in Computer Science
B.S. in Computer Science and Engineering (offered jointly with The Henry Samueli School of Engineering)
B.S. in Data Science
B.S. in Informatics
B.S. in Information and Computer Science
B.S. in Software Engineering
UCI General Catalogue 2016-2017 997
998 Donald Bren School of Information and Computer Sciences
The Bren School offers the following minors:
Bioinformatics
Digital Information Systems
Health Informatics
Informatics
Information and Computer Science
Statistics
Visit the ICS Student Affairs Office website for Majors and Minors restrictions (http://www.ics.uci.edu/ugrad/degrees/MajorMinor_Restrictions_Chart.pdf)
and Double Major Restrictions (http://www.ics.uci.edu/ugrad/degrees/Dbl_Major_Restrictions_Chart.pdf).
Admissions
To ensure admission consideration for the fall quarter, students should be sure to file their application by November 30 of the prior year. The selection
criteria include grades, test scores, and other considerations.
Transfer Student Policy
Transfer requirements vary by major.
Business Information Management
Computer Game Science
Computer Science
Computer Science and Engineering
Data Science
Informatics
Software Engineering
NOTE TO TRANSFER APPLICANTS: These majors require a series of lower-division courses, and prerequisites constrain the order in which they can
be taken. Junior-level transfer students who must complete a significant part of this sequence may find that it will take longer than two years at UCI to
complete their degree. Python, Java, and C++ are used in the curriculum; therefore, transfer students should plan to learn these languages by studying
on their own or by completing related programming courses prior to their first quarter at UCI.
Change of Major
Students interested in changing their major to one offered by the School should contact the ICS Student Affairs Office for more information and
assistance. Information is also available at the UCI Change of Major Criteria website (http://www.changeofmajor.uci.edu).
Major and Minor Restrictions
Bren School of ICS majors (including shared majors, BIM and CSE) pursuing minors within the Bren School of ICS may not count more than five
courses toward both the major and minor. Some ICS majors and minors outside of the School are not permitted due to significant overlap. Visit the ICS
Student Affairs Office website for Majors and Minors restrictions. (http://www.ics.uci.edu/ugrad/degrees/MajorMinor_Restrictions_Chart.pdf) All students
should check the Double Major Restrictions Chart (http://www.ics.uci.edu/ugrad/degrees/Dbl_Major_Restr_Chart.pdf) and view our information page
(http://www.ics.uci.edu/ugrad/degrees/Double_Majors.php) on double majoring to see what degree programs are eligible for double majoring.
Special Programs and Courses
The Bren School of ICS Honors Program
The Bren School of ICS Honors Program provides selected upper-division students an opportunity to carry out a research project under the direction of
a faculty member in the School. Eligible students participate in the ICS Honors Seminar (I&C SCI H197), which provides an introduction to the range of
current faculty research. Each student then affiliates with an ICS faculty advisor who agrees to supervise a minimum of two quarters of research. The
participating student prepares a final written research report and submits a copy for review to both the faculty advisor and the Honors Program advisor.
Successful completion of the Honors Program earns the student a certificate and medal from the School. Further, a notation of successful completion is
added to the student’s transcript. For more information about course requirements, application procedures, and deadlines visit http://honors.ics.uci.edu/,
or contact the Student Affairs Office at 949 824-5156.
Other Opportunities
Bren School of ICS undergraduates may complement their educational experience by participating in other programs. Information about the
following programs is available elsewhere in the Catalogue and via the program Web sites: Campuswide Honors Program, Undergraduate Research
Opportunities Program, Education Road Program, and Student Achievement Guided by Experience (SAGE Scholars).
Concentration: Engineering and Computer Science in the Global Context
The globalization of the marketplace for information technology services and products makes it likely that ICS graduates will work in multicultural settings
or be employed by companies with extensive international operations or customer bases. The goal of the concentration is to help students develop and
998 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 999
integrate knowledge of the history, language, and culture of a country or geographic region outside the United States, through course work both at UCI
and an international host campus, followed by a technology-related internship in the host country.
All Bren School majors in good standing may propose an academic plan that demonstrates the ability to complete the concentration (a minimum of eight
courses) and other requirements for graduation in a reasonable time frame. It is expected that a student’s proposal will reflect a high degree of planning
that includes the guidance of academic counselors and those at the UCI Study Abroad Center regarding course selection, as well as considerations
related to internship opportunities, housing, and financial aid. Each student’s proposed program of study must be approved by the Bren School of ICS
Associate Dean for Student Affairs. The Associate Dean will be available to assist qualified students with the development of a satisfactory academic
plan, as needed.
The concentration consists of the following components:
1. A minimum of eight courses at UCI or at the international campus with an emphasis on the culture, language (if applicable and necessary), history,
literature of the country that corresponds to the international portion of the program, international law, international labor policy, global issues, global
institutions, global conflict and negotiation, and global economics;
2. A one- or two-semester sequence of technical courses related to the major and, possibly, culture, history, and literature courses taken at an
international university;
3. A two-month or longer technical internship experience in the same country as the international educational experience.
More information about the requirements for the concentration is available in the ICS Student Affairs Office.
Undergraduate Major in Business Information Management (BIM)
This program is administered jointly by the Bren School of ICS and The Paul Merage School of Business. For information, see the Interdisciplinary
Studies section of the Catalogue.
Requirements for the B.S. Degree in Business Information Management
All students must meet the University Requirements. Major Requirements: See the Interdisciplinary Studies section of the
Catalogue.
Undergraduate Major in Computer Game Science
The Computer Game Science major gives students a strong foundation in introductory information and computer science, an extensive education
in technologies and design practices associated with computer games, and an opportunity to focus in two areas of particular interest to the student.
Students who complete the major will be able to create interactive and human-centered game designs; implement games using skills in modeling,
graphics, software engineering, hardware architectures, human interfaces, and aesthetics; and evaluate games and game technology for their use in
education, art, and social change.
Career Paths. A wide variety of careers and graduate programs are open to Computer Game Science (CGS) graduates. The video game industry is
comparable in size to the film and music industries, and job growth projections are strong for people with strong technical backgrounds. Many other
fields, including mobile software development, interactive entertainment, and training and education software have demand for similar skill sets and
knowledge. CGS graduates are well-trained in computer science, and can thus pursue graduate programs or any career that involves designing,
implementing, evaluating, or interacting with computer-based systems.
Admissions
Freshman Applicants: See the Undergraduate Admissions section.
Transfer Applicants:
Junior-level applicants who satisfactorily complete course requirements will be given preference for admission. Applicants must satisfy the following
requirements:
1. Complete one year of approved college-level math, preferably courses in calculus equivalent to UCI’s MATH 2A - MATH 2B; if not available, two
semester courses equivalent to other major-related math courses are acceptable.
2. Complete one year of transferable computer science courses involving concepts such as those found in Java, Python, C++, data structures, or other
object-oriented or high-level programming language.
Transfer applicants to the Computer Game Science major should be aware that several lower-division courses must be taken at UCI; therefore, the
minimum time to degree completion will exceed two years.
NOTE: The introductory sequence in ICS has moved to Python. The Bren School of ICS strongly encourages all participants to become familiar with
this programming language prior to matriculation. Additional computer science courses beyond the two required are strongly recommended, particularly
UCI General Catalogue 2016-2017 999
1000 Donald Bren School of Information and Computer Sciences
those that align with the major(s) of interest. Java is used extensively in the curriculum; therefore, transfer students should plan to learn it by studying on
their own or by completing a Java-related programming course prior to their first quarter at UCI.
Requirements for the B.S. Degree in Computer Game Science
All students must meet the University Requirements.
Major Requirements
Lower-division
A. Select one of the two groups of courses:
I&C SCI 21 Introduction to Computer Science I
I&C SCI 22 Introduction to Computer Science II
I&C SCI 45C Programming in C/C++ as a Second Language
I&C SCI 46 Data Structure Implementation and Analysis
or
I&C SCI 31 Introduction to Programming
I&C SCI 32 Programming with Software Libraries
I&C SCI 33 Intermediate Programming
I&C SCI 45C Programming in C/C++ as a Second Language
I&C SCI 46 Data Structure Implementation and Analysis
B. Complete:
I&C SCI 51 Introductory Computer Organization
C. Complete:
IN4MATX 43 Introduction to Software Engineering
or I&C SCI 52 Introduction to Software Engineering
D. Complete:
MATH 2A Single-Variable Calculus
MATH 2B Single-Variable Calculus
I&C SCI 6N Computational Linear Algebra
or MATH 3A Introduction to Linear Algebra
I&C SCI 6B Boolean Algebra and Logic
I&C SCI 6D Discrete Mathematics for Computer Science
STATS 67 Introduction to Probability and Statistics for Computer Science
E. Complete:
I&C SCI 60 Computer Games and Society
I&C SCI 61 Game Systems and Design
I&C SCI 62 Game Technologies and Interactive Media
F. Complete:
PHYSICS 3A Basic Physics I
G. Complete:
FLM&MDA 85A Introduction to Film and Visual Analysis
or FLM&MDA 85C New Media and Digital Technologies
Upper-division
A. Computer Game Science Core Requirements
I&C SCI 161 Game Engine Lab
I&C SCI 167 Multiplayer Game Systems
I&C SCI 168 Multiplayer Game Project
I&C SCI 169A- 169B Capstone Game Project I
and Capstone Game Project II
and select two of the following:
I&C SCI 162 Modeling and World Building
I&C SCI 163 Mobile and Ubiquitous Games
I&C SCI 166 Game Design
B. Computer Science Core
COMPSCI 112 Computer Graphics
1000 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1001
COMPSCI 171 Introduction to Artificial Intelligence
C. Select two of the following:
COMPSCI 122A Introduction to Data Management
COMPSCI 132 Computer Networks
COMPSCI 143A Principles of Operating Systems
COMPSCI 152 Computer Systems Architecture
IN4MATX 113 Requirements Analysis and Engineering
IN4MATX 121 Software Design: Applications
IN4MATX 131 Human Computer Interaction
D. CGS Elective Courses:
Five additional courses chosen from those listed in E
E. At least three of the 16 upper-division courses satisfying A–D must be in the same Bren ICS track.
Bren ICS Tracks:
Algorithms
COMPSCI 161 Design and Analysis of Algorithms
COMPSCI 162 Formal Languages and Automata
COMPSCI 163 Graph Algorithms
COMPSCI 164 Computational Geometry and Geometric Modeling
COMPSCI 165 Project In Algorithms And Data Structures
Artificial Intelligence
COMPSCI 171 Introduction to Artificial Intelligence
COMPSCI 174 Bioinformatics
COMPSCI 175 Project in Artificial Intelligence
COMPSCI 177 Applications of Probability in Computer Science
COMPSCI 178 Machine Learning and Data-Mining
COMPSCI 179 Algorithms for Probabilistic and Deterministic Graphical Models
Computational Biology
COMPSCI 183 Introduction to Computational Biology
COMPSCI 184A Representations and Algorithms for Molecular Biology
COMPSCI 184B Probabilistic Modeling of Biological Data
COMPSCI 184C Computational Systems Biology
Computer Graphics and Vision
COMPSCI 111 Digital Image Processing
COMPSCI 112 Computer Graphics
COMPSCI 114 Projects in Advanced 3D Computer Graphics
COMPSCI 116 Computational Photography and Vision
COMPSCI 117 Project in Computer Vision
Computer Networks
COMPSCI 131 Parallel and Distributed Computing
COMPSCI 132 Computer Networks
COMPSCI 133 Advanced Computer Networks
COMPSCI 134 Computer and Network Security
COMPSCI 137/IN4MATX 124 Internet Applications Engineering
Databases
COMPSCI 121/IN4MATX 141 Information Retrieval
COMPSCI 122A Introduction to Data Management
COMPSCI 122B Project in Databases and Web Applications
COMPSCI 125 Next Generation Search Systems
Hardware
COMPSCI 145 Embedded Software
COMPSCI 151 Digital Logic Design
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1002 Donald Bren School of Information and Computer Sciences
COMPSCI 153 Logic Design Laboratory
COMPSCI 154 Computer Design Laboratory
Human-Computer Interaction
IN4MATX 131 Human Computer Interaction
IN4MATX 132 Project in Human-Computer Interaction Requirements and Evaluation
IN4MATX 133 User Interaction Software
IN4MATX 134 Project in User Interaction Software
Operating Systems
COMPSCI 143A Principles of Operating Systems
COMPSCI 143B Project in Operating System Organization
COMPSCI 144 High-performance Computers and Program Optimization
COMPSCI 146 Programming in Multitasking Operating Systems
Programming Languages and Compilers
IN4MATX 101 Concepts in Programming Languages I (same as COMPSCI 141)
IN4MATX 102 Concepts of Programming Language II
COMPSCI 142A Compilers and Interpreters
COMPSCI 142B Language Processor Construction
Simulation and Optimization
COMPSCI 115 Computer Simulation
COMPSCI 169 Introduction to Optimization
Social and Organizational Computing
IN4MATX 151 Project Management
IN4MATX 153 Computer Supported Cooperative Work
IN4MATX 161 Social Analysis of Computing
IN4MATX 162W Organizational Information Systems
IN4MATX 163 Project in the Social and Organizational Impacts of Computing
IN4MATX 171 Introduction to Medical Informatics
Software Engineering
IN4MATX 113 Requirements Analysis and Engineering
IN4MATX 115 Software Testing, Analysis, and Quality Assurance
IN4MATX 117 Project in Software System Design
IN4MATX 121 Software Design: Applications
IN4MATX 122 Software Design: Structure and Implementation
IN4MATX 124 Internet Applications Engineering (same as COMPSCI 137)
Non-Track Courses (some of these courses have prerequisites that are not part of the CGS major):
Computer Game Science
I&C SCI 162 Modeling and World Building
I&C SCI 163 Mobile and Ubiquitous Games
I&C SCI 166 Game Design
Business Management
MGMT 101 Management Science
MGMT 102 Managing Organizational Behavior
MGMT 105 Introduction to Marketing
MGMT 154 Global Marketing
MGMT 155 Brand Management
Cognitive Science
PSYCH 130A Perception and Sensory Processes
PSYCH 131A Vision
PSYCH 131B Hearing
PSYCH 135M The Mind/Body Problem
PSYCH 140C Cognitive Science
Mathematics
1002 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1003
MATH 112A- 112B- 112C Introduction to Partial Differential Equations and Applications
and Introduction to Partial Differential Equations and Applications
and Introduction to Partial Differential Equations and Applications
MATH 115 Mathematical Modeling
MATH 121A- 121B Linear Algebra
and Linear Algebra
Film and Media Studies
FLM&MDA 113 Narrative/Image
FLM&MDA 114 Film, Media, and the Arts
FLM&MDA 117A Introduction to Screenwriting
FLM&MDA 144 Studies in New Media
With prior approval of the ICS Associate Dean for Student Affairs, a student may design a new track, or an Independent Study, Honors Research, or
Special Topics course may be substituted for a course in a track. Computer Game Science (CGS) elective courses may not be counted as part of the
Management minor.
Major and minor restrictions: Click on the "Majors/Minors Restrictions" tab at the top of this page.
Sample Program of Study — Computer Game Science
Freshman
Fall Winter Spring
I&C SCI 31 I&C SCI 32 I&C SCI 33
1
I&C SCI 60 I&C SCI 61 I&C SCI 62
MATH 2A MATH 2B I&C SCI 6B
WRITING 39B WRITING 39C
Sophomore
Fall Winter Spring
I&C SCI 45C I&C SCI 46 IN4MATX 43
I&C SCI 51 I&C SCI 161 STATS 67
I&C SCI 6N COMPSCI 112 General Education III/VII
I&C SCI 6D
Junior
Fall Winter Spring
3 3
I&C SCI 162, 163, or 166 I&C SCI 167 I&C SCI 162, 163, or 166
COMPSCI 171 COMPSCI 122A, IN4MATX 113, IN4MATX 121, or IN4MATX I&C SCI 168
3
131
2
FLM&MDA 85A or 85C U-D Writing Computer Game Science Elective
PHYSICS 3A
Senior
Fall Winter Spring
I&C SCI 169A I&C SCI 169B Computer Game Science Elective
General Education III Computer Game Science Elective General Education VI
General Education IV General Education IV General Education VIII
1
Fulfills GE III. Note, you must satisfy the UC Entry Level Writing requirement to enroll in I&C SCI 60.
2
Fulfills GE IV.
3
Select two of these.
NOTES:
1. Students are advised that this sample program lists the minimum requirements; it is possible that students may have to take additional courses to
prepare for required courses.
2. The lower-division writing requirement must be completed by the end of the seventh quarter at UCI.
3. This is only a sample plan. Course offerings may be moved due to unforeseen circumstances. It is strongly recommended that students meet with an
academic advisor to create an academic plan tailored to meet their specific areas of interest.
Undergraduate Major in Information and Computer Science
The Information and Computer Science major is intended for highly motivated students who are currently enrolled at UCI, who find that their academic
and career interests are not well served by any of the existing ICS majors, and would be better served by a uniquely designed course of study.
UCI General Catalogue 2016-2017 1003
1004 Donald Bren School of Information and Computer Sciences
Application Process
New students are not admitted directly to the Information and Computer Science major. Continuing students can apply to change their major to
Information and Computer Science no earlier than the fall quarter of their sophomore year. Students must submit a proposal for a four-year plan of
study, along with rationale explaining why the proposed plan is a well-motivated and coherent set of courses that does not fit into any of the existing
ICS majors. Students submitting proposals are strongly encouraged to follow the lower-division requirements for one of the ICS majors (or provide a
rationale for why this is not appropriate) and should include at least 48 units of upper-division ICS, Computer Science, Informatics, or Statistics courses.
Proposals must be approved by the ICS Associate Dean for Student Affairs. See the ICS Student Affairs Office for more details. Complete information
about changing majors to ICS is available at the UCI Change of Major Criteria website (http://www.changeofmajor.uci.edu).
Admissions
New students are not admitted directly to the Information and Computer Science major.
Transfer Applicants:
Students are strongly encouraged to follow the transfer preparation guidelines for any of the other Bren ICS majors.
Requirements for the B.S. Degree in Information and Computer Science
All students must meet the University Requirements. Major Requirements: See the ICS Student Affairs Office.
Undergraduate Major in Software Engineering
The Software Engineering major gives students a strong foundation in software engineering as well as a solid basis in computer science. Students who
complete the major will be able to be productive members of software engineering teams in a variety of application domains including, but not restricted
to, Web and mobile applications. The acquired technical knowledge and appreciation for life-long learning, combined with the ability to place software in
the social context in which it is developed, empowers students to create novel applications that have the potential to bring social change.
Admissions
Freshman Applicants: See the Undergraduate Admissions section.
Transfer Applicants:
Junior-level applicants who satisfactorily complete course requirements will be given preference for admission. Applicants must satisfy the following
requirements:
1. Completion of one year of approved college-level math, preferably courses in calculus equivalent to UCI’s MATH 2A-MATH 2B; if not available, one
year of coursework equivalent to other major-related math courses is acceptable.
2. Completion of one year of transferable Computer Science courses such as those found in Java, Python, C++, data structures, or other object-
oriented or high-level programming language.
NOTE: The introductory sequence in ICS has moved to Python. The Bren School of ICS strongly encourages all participants to become familiar with
this programming language prior to matriculation. Additional computer science courses beyond the two required are strongly recommended, particularly
those that align with the major(s) of interest. Java is used extensively in the curriculum; therefore, transfer students should plan to learn it by studying on
their own or by completing a Java-related programming course prior to their first quarter at UCI.
Additional courses beyond those required for admission must be taken to fulfill the lower-division degree requirements, as many are prerequisites for
upper-division courses. For some transfer students, this may mean that it will take longer than two years to complete their degree.
Requirements for the B.S. Degree in Software Engineering
All students must meet the University Requirements.
Major Requirements
Lower-division
A. Select one of the following:
I&C SCI 21- 22 Introduction to Computer Science I
and Introduction to Computer Science II
or
IN4MATX 41- 42 Informatics Core Course I
and Informatics Core Course II
or
I&C SCI 31- 32- 33 Introduction to Programming
and Programming with Software Libraries
and Intermediate Programming
1004 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1005
B. Complete:
I&C SCI 45C Programming in C/C++ as a Second Language
C. Complete:
I&C SCI 45J Programming in Java as a Second Language
D. Complete:
I&C SCI 46 Data Structure Implementation and Analysis
E. Complete:
IN4MATX 43 Introduction to Software Engineering
or I&C SCI 52 Introduction to Software Engineering
F. Complete:
I&C SCI 51 Introductory Computer Organization
G. Complete:
MATH 2A- 2B Single-Variable Calculus
and Single-Variable Calculus
I&C SCI 6B Boolean Algebra and Logic
I&C SCI 6D Discrete Mathematics for Computer Science
I&C SCI 6N Computational Linear Algebra
or MATH 3A Introduction to Linear Algebra
STATS 67 Introduction to Probability and Statistics for Computer Science
Upper-division
A. Core Requirements
COMPSCI 122A Introduction to Data Management
COMPSCI 143A Principles of Operating Systems
COMPSCI 132 Computer Networks
COMPSCI 161 Design and Analysis of Algorithms
IN4MATX 101/COMPSCI 141 Concepts in Programming Languages I
IN4MATX 113 Requirements Analysis and Engineering
IN4MATX 115 Software Testing, Analysis, and Quality Assurance
IN4MATX 131 Human Computer Interaction
IN4MATX 121 Software Design: Applications
IN4MATX 122 Software Design: Structure and Implementation
IN4MATX 123 Software Architecture
or IN4MATX 124 Internet Applications Engineering
IN4MATX 151 Project Management
IN4MATX 191A Senior Design Project
IN4MATX 191B Senior Design Project
I&C SCI 139W Critical Writing on Information Technology
B. Select four of the following:
IN4MATX 102 Concepts of Programming Language II
IN4MATX 125/COMPSCI 113 Computer Game Development
IN4MATX 132 Project in Human-Computer Interaction Requirements and Evaluation
IN4MATX 133 User Interaction Software
IN4MATX 134 Project in User Interaction Software
IN4MATX 141/COMPSCI 121 Information Retrieval
IN4MATX 143 Information Visualization
IN4MATX 148 Project in Ubiquitous Computing
IN4MATX 161 Social Analysis of Computing
COMPSCI 133 Advanced Computer Networks
COMPSCI 134 Computer and Network Security
COMPSCI 142A Compilers and Interpreters
COMPSCI 142B Language Processor Construction
UCI General Catalogue 2016-2017 1005
1006 Donald Bren School of Information and Computer Sciences
COMPSCI 145- 145L Embedded Software
and Embedded Software Laboratory
COMPSCI 146 Programming in Multitasking Operating Systems
COMPSCI 165 Project In Algorithms And Data Structures
I&C SCI 160 Graphics Processors and Game Platforms
I&C SCI 167 Multiplayer Game Systems
I&C SCI 168 Multiplayer Game Project
Software Engineering elective courses may not be counted as part of the Management minor.
Sample Program of Study — Software Engineering
Freshman
Fall Winter Spring
I&C SCI 31 I&C SCI 32 I&C SCI 33
MATH 2A MATH 2B IN4MATX 43
WRITING 39A WRITING 39B I&C SCI 6B
General Education III WRITING 39C
Sophomore
Fall Winter Spring
I&C SCI 45C I&C SCI 46 COMPSCI 122A
I&C SCI 51 IN4MATX 113 COMPSCI 143A
I&C SCI 6D I&C SCI 6N STATS 67
General Education III/VII IN4MATX 131 General Education III
Junior
Fall Winter Spring
I&C SCI 45J IN4MATX 122 IN4MATX 124
IN4MATX 115 IN4MATX 151 COMPSCI 132
IN4MATX 121 COMPSCI 161 General Education IV
General Education IV General Education IV/VIII
Senior
Fall Winter Spring
IN4MATX 101 IN4MATX 191B Software Engineering Elective
IN4MATX 191A I&C SCI 139W Software Engineering Elective
Software Engineering Elective Software Engineering Elective General Education VI
General Educaiton III
NOTES:
1. Students are advised that this sample program lists the minimum requirements; it is possible that students may have to take additional courses to
prepare for required courses.
2. The lower-division writing requirement must be completed by the end of the seventh quarter at UCI.
3. This is only a sample plan. Course offerings may be moved due to unforeseen circumstances. It is strongly recommended that students meet with an
academic advisor to create an academic plan tailored to meet their specific areas of interest.
Important Notes:
Students enrolled in other degree programs who are interested in the field of computer science may pursue the Bren School introductory course
sequences (I&C SCI 31/CSE 41, I&C SCI 32/CSE 42, and I&C SCI 33/CSE 43) followed by other courses for which they have met the prerequisites
as far as their interests require and their programs permit. The introductory courses, along with other lower-division ICS courses, may be used to fulfill
General Education requirements. Nonmajors may also take other Bren ICS courses for which they have met the prerequisites.
The ICS Student Affairs Office is staffed by professional academic counselors and peer advisors. These individuals are available to assist students with
program planning, questions on University and School policies and procedures, progress toward graduation, and other issues that arise in the course of
a student’s education. Faculty also are available for advising, generally for suggestions of additional course work in the student’s academic,
research, and career interest areas and on preparation for graduate school.
Minor in Information and Computer Science
Students outside the School may also pursue a minor in Information and Computer Science. The minor provides a focused study of Information and
Computer Science to supplement a student’s major program of study and prepares students for a profession, career, or academic pursuit in which
computer science is an integral part but is not the primary focus. The ICS minor contributes to students’ competence in computing technology and
1006 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1007
proficiency in programming as well as exposing them to the fundamentals of computer science. The minor allows students sufficient flexibility to pursue
courses that complement their major field or address specific interests.
Requirements for the Minor in Information and Computer Science
Select one of the following groups:
I&C SCI 21- 22- 46 Introduction to Computer Science I
and Introduction to Computer Science II
and Data Structure Implementation and Analysis
or
I&C SCI 31- 32- 33- 45C- 46 Introduction to Programming
and Programming with Software Libraries
and Intermediate Programming
and Programming in C/C++ as a Second Language
and Data Structure Implementation and Analysis
Complete:
I&C SCI 6D Discrete Mathematics for Computer Science
Complete one of:
I&C SCI 51 Introductory Computer Organization
or I&C SCI 52 Introduction to Software Engineering
or IN4MATX 43 Introduction to Software Engineering
1
Select two upper-division from the following:
CS 111-144
CS 151–177
IN4MATX 101–102
IN4MATX 111–119
IN4MATX 123 Software Architecture
IN4MATX 125 Computer Game Development
IN4MATX 131 Human Computer Interaction
IN4MATX 132–134
IN4MATX 141 Information Retrieval
IN4MATX 148 Project in Ubiquitous Computing
IN4MATX 153 Computer Supported Cooperative Work
IN4MATX 161–163
IN4MATX 171 Introduction to Medical Informatics
1
COMPSCI 190–199 and IN4MATX 190–199 may not be applied to the minor.
NOTES:
1. Visit the ICS Student Affairs Office website for Majors and Minors restrictions (http://www.ics.uci.edu/ugrad/degrees/
MajorMinor_Restrictions_Chart.pdf).
2. A maximum of two courses may be taken for the Pass/Not Pass grade option toward any minor
3. There are no applications for a Bren ICS minor. Students must have a peer advisor or academic counselor of their major add the minor to their
Degree Audit once they begin pursuing the minor.
4. To ensure you are certified for the minor at graduation, the minor must be on your Degree Audit and Application for Graduation. Your Student Affairs
Office will certify your minor at time of graduation, so it is important to keep them updated on your academic progress.
On This Page:
• Admission
• Financial Assistance
• Students with a Previously Earned Master's Degree
• Course Substitutions
• Master of Science Program
• ICS Concentration in Embedded Systems - M.S.
• ICS Concentration in Informatics (INF) - M.S.
UCI General Catalogue 2016-2017 1007
1008 Donald Bren School of Information and Computer Sciences
Graduate Programs in Information and Computer Sciences
The Bren School of ICS offers M.S. and Ph.D. degrees in Computer Science, Informatics, Information and Computer Science, Networked Systems,
Software Engineering, and Statistics.
ICS M.S. students must complete one of the following concentrations: Embedded Systems or Informatics (INF).
For additional information about the following graduate programs and requirements, click on these links: Computer Science; Informatics; Statistics;
Software Engineering; Networked Systems, which is supervised by an interdepartmental faculty group from the Department of Computer Science in the
Bren School and the Department of Electrical Engineering and Computer Science in The Henry Samueli School of Engineering. Information is available
on the Interdisciplinary Studies section of the Catalogue.
Admission
Applicants will be evaluated on the basis of their prior academic record. Applicants for the M.S. degree are expected to have a bachelor’s degree in
computer science or a related field. Those who do not have an undergraduate degree in computer science may take the Computer Science Subject
GRE test to demonstrate sufficient background in the field. Scores are reviewed on a case-by-case basis. Ph.D. applicants will additionally be evaluated
in their potential for creative research and teaching in Information and Computer Sciences.
Applicants are expected to have (1) skills in computer programming at least equivalent to those obtained in college-level courses in programming and
language development; (2) skills in mathematics equivalent to those obtained in complete college-level courses in logic and set theory, analysis, linear
algebra and modern algebra, or probability and statistics; (3) data structures, analysis of algorithms, automata theory, or formal languages; and (4)
computer architectures.
All applicants are evaluated on the materials submitted: letters of recommendation, official GRE test scores, official college transcripts, and personal
statement. For more information, contact the ICS graduate counselor at 949-824-5156 or send email to [email protected].
Financial Assistance
Financial assistance is available to Ph.D. students in the form of fellowships, teaching assistantships, and research assistantships. Although assistance
varies, it is the School’s goal to support all entering Ph.D. students, subject to availability of funds. International students who are not citizens of
countries where English is either the primary or dominant language, as approved by Graduate Council, and who apply for teaching assistantships must
take one of the approved English proficiency examinations. More information is available in the Graduate Division section of the Catalogue.
Students with a Previously Earned Master’s Degree
Credit for one or all required courses may be given at the time of admission to those students who have completed a master’s degree in computer
science or a closely related field. Course equivalency will be determined by the Bren School Associate Dean for Student Affairs following a written
recommendation from a sponsoring research advisor. Research advisors can require that a student take additional courses when this is appropriate.
An additional M.S. degree will not be awarded if the student currently holds an M.S. degree in computer science or a related field from another
university.
Course Substitutions
A student who has taken relevant graduate courses at UCI or another university may petition to have a specific course certified as equivalent to one
which satisfies Bren School of ICS requirements. The petition should describe the course and should be approved by either the student’s advisor or the
instructor teaching the class, and by the Associate Dean for Student Affairs. Only two courses can be substituted.
Master of Science Program
The Bren School offers M.S. degrees in Computer Science, Information and Computer Science, Networked Systems, Software Engineering, and
Statistics.
Students pursuing the M.S. in Information and Computer Science must complete a concentration in Embedded Systems or Informatics (INF).
For additional information about the following graduate programs and requirements, click on these links: Computer Science; Software Engineering;
Statistics; Networked Systems.
M.S. students may select one of two options, the thesis plan or the comprehensive examination plan, as described below. The normative time for
completion of the M.S. degree is two years. All study must be completed within four calendar years from the date of admission.
Plan I: Thesis Plan. The thesis option is available for graduate students who may wish to continue on to a Ph.D. program or those who wish to
concentrate on a specific problem. To qualify for this option, students must be in good academic standing with their Department. The student must
enroll in at least two quarters of Thesis Supervision (COMPSCI 298 or IN4MATX 298) that will substitute for two required courses as specified under
the concentration area or specialization of choice. All required courses must be completed with a grade of B or better, and the student must write a
research or thesis project. A committee of three faculty members (voting members of the Academic Senate) will guide the student and give final approval
of the thesis. The committee will consist of an advisor (faculty member from the student’s department) who is willing to supervise the thesis project, and
1008 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1009
two other faculty members (one of which must be from the student’s department) who are willing to serve on the committee as readers of the thesis.
An oral presentation of the thesis to the committee will be required. Seminar courses that have an “S” suffix (e.g., 209S) do not count toward degree
requirements.
Plan II: Comprehensive Examination Plan. The student completes the required units as specified under the concentration area. Each course must be
completed with a grade of B or better. Seminar courses that have an “S” suffix (e.g., 209S) do not count toward degree requirements. The student must
take a comprehensive examination given by ICS faculty. The examination covers the core requirements.
ICS Concentration in Embedded Systems—M.S.
The goal of this program is to prepare students for challenges in developing future embedded systems. These future systems will further integrate
communications, multimedia, and advanced processors with complex embedded and real-time software for automotive, medical, telecommunications,
and many other application domains. Furthermore, embedded systems are becoming parallel, deploying multiprocessor systems-on-a-chip and parallel
application software. An in-depth knowledge of the underlying scientific and engineering principles is required to understand these advances and to
contribute productively to development of such systems. This program helps students master embedded system fundamentals, advanced computer
architecture and compilers, networking, security, embedded, parallel and distributed software, and computer graphics in a sequence of courses and
labs. Students also complete a large embedded systems project and may choose to write a Master’s thesis.
Required Courses
The following courses must be completed with a grade of B or better.
Select six of the following:
List A
COMPSCI 244 Introduction to Embedded and Ubiquitous Systems
COMPSCI 250A Computer Systems Architecture
COMPSCI 232 Computer and Communication Networks
COMPSCI 203 Network and Distributed Systems Security
COMPSCI 242 Parallel Computing
COMPSCI 250B Modern Microprocessors
COMPSCI 230 Distributed Computer Systems
COMPSCI 243 High-Performance Architectures and Their Compilers
Select six additional courses in one of the following two ways:
1. For students pursuing the M.S. thesis option, two four-unit courses in Thesis Supervision (COMPSCI 298) plus four graduate courses taken from
List A or the following List B
2. For all other students, six graduate courses taken from List A or the following List B
List B
COMPSCI 241 Advanced Compiler Construction
COMPSCI 245 Software for Embedded Systems
COMPSCI 252 Introduction to Computer Design
EECS 211 Advanced System Software
COMPSCI 211A Visual Computing
COMPSCI 248A/IN4MATX 241 Introduction to Ubiquitous Computing
IN4MATX 211 Software Engineering
IN4MATX 235 Advanced User Interface Architecture
COMPSCI 236 Wireless and Mobile Networking
COMPSCI 265 Graph Algorithms
EECS 223 Real-Time Computer Systems
M.S. Students who do not have an undergraduate degree in Computer Science or equivalent must also take COMPSCI 260.
Comprehensive Examination or Thesis
Each student must either (1) pass a comprehensive examination administered by the Embedded Systems faculty; or (2) submit a thesis for approval by
a three-person committee consisting of an advisor (who is an ICS Embedded Systems full-time faculty member) and two other full-time faculty members
(one of which must be from ICS).
ICS Concentration in Informatics (INF)—M.S.
Informatics is the interdisciplinary study of the design, application, use, and impact of information technology. It goes beyond technical design to focus
on the relationship between information system design and use in real-world settings. These investigations lead to new forms of system architecture,
UCI General Catalogue 2016-2017 1009
1010 Donald Bren School of Information and Computer Sciences
new approaches to system design and development, new means of information system implementation and deployment, and new models of interaction
between technology and social, cultural, and organizational settings.
In the Donald Bren School of Information and Computer Sciences, Informatics is concerned with software architecture, software development, design
and analysis, programming languages, ubiquitous computing, information retrieval and management, human-computer interaction, computer-supported
cooperative work, and other topics that lie at the relationship between information technology design and use in social and organizational settings.
Effective design requires an ability to analyze things from many different perspectives, including computer science, information science, organizational
science, social science, and cognitive science. Relevant courses in those disciplines are therefore an integral part of the program and give this
concentration a unique interdisciplinary flavor—which is imperative as the computing and information technology fields play such a pervasive role in our
daily lives.
This degree program requires 48 units of coursework, including 24 units of core requirements, and 24 units of electives (of which up to 12 units may be
used as independent study).
A. Complete the following required core courses:
IN4MATX 261 Social Analysis of Computing
IN4MATX 231 User Interface Design and Evaluation
or IN4MATX 232 Research in Human-Centered Computing
IN4MATX 209S Seminar in Informatics (twice, usually in first year)
B. Complete the following Research Methods core courses:
IN4MATX 201 Research Methodology for Informatics
IN4MATX 203 Qualitative Research Methods in Information Systems
IN4MATX 205 Quantitative Research Methods in Information Systems
1
C. Select six electives in Informatics:
1
A set of six elective courses at the graduate level. The selection of courses should form a coherent educational plan to be approved by the
student's faculty advisor or by the program director in the case that the student is not working with a faculty advisor. Although the courses may
be chosen from any graduate level courses on campus, it is recommended that at least three be chosen from within the school of ICS. Students
may use up to 12 units of independent study (IN4MATX 298/IN4MATX 299) as electives.
Faculty
Shannon L. Alfaro, M.S. University of California, Irvine, Lecturer of Computer Science
Animashree Anandkumar, Ph.D. Cornell University, Assistant Professor of Electrical Engineering and Computer Science; Computer Science (statistical
inference and learning of graphical models, scalable network algorithms)
Nader Bagherzadeh, Ph.D. University of Texas at Austin, Professor of Electrical Engineering and Computer Science; Computer Science (parallel
processing, computer architecture, computer graphics, VLSI design)
Brigitte Baldi, Ph.D. Massachusetts Institute of Technology, Lecturer of Statistics
Pierre F. Baldi, Ph.D. California Institute of Technology, UCI Chancellor's Professor of Computer Science; Biological Chemistry; Biomedical Engineering;
Developmental and Cell Biology (bioinformatics, computational biology)
Scott Bartell, Ph.D. University of California, Davis, Associate Professor of Program in Public Health; Environmental Health Sciences; Social Ecology;
Statistics
Lubomir Bic, Ph.D. University of California, Irvine, Professor of Computer Science; Electrical Engineering and Computer Science (parallel and distributed
computing, mobile agents)
Rebecca W. Black, Ph.D. University of Wisconsin-Madison, Associate Professor of Informatics
Geoffrey C. Bowker, Ph.D. University of Melbourne, Professor of Informatics; Anthropology; Visual Studies (values in design, social studies of
databases, science and technology studies)
Elaheh Bozorgzadeh, Ph.D. University of California, Los Angeles, Associate Professor of Computer Science; Electrical Engineering and Computer
Science (design automation and synthesis for embedded systems, VLSI CAD, reconfigurable computing)
Carter Butts, Ph.D. Carnegie Mellon University, Professor of Sociology; Electrical Engineering and Computer Science; Statistics (mathematical
sociology, social networks, quantitative methodology, human judgment and decision making, economic sociology)
Michael Carey, Ph.D. University of California, Berkeley, Donald Bren Professor of Information & Computer Sciences and Professor of Computer Science
1010 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1011
Yunan Chen, Ph.D. Drexel University, Associate Professor of Informatics; Program in Public Health (medical informatics, human-computer interaction)
Pai H. Chou, Ph.D. University of Washington, Professor of Electrical Engineering and Computer Science; Computer Science (embedded systems,
wireless sensor systems, medical devices, real-time systems, hardware/software co-synthesis)
John L. Crawford, Media Artist and Software Designer, Graduate Advisor and Associate Professor of Dance; Informatics (dance film, interactive media,
telematic performance, motion capture, digital arts)
Rina Dechter, Ph.D. University of California, Los Angeles, Professor of Computer Science
Brian C. Demsky, Ph.D. Massachusetts Institute of Technology, Associate Professor of Electrical Engineering and Computer Science; Computer
Science (compiler programming, language software engineering, fault tolerance)
Michael B. Dillencourt, Ph.D. University of Maryland, College Park, Professor of Computer Science
John Christopher Dobrian, Ph.D. University of California, San Diego, Professor of Music; Informatics
Rainer B. Doemer, Ph.D. Dortmund University, Associate Professor of Electrical Engineering and Computer Science; Computer Science (system-level
design, embedded computer systems, design methodologies, specification and modeling languages)
James P. Dourish, Ph.D. University College London, Professor of Informatics; Computer Science (human-computer interaction, computer-supported
cooperative work)
Nikil D. Dutt, Ph.D. University of Illinois at Urbana–Champaign, UCI Chancellor's Professor of Computer Science; Cognitive Sciences; Electrical
Engineering and Computer Science (embedded systems, computer architecture, electronic design automation, software systems, brain-inspired
architectures and computing)
Magda S. El Zarki, Ph.D. Columbia University, Professor of Computer Science; Electrical Engineering and Computer Science; Informatics
(telecommunications, networks, wireless communication, video transmission)
David A. Eppstein, Ph.D. Columbia University, UCI Chancellor's Professor of Computer Science
Julian Feldman, Ph.D. Carnegie Institute of Technology, Professor Emeritus of Computer Science
Charless C. Fowlkes, Ph.D. University of California, Berkeley, Associate Professor of Computer Science; Cognitive Sciences; Electrical Engineering and
Computer Science (computer vision, machine learning, computational biology)
Michael S. Franz, Ph.D. Swiss Federal Institute of Technology in Zurich, Professor of Computer Science; Electrical Engineering and Computer Science
(systems software, particularly compilers and virtual machines, trustworthy computing, software engineering)
Daniel H. Frost, M.S. University of California, Irvine, Senior Lecturer of Computer Science; Informatics (artificial intelligence, software engineering,
computer graphics, teaching of programming)
Jean-Luc Gaudiot, Ph.D. University of California, Los Angeles, Professor of Electrical Engineering and Computer Science; Computer Science (parallel
processing, computer architecture, processor architecture)
Daniel L. Gillen, Ph.D. University of Washington, Professor of Statistics; Program in Public Health
Tony D. Givargis, Ph.D. University of California, Riverside, Professor of Computer Science (embedded systems, platform-based system-on-a-chip
design, low-power electronics)
Michael T. Goodrich, Ph.D. Purdue University, UCI Chancellor's Professor of Computer Science; Electrical Engineering and Computer Science
(computer security, algorithm design, data structures, Internet algorithmics, geometric computing, graphic drawing)
Richard H. Granger, Ph.D. Yale University, Professor Emeritus of Computer Science
Judith Gregory, Ph.D. University of California, San Diego, Associate Adjunct Professor of Informatics (values in design, translational biomedical
informatics, participatory design, design and emotion)
Vijay Gurbaxani, Ph.D. University of Rochester, Taco Bell Chair in Information Technology Management and Professor of Paul Merage School of
Business; Informatics (economics of information systems management, impact of information technology on organization and market structure)
Stacey A. Hancock, Ph.D. Colorado State University, Lecturer with Potential Security of Employment of Statistics
Ian G. Harris, Ph.D. University of California, San Diego, Associate Professor of Computer Science; Electrical Engineering and Computer Science
(hardware/software covalidation, manufacturing test)
UCI General Catalogue 2016-2017 1011
1012 Donald Bren School of Information and Computer Sciences
Gillian Hayes, Ph.D. Georgia Institute of Technology, Professor of Informatics; Education (interactive and collaborative technology, human-computer
interaction, computer-supported cooperative work, educational technology, ubiquitous computing)
Wayne B. Hayes, Ph.D. University of Toronto, Associate Professor of Computer Science
Dan S. Hirschberg, Ph.D. Princeton University, Professor of Computer Science; Electrical Engineering and Computer Science (analyses of algorithms,
concrete complexity, data structures, models of computation)
Alexander T. Ihler, Ph.D. Massachusetts Institute of Technology, Associate Professor of Computer Science
Sandra S. Irani, Ph.D. University of California, Berkeley, Professor of Computer Science
Mizuko Ito, Ph.D. Stanford University, John D. and Catherine T. MacArthur Foundation Chair in Digital Media and Learning and Professor in Residence
of Anthropology; Education; Informatics (ethnography, game studies, youth culture, learning sciences, online communities)
Jesse C. Jackson, M.A. University of Toronto, Director of the Minor in Digital Arts and Assistant Professor of Art; Informatics
Ramesh Chandra Jain, Ph.D. Indian Institute of Technology Kharagpur, Donald Bren Professor of Information & Computer Sciences and Professor of
Computer Science
Stanislaw M. Jarecki, Ph.D. Massachusetts Institute of Technology, Professor of Computer Science
Ivan G. Jeliazkov, Ph.D. Washington University, Associate Professor of Economics; Statistics
Wesley O. Johnson, Ph.D. University of Minnesota, Professor of Statistics
James Jones, Ph.D. Georgia Institute of Technology, Associate Professor of Informatics (software engineering, software testing and analysis, debugging
and fault localization, static and dynamic analysis, software visualization)
Scott A. Jordan, Ph.D. University of California, Berkeley, Professor of Computer Science; Electrical Engineering and Computer Science (pricing and
differentiated services in the Internet, resource allocation in wireless networks, telecommunications policy)
David G. Kay, J.D. Loyola Marymount University, Senior Lecturer of Informatics; Computer Science (computer law, computer science education)
Dennis F. Kibler, Ph.D. University of California, Irvine, Professor Emeritus of Computer Science
Raymond O. Klefstad, Ph.D. University of California, Irvine, Lecturer of Computer Science
Cory P. Knobel, Ph.D. University of Michigan, Assistant Adjunct Professor of Informatics (interactive and collaborative technology, values in design,
modes of knowledge representation, philosophy of science and technology)
Alfred Kobsa, Ph.D. University of Vienna, Professor of Informatics; Computer Science (user modeling, human-computer interaction, artificial intelligence,
cognitive science, interdisciplinary computer science)
Peter O. Krapp, Ph.D. University of California, Santa Barbara, Professor of Film and Media Studies; English; Informatics; Visual Studies (digital culture,
media history, cultural memory)
Jeffrey L. Krichmar, Ph.D. George Mason University, Professor of Cognitive Sciences; Computer Science (computational neuroscience, robotics)
Fadi J. Kurdahi, Ph.D. University of Southern California, Director, Center for Embedded Computer Systems and Professor of Electrical Engineering and
Computer Science; Computer Science (VLSI system design, design automation of digital systems)
Richard H. Lathrop, Ph.D. Massachusetts Institute of Technology, Professor of Computer Science (modeling structure and function, machine learning,
intelligent systems and molecular biology, protein structure/function prediction)
Marco Levorato, Ph.D. University of Padua, Assistant Professor of Computer Science; Electrical Engineering and Computer Science
Chen Li, Ph.D. Stanford University, Professor of Computer Science
Kwei-Jay Lin, Ph.D. University of Maryland, College Park, Professor of Electrical Engineering and Computer Science; Computer Science (real-time
systems, distributed systems, service-oriented computing)
Cristina V. Lopes, Ph.D. Northeastern University, Professor of Informatics; Computer Science (programming languages, acoustic communications,
operating systems, software engineering)
George S. Lueker, Ph.D. Princeton University, Professor Emeritus of Computer Science
1012 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1013
Aditi Majumder, Ph.D. University of North Carolina at Chapel Hill, Professor of Computer Science; Electrical Engineering and Computer Science (novel
displays and cameras for computer graphics and visualization, human-computer interaction, applied computer vision)
Gloria J. Mark, Ph.D. Columbia University, Professor of Informatics (computer-supported cooperative work, human-computer interaction)
Athina Markopoulou, Ph.D. Stanford University, Associate Professor of Electrical Engineering and Computer Science; Computer Science (networking—
reliability and security, multimedia networking, measurement and control, design and analysis of network protocols and algorithms, internet reliability and
security, multimedia streaming, network measurements and control)
Melissa Mazmanian, Ph.D. Massachusetts Institute of Technology, Associate Professor of Informatics (computer-mediated communication, organization
studies, information and communication technologies in practice, social response to emerging technologies, work/non-work negotiations in the
information age)
Gopi Meenakshisumdaram, Ph.D. University of North Carolina at Chapel Hill, Professor of Computer Science; Electrical Engineering and Computer
Science (geometry and topology for computer graphics, image-based rendering, object representation, surface reconstruction, collision detection, virtual
reality, telepresence)
Sharad Mehrotra, Ph.D. University of Texas at Austin, Professor of Computer Science
Eric D. Mjolsness, Ph.D. California Institute of Technology, Professor of Computer Science; Mathematics (applied mathematics, mathematical biology,
modeling languages)
Bonnie A. Nardi, Ph.D. University of California, Irvine, Professor of Informatics (computer-supported collaborative work, human-computer interaction,
computer-mediated communication, user studies methods, activity theory, cultural responses to technology development)
Emily Navarro, Ph.D. University of California, Irvine, Lecturer of Informatics
Alexandru Nicolau, Ph.D. Yale University, Department Chair and Professor of Computer Science; Electrical Engineering and Computer Science
(architecture, parallel computation, programming languages and compilers)
Gary Olson, Ph.D. Stanford University, Donald Bren Professor of Information & Computer Sciences and Professor of Informatics (interactive and
collaborative technology, human-computer interaction, computer-supported cooperative work)
Judith Olson, Ph.D. University of Michigan, Donald Bren Professor of Information & Computer Sciences and Professor of Informatics; Paul Merage
School of Business; Planning, Policy, and Design (interactive and collaborative technology, human-computer interaction, computer-supported
cooperative work)
Hernando C. Ombao, Ph.D. University of Michigan, Professor of Statistics
Donald J. Patterson, Ph.D. University of Washington, Associate Professor of Informatics; Computer Science (ubiquitous computing, pervasive
computing, human-computer interaction, artificial intelligence, intelligent context for situated computing)
Richard Pattis, M.S. Stanford University, Senior Lecturer of Computer Science; Informatics (MicroWorlds for teaching programming, debugging,
computational tools for non-computer scientists)
Simon G. Penny, M.F.A. Hong Kong University of Science and Technology, Professor of Art; Informatics (informatics, robotic sculpture, interactive
environments, electronic media)
Kavita S. Philip, Ph.D. Cornell University, Associate Professor of History; Comparative Literature; Informatics (history of modern South Asia, science and
technology, political ecology, critical theoretical studies of race, gender, colonialism, new media, and globalization)
Dale J. Poirier, Ph.D. University of Wisconsin-Madison, Professor of Economics; Statistics
David F. Redmiles, Ph.D. University of Colorado Boulder, Professor of Informatics (computer-supported cooperative work, human computer interaction,
software engineering, globally distributed development teams, user interfaces, software tools)
Amelia C. Regan, Ph.D. University of Texas at Austin, Professor of Computer Science
Stephanie Reich, Ph.D. Vanderbilt University, Associate Professor of Education; Informatics; Psychology and Social Behavior (child development,
parenting, peer interactions, media, program evaluation)
Debra J. Richardson, Ph.D. University of Massachusetts, Professor of Informatics (software engineering, program testing, life-cycle validation, software
environments)
Ardalan Amiri Sani, Ph.D. Rice University, Assistant Professor of Computer Science (involves building efficient, high performance, and reliable systems)
UCI General Catalogue 2016-2017 1013
1014 Donald Bren School of Information and Computer Sciences
Isaac D. Scherson, Ph.D. Weizmann Institute of Science, Professor of Computer Science; Electrical Engineering and Computer Science (parallel
computing architectures, massively parallel systems, parallel algorithms, interconnection networks, performance evaluation)
Babak Shahbaba, Ph.D. University of Toronto, Associate Professor of Statistics; Computer Science
Phillip C-Y Sheu, Ph.D. University of California, Berkeley, Professor of Electrical Engineering and Computer Science; Biomedical Engineering; Computer
Science (database systems, interactive multimedia systems)
Alice Silverberg, Ph.D. Princeton University, Professor of Mathematics; Computer Science (algebra and number theory)
Patrick J. Smyth, Ph.D. California Institute of Technology, Professor of Computer Science; Statistics
Thomas A. Standish, Ph.D. Carnegie Institute of Technology, Professor Emeritus of Information and Computer Sciences (software testing and analysis,
software semantics and epistemology, programming and cognition, software comprehension)
Hal S. Stern, Ph.D. Stanford University, Dean of the Donald Bren School of Information and Computer Sciences, Ted and Janice Smith Family
Foundation Endowed Chair in Information and Computer Science, and Professor of Statistics; Cognitive Sciences
Mark Steyvers, Ph.D. Indiana University, Professor of Cognitive Sciences; Computer Science; Psychology and Social Behavior (higher-order cognition,
cognitive neuroscience, computational modeling, collective intelligence)
Joshua Tanenbaum, M.A. Simon Fraser University, Acting Assistant Professor of Informatics (digital games and narrative, tangible and wearable
interaction, maker and DIY culture, nonverbal communication and virtual worlds)
Richard N. Taylor, Ph.D. University of Colorado Boulder, Professor Emeritus of Informatics (software engineering, user interfaces, environments, team
support)
Alexander W. Thornton, B.S. University of California, Irvine, Lecturer of Computer Science
William M. Tomlinson, Ph.D. Massachusetts Institute of Technology, Professor of Informatics; Education (environmental informatics, educational
technology, computer graphics/visualization/digital arts)
Gene Y. Tsudik, Ph.D. University of Southern California, UCI Chancellor's Professor of Computer Science
Kojiro Umezaki, M.A. Dartmouth College, Associate Professor of Music; Computer Science
Jessica Utts, Ph.D. Pennsylvania State University, Department Chair and Professor of Statistics
Joachim S. Vandekerckhove, Ph.D. University of Leuven, Assistant Professor of Cognitive Sciences; Statistics (response time modeling, model fitting,
computational statistics, psychometrics, Bayesian statistics)
Alexander Veidenbaum, Ph.D. University of Illinois at Urbana-Champaign, Professor of Computer Science
Nalini Venkatasubramanian, Ph.D. University of Illinois at Urbana-Champaign, Professor of Computer Science
Alladi Venkatesh, Ph.D. Syracuse University, Professor of Paul Merage School of Business; Informatics (social impacts of information technology,
Internet and the New Economy, Smart Home technologies, children and multimedia)
Richert Wang, Ph.D. University of California, Irvine, Lecturer of Computer Science
Mark J. Warschauer, Ph.D. University of Hawaii at Manoa, Professor of Education; Informatics (language, literacy, technology)
Xaiohui Xie, Ph.D. Massachusetts Institute of Technology, Associate Professor of Computer Science; Developmental and Cell Biology (computational
biology, bioinformatics, genomics, neural computation, machine learning)
Guoqing Xu, Ph.D. Ohio State University, Assistant Professor of Computer Science
Yaming Yu, Ph.D. Harvard University, Associate Professor of Statistics
Zhaoxia Yu, Ph.D. William Marsh Rice University, Associate Professor of Statistics
Charles S. Zender, Ph.D. University of Colorado Boulder, Professor of Earth System Science; Computer Science
Hong-Kai Zhao, Ph.D. University of California, Los Angeles, Professor of Mathematics; Computer Science (applied and computational mathematics,
inverse problems and imaging)
Shuang Zhao, Ph.D. Cornell University, Assistant Professor of Computer Science (computer graphics with a focus on material appearance modeling and
physically-based rendering)
1014 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1015
Hadar Ziv, Ph.D. University of California, Irvine, Lecturer of Informatics (software testing, requirements engineering, Bayesian modeling)
André W. van der Hoek, Ph.D. University of Colorado Boulder, Professor of Informatics (software engineering)
Computer Science Courses
COMPSCI 111. Digital Image Processing. 4 Units.
Introduction to the fundamental concepts of digital signal and image processing as applicable in areas such as multimedia, graphics, AI, data mining,
databases, vision, or video games. Topics include image representation, space- and frequency-domain transformations, filters, segmentation, and
compression.
Prerequisite: (I&C SCI 23 or CSE 23 or I&C SCI 46 or CSE 46) and I&C SCI 6D and (MATH 6G or MATH 3A or I&C SCI 6N). I&C SCI 23 with a grade of
C or better. CSE 23 with a grade of C or better. I&C SCI 46 with a grade of C or better. CSE 46 with a grade of C or better. I&C SCI 6D with a grade of C
or better. MATH 6G with a grade of C or better. MATH 3A with a grade of C or better. I&C SCI 6N with a grade of C or better.
COMPSCI 112. Computer Graphics. 4 Units.
Introduction to the fundamental principles of 3D computer graphics including polygonal modeling, geometric transformations, visibility algorithms,
illumination models, texturing, and rasterization. Use of an independently-learned 3D graphics API to implement these techniques.
Prerequisite: (I&C SCI 22 or CSE 22 or I&C SCI H22 or I&C SCI 33 or CSE 43) and (I&C SCI 45C or CSE 45C) and (MATH 6G or MATH 3A or
I&C SCI 6N). I&C SCI 22 with a grade of C or better. CSE 22 with a grade of C or better. I&C SCI H22 with a grade of C or better. I&C SCI 33 with a
grade of C or better. CSE 43 with a grade of C or better. I&C SCI 45C with a grade of C or better. CSE 45C with a grade of C or better. MATH 6G with a
grade of C or better. MATH 3A with a grade of C or better. I&C SCI 6N with a grade of C or better.
COMPSCI 113. Computer Game Development. 4 Units.
Introduction to the principles of interactive 2D and 3D computer game development. Concepts in computer graphics, algorithms, software engineering,
art and graphics, music and sound, story analysis, and artificial intelligence are presented and are the basis for student work.
Prerequisite: COMPSCI 112 or COMPSCI 171 or IN4MATX 121 or ART 106B or I&C SCI 163 or I&C SCI 166.
Same as IN4MATX 125.
COMPSCI 114. Projects in Advanced 3D Computer Graphics. 4 Units.
Projects in advanced 3D graphics such as illumination, geometric modeling, visualization, and animation. Topics may include physically based and
global illumination, solid modeling, curved surfaces, multiresolution modeling, image-based rendering, basic concepts of animation, and scientific
visualization.
Prerequisite: COMPSCI 112 and (I&C SCI 45C or CSE 45C). I&C SCI 45C with a grade of C or better. CSE 45C with a grade of C or better.
Recommended: COMPSCI 161 or CSE 161 or COMPSCI 164 or COMPSCI 165.
COMPSCI 115. Computer Simulation. 4 Units.
Discrete event-driven simulation; continuous system simulation; basic probability as pertaining to input distributions and output analysis; stochastic and
deterministic simulation; static and dynamic system simulation.
Prerequisite: I&C SCI 6B and (MATH 6G or I&C SCI 6N) and STATS 67 and I&C SCI 51 and (I&C SCI 52 or IN4MATX 43). I&C SCI 6B with a grade of
C or better. MATH 6G with a grade of C or better. I&C SCI 6N with a grade of C or better. STATS 67 with a grade of C or better. I&C SCI 51 with a grade
of C or better. I&C SCI 52 with a grade of C or better. IN4MATX 43 with a grade of C or better.
Restriction: Upper-division students only.
COMPSCI 116. Computational Photography and Vision. 4 Units.
Introduces the problems of computer vision through the application of computational photography. Specific topics include photo-editing (image warping,
compositing, hole filling), panoramic image stitching, and face detection for digital photographs.
Prerequisite: I&C SCI 6D and (MATH 6G or MATH 3A or I&C SCI 6N) and MATH 2B and (I&C SCI 23 or CSE 23 or I&C SCI 46 or CSE 46). I&C SCI 6D
with a grade of C or better. MATH 6G with a grade of C or better. MATH 3A with a grade of C or better. I&C SCI 6N with a grade of C or better.
MATH 2B with a grade of C or better. I&C SCI 23 with a grade of C or better. CSE 23 with a grade of C or better. I&C SCI 46 with a grade of C or better.
CSE 46 with a grade of C or better.
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1016 Donald Bren School of Information and Computer Sciences
COMPSCI 117. Project in Computer Vision. 4 Units.
Students undertake construction of a computer vision system. Topics may include automatically building 3D models from photographs, searching photo
collections, robot navigation, and human motion tracking.
Prerequisite: I&C SCI 6D and (MATH 6G or MATH 3A or I&C SCI 6N) and MATH 2B and (I&C SCI 23 or CSE 23 or I&C SCI H23 or I&C SCI 46 or
CSE 46) and (COMPSCI 112 or COMPSCI 116 or COMPSCI 171 or COMPSCI 178). I&C SCI 6D with a grade of C or better. MATH 6G with a grade of
C or better. MATH 3A with a grade of C or better. I&C SCI 6N with a grade of C or better. MATH 2B with a grade of C or better. I&C SCI 23 with a grade
of C or better. CSE 23 with a grade of C or better. I&C SCI H23 with a grade of C or better. I&C SCI 46 with a grade of C or better. CSE 46 with a grade
of C or better.
COMPSCI 121. Information Retrieval. 4 Units.
An introduction to information retrieval including indexing, retrieval, classifying, and clustering text and multimedia documents.
Prerequisite: (IN4MATX 45 or I&C SCI 46 or CSE 46 or ((I&C SCI 33 or CSE 43) and I&C SCI 45J)) and (STATS 7 or STATS 67). IN4MATX 45 with a
grade of C or better. I&C SCI 46 with a grade of C or better. CSE 46 with a grade of C or better. I&C SCI 33 with a grade of C or better. CSE 43 with a
grade of C or better. I&C SCI 45J with a grade of C or better.
Same as IN4MATX 141.
COMPSCI 122A. Introduction to Data Management. 4 Units.
Introduction to the design of databases and the use of database management systems (DBMS) for applications. Topics include entity-relationship
modeling for design, relational data model, relational algebra, relational design theory, and Structured Query Language (SQL) programming.
(Design units: 1)
Prerequisite: I&C SCI 23 or CSE 23 or I&C SCI H23 or I&C SCI 46 or CSE 46 or IN4MATX 45 or I&C SCI 33 or CSE 43 or EECS 114. I&C SCI 23 with a
grade of C or better. CSE 23 with a grade of C or better. I&C SCI H23 with a grade of C or better. I&C SCI 46 with a grade of C or better. CSE 46 with a
grade of C or better. IN4MATX 45 with a grade of C or better. I&C SCI 33 with a grade of C or better. CSE 43 with a grade of C or better.
Same as EECS 116.
Restriction: School of Information and Computer Sciences majors and Computer Engineering majors have first consideration for enrollment.
COMPSCI 122B. Project in Databases and Web Applications. 4 Units.
Introduces students to advanced database technologies and Web applications. Topics include but are not limited to database connectivity (ODBC/
JDBC), extending databases using stored procedures, database administration, Web servers, Web programming languages (Java servlets, XML, Ajax,
and mobile platforms).
Prerequisite: (COMPSCI 122A or EECS 116) and I&C SCI 45J.
COMPSCI 122C. Principles of Data Management. 4 Units.
Covers fundamental principles underlying data management systems. Content includes key techniques including storage management, buffer
management, record-oriented file system, access methods, query optimization, and query processing.
Prerequisite: COMPSCI 122A and COMPSCI 143A and COMPSCI 152.
Concurrent with COMPSCI 222.
COMPSCI 125. Next Generation Search Systems. 4 Units.
Discusses concepts and techniques related to all aspects of search systems. After considering basic search technology and the state-of-art systems,
rapidly developing techniques for multimedia search, local search, event-search, and video-on-demand are explored.
Prerequisite: I&C SCI 21 or CSE 21 or IN4MATX 41 or I&C SCI 31.
Restriction: Upper-division students only.
Concurrent with COMPSCI 225.
COMPSCI 131. Parallel and Distributed Computing. 4 Units.
Parallel and distributed computer systems. Parallel programming models. Common parallel and distributed programming issues. Specific topics include
parallel programming, performance models, coordination and synchronization, consistency and replication, transactions, fault tolerance.
Prerequisite: (I&C SCI 53 and I&C SCI 53L) or COMPSCI 143A.
1016 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1017
COMPSCI 132. Computer Networks. 4 Units.
Computer network architectures, protocols, and applications. Internet congestion control, addressing, and routing. Local area networks. Multimedia
networking.
(Design units: 2)
Prerequisite: EECS 55 or STATS 67.
Same as EECS 148.
Restriction: Computer Engineering and Computer Science and Engineering majors have first consideration for enrollment.
COMPSCI 133. Advanced Computer Networks. 4 Units.
Fundamental principles in computer networks are applied to obtain practical experience and skills necessary for designing and implementing computer
networks, protocols, and network applications. Various network design techniques, simulation techniques, and UNIX network programming are covered.
Prerequisite: COMPSCI 132.
COMPSCI 134. Computer and Network Security. 4 Units.
Overview of modern computer and networks security, attacks, and countermeasures. Authentication, identification, data secrecy, data integrity,
authorization, access control, computer viruses, network security. Also covers secure e-commerce and applications of public key methods, digital
certificates, and credentials.
Prerequisite: I&C SCI 6D and (I&C SCI 33 or CSE 43 or I&C SCI 22 or CSE 22 or IN4MATX 42) and (COMPSCI 122A or EECS 116 or COMPSCI 132
or COMPSCI 143A or CSE 104).
COMPSCI 137. Internet Applications Engineering. 4 Units.
Concepts in Internet applications engineering with emphasis on the Web. Peer-to-Peer and Interoperability. Topics include HTTP and REST, Remote
Procedure/Method Calls, Web Services, data representations, content distribution networks, identity management, relevant W3C/IETF standards, and
relevant new large-scale computing styles.
Prerequisite: (COMPSCI 132 or EECS 148) and I&C SCI 45J.
Same as IN4MATX 124.
Restriction: Upper-division students only. School of Information and Computer Science majors have first consideration for enrollment.
COMPSCI 141. Concepts in Programming Languages I. 4 Units.
In-depth study of several contemporary programming languages stressing variety in data structures, operations, notation, and control. Examination of
different programming paradigms, such as logic programming, functional programming and object-oriented programming; implementation strategies,
programming environments, and programming style. Course may be offered online.
Prerequisite: (I&C SCI 51 or CSE 31 or EECS 31) and (I&C SCI 46 or CSE 46). I&C SCI 51 with a grade of C or better. CSE 31 with a grade of C or
better. EECS 31 with a grade of C or better. I&C SCI 46 with a grade of C or better. CSE 46 with a grade of C or better.
Same as IN4MATX 101, CSE 141.
Restriction: School of Information and Computer Science majors and Computer Science and Engineering majors in School of Engineering have first
consideration for enrollment.
COMPSCI 142A. Compilers and Interpreters. 4 Units.
Introduction to the theory of programming language processors covering lexical analysis, syntax analysis, semantic analysis, intermediate
representations, code generation, optimization, interpretation, and run-time support.
Prerequisite: CSE 141 or COMPSCI 141 or IN4MATX 101.
Same as CSE 142.
COMPSCI 142B. Language Processor Construction. 4 Units.
Project course which provides working laboratory experience with construction and behavior of compilers and interpreters. Students build actual
language processors and perform experiments which reveal their behaviors.
Prerequisite: COMPSCI 142A or CSE 142.
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1018 Donald Bren School of Information and Computer Sciences
COMPSCI 143A. Principles of Operating Systems. 4 Units.
Principles and concepts of process and resource management, especially as seen in operating systems. Processes, memory management, protection,
scheduling, file systems, and I/O systems are covered. Concepts illustrated in the context of several well-known systems. Course may be offered online.
Course may be offered online.
Prerequisite: (I&C SCI 23 or CSE 23 or I&C SCI 46 or CSE 46) and (I&C SCI 51 or EECS 31 or CSE 31).
Overlaps with EECS 111.
COMPSCI 143B. Project in Operating System Organization. 4 Units.
Detailed specification and design of critical components of an actual operating system including a memory manager, a process server, and a file/IO
subsystem. Hardware/software tradeoffs. Emphasis on logical organization of system and communication.
Prerequisite: COMPSCI 143A or CSE 104.
COMPSCI 144. High-performance Computers and Program Optimization. 4 Units.
Analyzes the relationship between computer architecture and program optimization. High-performance and parallelizing compilers for RISC,
Superscalar, and VLIW architectures are discussed.
Prerequisite: I&C SCI 51. Recommended: COMPSCI 142A. I&C SCI 51 with a grade of C or better.
COMPSCI 145. Embedded Software. 4 Units.
Principles of embedded computing systems: embedded systems architecture, hardware/software components, system software and interfacing, real-
time operating systems, hardware/software co-development, and communication issues. Examples of embedded computing in real-world application
domains. Simple programming using an embedded systems development environment.
Corequisite: COMPSCI 145L.
Prerequisite: (CSE 46 or I&C SCI 46) and (I&C SCI 51 or CSE 132 or EECS 112).
Same as CSE 145.
Restriction: Computer Science and Engineering majors and Computer Science majors have first consideration for enrollment.
COMPSCI 145L. Embedded Software Laboratory. 2 Units.
Laboratory section to accompany CSE 145 or COMPSCI 145.
(Design units: 0)
Corequisite: CSE 145 or COMPSCI 145.
Same as CSE 145L.
COMPSCI 146. Programming in Multitasking Operating Systems. 4 Units.
User- and systems-level programming of modern Internet-connected, multi-user, multitasking operating systems. Shells, scripting, filters, pipelines,
programmability, extensibility, concurrency, inter-process communication. Concrete examples of a modern operating system (such as, but not
necessarily, Unix programmed in C) are used.
Prerequisite: (I&C SCI 23 or CSE 23 or I&C SCI 46 or CSE 46) and I&C SCI 51. I&C SCI 23 with a grade of C or better. CSE 23 with a grade of
C or better. I&C SCI 46 with a grade of C or better. CSE 46 with a grade of C or better. I&C SCI 51 with a grade of C or better. Recommended:
COMPSCI 143A.
COMPSCI 151. Digital Logic Design. 4 Units.
Boolean algebra. Design/analysis of combinational and sequential systems using SSI/MSI/LSI modules. Number systems. Error detecting and correction
codes. Arithmetic algorithms. Hardware/ firmware implementation of algorithms.
Prerequisite: (I&C SCI 33 or CSE 43 or I&C SCI 23 or CSE 43) and I&C SCI 51 and I&C SCI 6B and I&C SCI 6D. I&C SCI 33 with a grade of C or better.
CSE 43 with a grade of C or better. I&C SCI 23 with a grade of C or better. CSE 43 with a grade of C or better. I&C SCI 51 with a grade of C or better.
COMPSCI 152. Computer Systems Architecture. 4 Units.
Design of computer elements; ALU, control unit, and arithmetic circuits. Memory hierarchy and organization. Caches. Function unit sharing and
pipelining. I/O and interrupt processing. RTL and behavioral modeling using hardware description languages. Microprocessor organization and
implementation techniques.
Prerequisite: COMPSCI 151.
Overlaps with I&C SCI 160, EECS 112.
1018 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1019
COMPSCI 153. Logic Design Laboratory. 4 Units.
Introduction to standard integrated circuits. Construction and debugging techniques. Design of digital systems using LSI and MSI components. Practical
use of circuits in a laboratory environment, including implementation of small digital systems such as arithmetic modules, displays, and timers.
Prerequisite: COMPSCI 151.
COMPSCI 154. Computer Design Laboratory. 4 Units.
Underlying primitives of computer instruction sets. Principles of microprogramming. Microprogramming. Microprograms written for one or more systems.
Typical microprogramming applications discussed and implemented or simulated.
Prerequisite: Prerequisite or corequisite: COMPSCI 151.
COMPSCI 161. Design and Analysis of Algorithms. 4 Units.
Techniques for efficient algorithm design, including divide-and-conquer and dynamic programming, and time/space analysis. Fast algorithms for
problems applicable to networks, computer games, and scientific computing, such as sorting, shortest paths, minimum spanning trees, network flow, and
pattern matching.
Prerequisite: (I&C SCI 23 or CSE 23 or I&C SCI 46 or CSE 46) and I&C SCI 6B and I&C SCI 6D and MATH 2B. I&C SCI 23 with a grade of C or better.
CSE 23 with a grade of C or better. I&C SCI 46 with a grade of C or better. CSE 46 with a grade of C or better.
Same as CSE 161.
COMPSCI 162. Formal Languages and Automata. 4 Units.
Formal aspects of describing and recognizing languages by grammars and automata. Parsing regular and context-free languages. Ambiguity,
nondeterminism. Elements of computability; Turning machines, random access machines, undecidable problems, NP-completeness.
Prerequisite: (I&C SCI 23 or CSE 23 or I&C SCI 46 or CSE 46) and MATH 2A and MATH 2B and I&C SCI 6B and I&C SCI 6D. I&C SCI 23 with a grade
of C or better. CSE 23 with a grade of C or better. I&C SCI 46 with a grade of C or better. CSE 46 with a grade of C or better.
Same as LINGUIS 102.
COMPSCI 163. Graph Algorithms. 4 Units.
Algorithms for solving fundamental problems in graph theory. Graph representations, graph traversal, network flow, connectivity, graph layout, matching
problems.
Prerequisite: COMPSCI 161 or CSE 161.
COMPSCI 164. Computational Geometry and Geometric Modeling. 4 Units.
Algorithms and data structures for computational geometry and geometric modeling, with applications to game and graphics programming. Topics:
convex hulls, Voronoi diagrams, algorithms for triangulation, motion planning, and data structures for geometric searching and modeling of 2D and 3D
objects.
Prerequisite: I&C SCI 23 or CSE 23 or I&C SCI H23 or I&C SCI 46 or CSE 46. I&C SCI 23 with a grade of C or better. CSE 23 with a grade of C or
better. I&C SCI H23 with a grade of C or better. I&C SCI 46 with a grade of C or better. CSE 46 with a grade of C or better.
COMPSCI 165. Project In Algorithms And Data Structures. 4 Units.
Design, implementation, execution, and analysis of algorithms for problems such as sorting, searching, data compression, and data encryption. Time-
space-structure trade-offs.
Prerequisite: COMPSCI 161 or CSE 161. Recommended: I&C SCI 45C OR CSE 45C.
COMPSCI 167. Introduction to Applied Cryptography. 4 Units.
An introduction to the essential aspects of applied cryptography, as it is used in practice. Topics include classical cryptography, block ciphers, stream
ciphers, public-key cryptography, digital signatures, one-way hash functions, basic cryptographic protocols, and digital certificates and credentials.
Prerequisite: COMPSCI 161 or CSE 161.
Restriction: Upper-division students only.
COMPSCI 169. Introduction to Optimization. 4 Units.
A broad introduction to optimization. Unconstrained and constrained optimization. Equality and inequality constraints. Linear and integer programming.
Stochastic dynamic programming.
Prerequisite: (I&C SCI 6N or MATH 3A or MATH 6G) and STATS 67.
Concurrent with COMPSCI 268.
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1020 Donald Bren School of Information and Computer Sciences
COMPSCI 171. Introduction to Artificial Intelligence. 4 Units.
Different means of representing knowledge and uses of representations in heuristic problem solving. Representations considered include predicate logic,
semantic nets, procedural representations, natural language grammars, and search trees.
Corequisite: STATS 67.
Prerequisite: (I&C SCI 23 or CSE 23 or I&C SCI 46 or CSE 46) and MATH 2B.
COMPSCI 172B. Neural Networks and Deep Learning . 4 Units.
Neural network and deep learning from multiple perspectives. Theory of parallel distributed processing systems, algorithmic approaches for learning
from data in various manners, applications to difficult problems in AI from computer vision, to natural language understanding, to bioinformatics and
chemoinformatics.
Prerequisite: STATS 120A and STATS 120B, or MATH 121A, or COMPSCI 178, or COMPSCI 273A, or equivalents.
Concurrent with COMPSCI 274C.
COMPSCI 174. Bioinformatics. 4 Units.
Introduces fundamental problems in biology that lend themselves to computational approaches. The lectures present the necessary biological
background to understand the importance of the problem and the data available for algorithmic analysis.
Prerequisite: COMPSCI 171. COMPSCI 171 with a grade of C or better.
COMPSCI 175. Project in Artificial Intelligence. 4 Units.
Construction of a working artificial intelligence system. Evaluation of capabilities of the system including impact of knowledge representation.
Prerequisite: COMPSCI 171 and COMPSCI 178.
COMPSCI 177. Applications of Probability in Computer Science. 4 Units.
Application of probability to real-world problems in computer science. Typical topics include analysis of algorithms and graphs, probabilistic language
models, network traffic modeling, data compression, and reliability modeling.
Prerequisite: MATH 2B and STATS 67 and I&C SCI 6B and I&C SCI 6D and (MATH 6G or MATH 3A or I&C SCI 6N).
COMPSCI 178. Machine Learning and Data-Mining. 4 Units.
Introduction to principles of machine learning and data mining applied to real-world datasets. Typical applications include spam filtering, object
recognition, and credit scoring.
Prerequisite: I&C SCI 6B and I&C SCI 6D and (I&C SCI 6N or MATH 6G or MATH 3A) and MATH 2B and (STATS 7 or STATS 67).
COMPSCI 179. Algorithms for Probabilistic and Deterministic Graphical Models. 4 Units.
Graphical model techniques dealing with probabilistic and deterministic knowledge representations. Focuses on graphical models such as constraint
networks, Bayesian networks, and Markov networks that have become a central paradigm for knowledge representation and reasoning in AI and general
computer science.
Prerequisite: COMPSCI 171.
COMPSCI 183. Introduction to Computational Biology. 4 Units.
The use of theories and methods based on computer science, mathematics, and physics in molecular biology and biochemistry. Basics in biomolecular
modeling. Analysis of sequence and structural data of biomolecules. Analysis of biomolecular functions.
Corequisite: Concurrent with Mol Bio 223
Prerequisite: MATH 2D or MATH 2J or MATH 7 or STATS 8
Same as BIO SCI M123.
Restriction: Prerequisite required
Concurrent with Mol Bio 223
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COMPSCI 184A. Representations and Algorithms for Molecular Biology. 4 Units.
Introduction to computational methods in molecular biology, aimed at those interested in learning about this interdisciplinary area. Covers computational
approaches to understanding and predicting the structure, function, interactions, and evolution of DNA, RNA, proteins, and related molecules and
processes.
Prerequisite: I&CSCI 6N or MATH 3A or MATH 6G.
Restriction: Upper-division students only.
Concurrent with COMPSCI 284A.
COMPSCI 184B. Probabilistic Modeling of Biological Data. 4 Units.
A unified Bayesian probabilistic framework for modeling and mining biological data. Applications range from sequence (DNA, RNA, proteins) to gene
expression data. Graphical models, Markov models, stochastic grammars, structure prediction, gene finding, evolution, DNA arrays, single- and multiple-
gene analysis.
Prerequisite: COMPSCI 184A.
Concurrent with COMPSCI 284B.
COMPSCI 184C. Computational Systems Biology. 4 Units.
Computational inference and modeling of gene regulation networks, signal transduction pathways, and the effects of regulatory networks in cellular
processes, development, and disease. Introduction of required mathematical, computational, and data handling tools.
Prerequisite: COMPSCI 184A.
Concurrent with COMPSCI 284C.
COMPSCI 189. Project in Bioinformatics. 4 Units.
Teaches problem definition and analysis, data representation, algorithm design, component integration, solution validation, and testability with teams
specifying, designing, building, and testing a solution to a bioinformatics problem. Lectures include engineering values, discussions, and ethical
ramifications of biomedical computing issues.
Prerequisite: COMPSCI 184A. COMPSCI 184A with a grade of C or better.
COMPSCI 190. Special Topics in Information and Computer Science. 4 Units.
Studies in selected areas of Information and Computer Science. Topics addressed vary each quarter.
Prerequisite: Prerequisites vary.
Repeatability: Unlimited as topics vary.
COMPSCI H198. Honors Research. 4 Units.
Directed independent research in computer science for honors students.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Repeatability: May be repeated for credit unlimited times.
Restriction: Upper-division students only. Bren School of ICS Honors Program or Campuswide Honors Program students only.
COMPSCI 199. Individual Study. 2-5 Units.
Individual research or investigation with Computer Science faculty.
Repeatability: May be repeated for credit unlimited times.
COMPSCI 200S. Seminar in Computer Science Research. 1 Unit.
Graduate colloquium series. Includes weekly talks by notable computer scientists.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
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COMPSCI 201. Foundations of Cryptographic Protocols. 4 Units.
Explores fundamental cryptographic tools, including encryption, signatures, and identification schemes. Students are introduced to the provable security
paradigm of modern cryptography, focusing on understanding of security properties provided by cryptographic tools, and on proving security (or
insecurity) of cryptographic constructions.
Prerequisite: COMPSCI 260 or COMPSCI 263.
COMPSCI 202. Applied Cryptography. 4 Units.
Design and analysis of algorithms for applied cryptography. Topics include symmetric and asymmetric key encryption, digital signatures, one-way hash
functions, digital certificates and credentials, and techniques for authorization, non-repudiation, authentication, identification, data integrity, proofs of
knowledge, and access control.
Prerequisite: COMPSCI 260 and COMPSCI 263.
COMPSCI 203. Network and Distributed Systems Security. 4 Units.
Modern computer and networks security: attacks and countermeasures, authentication, identification, data secrecy, data integrity, authorization, access
control, computer viruses, network security. Group communication and multicast security techniques. Covers secure e-commerce and applications of
public key methods, digital certificates, and credentials.
Prerequisite: EECS 148 or COMPSCI 132.
Same as NET SYS 240.
COMPSCI 204. Usable Security and Privacy. 4 Units.
Introduces usability problems in security and privacy methods, tools, and software. Overviews prominent examples of both failures and successes in
usable security and privacy. Surveys state-of- the-art techniques and evaluation methodologies.
Same as IN4MATX 237.
Overlaps with IN4MATX 231, COMPSCI 203.
Restriction: Undergraduate degree in Compsci or Informatics is strongly recommended. Compsci and Informatics majors have first consideration for
enrollment.
COMPSCI 206. Principles of Scientific Computing. 4 Units.
Overview of widely used principles and methods of numerical and scientific computing, including basic concepts and computational methods in linear
algebra, optimization, and probability.
Prerequisite: Basic courses in multivariate calculus, linear algebra, and probability.
Overlaps with STATS 230.
COMPSCI 211A. Visual Computing. 4 Units.
Fundamentals of image processing (convolution, linear filters, spectral analysis), vision geometry (projective geometry, camera models and calibration,
stereo reconstruction), radiometry (color, shading, illumination, BRDF), and visual content synthesis (graphics pipeline, texture- bump-, mip-mapping,
hidden surface removal, anti-aliasing).
COMPSCI 211B. Computer Graphics and Visualization. 4 Units.
Interactive 3D graphics rendering pipeline, illumination and shading, ray tracing, texture-, bump-, mip-mapping, hidden surface removal, anti-aliasing,
multiresolution representations, volume rendering techniques, iso-surface extraction.
Prerequisite: COMPSCI 211A.
COMPSCI 212. Multimedia Systems and Applications. 4 Units.
Organization and structure of modern multimedia systems; audio and video encoding/compression; quality of service concepts; scheduling algorithms
for multimedia; resource management in distributed and multimedia systems; multimedia protocols over high-speed networks; synchronization schemes;
multimedia applications; and teleservices.
Prerequisite: (COMPSCI 143A and COMPSCI 161) or B.S. degree in Computer Science. Recommended: COMPSCI 131 and COMPSCI 132 and
COMPSCI 133.
COMPSCI 213. Introduction to Visual Perception. 4 Units.
Introduction to the process of human visual perception. Offers the physiological and psychophysical approach to understand vision, introducing concepts
of perception of color, depth, movement. Examples of quantification and application of these models in computer vision, computer graphics, multimedia,
HCI.
Prerequisite: MATH 121A.
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COMPSCI 216. Image Understanding. 4 Units.
The goal of image understanding is to extract useful semantic information from image data. Course covers low-level image and video processing
techniques, feature descriptors, segmentation, objection recognition, and tracking.
Prerequisite: I&C SCI 6D and (I&C SCI 6N or MATH 6G or MATH 3A) and MATH 2B and I&C SCI 46.
COMPSCI 217. Light and Geometry in Computer Vision. 4 Units.
Examines the issues of light transport and multiview geometry in computer vision. Applications include camera calibration, 3D understanding, stereo
reconstruction, and illumination estimation.
Prerequisite: I&C SCI 6D and (I&C SCI 6N or MATH 6G or MATH 3A) and MATH 2B and I&C SCI 46 and COMPSCI 211A.
COMPSCI 221. Information Retrieval, Filtering, and Classification. 4 Units.
Algorithms for the storage, retrieval, filtering, and classification of textual and multimedia data. The vector space model, Boolean and probabilistic
queries, and relevance feedback. Latent semantic indexing; collaborative filtering; and relationship to machine learning methods.
Prerequisite: COMPSCI 161 and COMPSCI 171 and (I&C SCI 6N or MATH 3A or MATH 6G).
Same as IN4MATX 225.
Restriction: Graduate students only.
COMPSCI 222. Principles of Data Management. 4 Units.
Covers fundamental principles underlying data management systems. Content includes key techniques including storage management, buffer
management, record-oriented file system, access methods, query optimization, and query processing.
Prerequisite: COMPSCI 122A and COMPSCI 143A and COMPSCI 152.
Concurrent with COMPSCI 122C.
COMPSCI 223. Transaction Processing and Distributed Data Management. 4 Units.
Covers fundamental principles underlying transaction processing including database consistency, concurrency control, database recovery, and fault-
tolerance. Includes transaction processing in centralized, distributed, parallel, and client-server environments.
Prerequisite: COMPSCI 222 and COMPSCI 131.
COMPSCI 225. Next Generation Search Systems. 4 Units.
Discusses concepts and techniques related to all aspects of search systems. After considering basic search technology and the state-of-art systems,
rapidly developing techniques for multimedia search, local search, event-search, and video-on-demand are explored.
Prerequisite: I&C SCI 21 or CSE 21 or IN4MATX 41 or I&C SCI 31 or CSE 41.
Restriction: Upper-division or Graduate students only.
Concurrent with COMPSCI 125.
COMPSCI 230. Distributed Computer Systems. 4 Units.
Principles of distributed computing systems. Topics covered include message-passing, remote procedure calls, distributed shared memory
synchronization, resource and process/thread management, distributed file systems, naming and security.
COMPSCI 232. Computer and Communication Networks. 4 Units.
Network architecture of the Internet, telephone networks, cable networks, and cell phone networks. Network performance models. Network performance
models. Advanced concepts and implementations of flow and congestion control, addressing, internetworking, forwarding, routing, multiple access,
streaming, and quality-of-service.
Prerequisite: EECS 148 or COMPSCI 132.
Same as EECS 248A, NET SYS 201.
Restriction: Graduate students only.
COMPSCI 233. Networking Laboratory. 4 Units.
A laboratory-based introduction to basic networking concepts such as addressing, sub-netting, bridging, ARP, and routing. Network simulation and
design. Structured around weekly readings and laboratory assignments.
Prerequisite: EECS 148 or COMPSCI 132.
Same as NET SYS 202.
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COMPSCI 234. Advanced Networks. 4 Units.
Design principles of networked systems, advanced routing and congestion control algorithms, network algorithms, network measurement, management,
security, Internet economics, and emerging networks.
Prerequisite: NET SYS 201 or COMPSCI 232 OR EECS 248A.
Same as NET SYS 210.
COMPSCI 236. Wireless and Mobile Networking. 4 Units.
Introduction to wireless networking. The focus is on layers 2 and 3 of the OSI reference model, design, performance analysis, and protocols. Topics
covered include: an introduction to wireless networking, digital cellular, next generation cellular, wireless LANs, and mobile IP.
Prerequisite: EECS 148 or COMPSCI 132.
Same as NET SYS 230.
COMPSCI 237. Middleware for Networked and Distributed Systems. 4 Units.
Discusses concepts, techniques, and issues in developing distributed systems middleware that provides high performance and Quality of Service for
emerging applications. Also covers existing standards (e.g., CORBA, DCOM, Jini, Espeak) and their relative advantages and shortcomings.
Prerequisite: An undergraduate-level course in operating systems and networks.
Same as NET SYS 260.
COMPSCI 241. Advanced Compiler Construction. 4 Units.
Advanced study of programming language implementation techniques: optimizations such as common sub-expression elimination, register allocation,
and instruction scheduling. Implementation of language features such as type-directed dispatch, garbage collection, dynamic linking, and just-in-time
code generation.
Prerequisite: COMPSCI 142A.
COMPSCI 242. Parallel Computing. 4 Units.
Definition of parallel processing systems. Theory and application of arrays, trees, and hypercubes. Computational models, applications: sorting, integer
arithmetic, matrix operations, Fast Fourier Transform, and others. Interconnection networks: a framework for the description, analysis, and construction
of hypercube-derived networks.
COMPSCI 243. High-Performance Architectures and Their Compilers. 4 Units.
Emphasis on the development of automatic tools (i.e., compilers/environments) for the efficient exploitation of parallel machines, and the trade-offs
between hardware and software in the design of supercomputing and high-performance machines.
COMPSCI 244. Introduction to Embedded and Ubiquitous Systems. 4 Units.
Embedded and ubiquitous system technologies including processors, DSP, memory, and software. System interfacing basics; communication strategies;
sensors and actuators, mobile and wireless technology. Using pre-designed hardware and software components. Design case studies in wireless,
multimedia, and/or networking domains.
Prerequisite: I&C SCI 51 and COMPSCI 152 and COMPSCI 161 and (I&C SCI 6N or MATH 3A or MATH 6G or I&C SCI 6D) or B.S. degree in Computer
Science.
Same as IN4MATX 244.
COMPSCI 245. Software for Embedded Systems. 4 Units.
Embedded computing elements, device interfaces, time-critical IO handling. Embedded software design under size, performance, and reliability
constraints. Software timing and functional validation. Programming methods and compilation for embeddable software. Embedded runtime systems.
Case studies of real-time software systems.
Prerequisite: I&C SCI 51 and COMPSCI 152 and COMPSCI 161 and (I&C SCI 6N or MATH 3A or MATH 6G or I&C SCI 6D) or B.S. degree in Computer
Science.
COMPSCI 248A. Introduction to Ubiquitous Computing. 4 Units.
The "disappearing computer" paradigm. Differences to the desktop computing model: applications, interaction in augmented environments, security,
alternate media, small operating systems, sensors, and embedded systems design. Evaluation by project work and class participation.
Same as IN4MATX 241.
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COMPSCI 248B. Ubiquitous Computing and Interaction. 4 Units.
Principles and design techniques for ubiquitous computing applications. Conceptual basis for tangible and embodied interaction. Interaction in virtual and
augmented environments. Design methods and techniques. Design case studies. Examination by project work.
Prerequisite: IN4MATX 231 and IN4MATX 241.
Same as IN4MATX 242.
COMPSCI 250A. Computer Systems Architecture. 4 Units.
Study of architectural issues and their relation to technology and software: design of processor, interconnections, and memory hierarchies.
Prerequisite: COMPSCI 152.
COMPSCI 250B. Modern Microprocessors. 4 Units.
Fundamental concepts and recent advances in computer architecture necessary to understand and use modern microprocessors. Topics span out-of-
order execution, multiple instruction issue, control/data speculation, predication, advanced cache and DRAM organizations, embedded systems, DSP
and multi-media instructions.
Prerequisite: COMPSCI 250A.
Overlaps with COMPSCI 243.
COMPSCI 252. Introduction to Computer Design. 4 Units.
The methodology and use of CAD tools for computer design, accomplished by a lab in which students practice design using commercially available
silicon compilers and other tools.
Prerequisite: COMPSCI 151 and COMPSCI 152.
COMPSCI 253. Analysis of Programming Languages. 4 Units.
Concepts in modern programming languages, their interaction, and the relationship between programming languages and methods for large-scale,
extensible software development. Empirical analysis of programming language usage.
Same as IN4MATX 212.
COMPSCI 259S. Seminar in Design Science. 2 Units.
Current research and research trends in design science. Forum for presentation and criticism by students of research work in progress.
Repeatability: May be taken for credit 18 times.
COMPSCI 260. Fundamentals of the Design and Analysis of Algorithms. 4 Units.
Covers fundamental concepts in the design and analysis of algorithms and is geared toward non-specialists in theoretical computer science. Topics
include: deterministic and randomized graph algorithms, fundamental algorithmic techniques like divide-and-conquer strategies and dynamic
programming, and NP-completeness.
Prerequisite: COMPSCI 161.
COMPSCI 261. Data Structures. 4 Units.
An in-depth treatment of data structures and their associated management algorithms including resource complexity analysis.
Prerequisite: I&C SCI 46 and COMPSCI 161.
COMPSCI 262. Computational Complexity. 4 Units.
Advanced course in computational models and complexity classes. Covers the fundamentals of Turing Machines, Decidability, and NP-completeness.
Includes discussion of more advanced topics including polynomial hierarchy, randomized complexity classes, #P-completeness and hardness of
approximation.
Prerequisite: COMPSCI 162.
COMPSCI 263. Analysis of Algorithms. 4 Units.
Analysis of correctness and complexity of various efficient algorithms; discussion of problems for which no efficient solutions are known.
Prerequisite: COMPSCI 161 and COMPSCI 261.
COMPSCI 265. Graph Algorithms. 4 Units.
Graph definitions, representation methods, graph problems, algorithms, approximation methods, and applications.
Prerequisite: COMPSCI 161 and COMPSCI 261.
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COMPSCI 266. Computational Geometry. 4 Units.
An overview of some of the basic problems in computational geometry and of some algorithmic and data-structuring techniques appropriate to their
solution.
Prerequisite: COMPSCI 161 and COMPSCI 261.
COMPSCI 268. Introduction to Optimization. 4 Units.
A broad introduction to optimization. Unconstrained and constrained optimization. Equality and inequality constraints. Linear and integer programming.
Stochastic dynamic programming.
Prerequisite: STATS 67 and (I&C SCI 6N or MATH 3A or MATH 6G).
Concurrent with COMPSCI 169.
COMPSCI 269S. Seminar in the Theory of Algorithms and Data Structures. 2 Units.
Current research and research trends in the Theory of algorithms and data structures.
Repeatability: May be taken for credit 18 times.
COMPSCI 271. Introduction to Artificial Intelligence. 4 Units.
The study of theories and computational models for systems which behave and act in an intelligent manner. Fundamental subdisciplines of artificial
intelligence including knowledge representation, search, deduction, planning, probabilistic reasoning, natural language parsing and comprehension,
knowledge-based systems, and learning.
COMPSCI 273A. Machine Learning. 4 Units.
Computational approaches to learning algorithms for classifications, regression, and clustering. Emphasis is on discriminative classification methods
such as decision trees, rules, nearest neighbor, linear models, and naive Bayes.
Prerequisite: COMPSCI 271 and COMPSCI 206.
COMPSCI 274A. Probablistic Learning: Theory and Algorithms. 4 Units.
An introduction to probabilistic and statistical techniques for learning from data, including parameter estimation, density estimation, regression,
classification, and mixture modeling.
Prerequisite: COMPSCI 206.
COMPSCI 274B. Learning in Graphical Models. 4 Units.
Models for data analysis are presented in the unifying framework of graphical models. The emphasis is on learning from data but inference is also
covered. Real world examples are used to illustrate the material.
Prerequisite: COMPSCI 274A.
COMPSCI 274C. Neural Networks and Deep Learning. 4 Units.
Neural network and deep learning from multiple perspectives. Theory of parallel distributed processing systems, algorithmic approaches for learning
from data in various manners, applications to difficult problems in AI from computer vision, to natural language understanding, to bioinformatics and
chemoinformatics.
Prerequisite: STATS 120A and STATS 120B, or MATH 121A or COMPSCI 178 or COMPSCI 273A, or equivalents.
Overlaps with COMPSCI 274A, COMPSCI 279S, COMPSCI 277, COMPSCI 276, COMPSCI 278, COMPSCI 274B.
Concurrent with COMPSCI 172B.
COMPSCI 275. Network-based Reasoning/Constraint Networks. 4 Units.
Study of the theory and techniques of constraint network model. Covers techniques for solving constraint satisfaction problems: backtracking techniques,
consistency algorithms, and structure-based techniques. Tractable subclasses. Extensions into applications such as temporal reasoning, diagnosis, and
scheduling.
Prerequisite: Basic course in algorithm design and analysis.
COMPSCI 276. Network-based reasoning/Belief Networks. 4 Units.
Focuses on reasoning with uncertainty using "Bayes Networks" that encode knowledge as probabilistic relations between variables, and the main task
is, given some observations, to update the degree of belief in each proposition.
Prerequisite: A basic course in probability.
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COMPSCI 277. Data Mining. 4 Units.
Introduction to the general principles of inferring useful knowledge from large data sets (commonly known as data mining or knowledge discovery).
Relevant concepts from statistics, databases and data structures, optimization, artificial intelligence, and visualization are discussed in an integrated
manner.
Prerequisite: COMPSCI 273A or COMPSCI 274A.
COMPSCI 278. Probability Models. 4 Units.
Advanced probability, discrete time Markov chains, Poisson processes, continuous time Markov chains. Queuing or simulation as time permits.
Prerequisite: STATS 120A.
Concurrent with STATS 121.
COMPSCI 284A. Representations and Algorithms for Molecular Biology. 4 Units.
Introduction to computational methods in molecular biology, aimed at those interested in learning about this interdisciplinary area. Covers computational
approaches to understanding and predicting the structure, function, interactions, and evolution of DNA, RNA, proteins, and related molecules and
processes.
Prerequisite: A Basic course in algorithms, or a basic course in molecular biology.
Concurrent with COMPSCI 184A.
COMPSCI 284C. Computational Systems Biology. 4 Units.
Computational inference and modeling of gene regulation networks, signal transduction pathways, and the effects of regulatory networks in cellular
processes, development, and disease. Introduction of required mathematical, computational, and data handling tools.
Prerequisite: COMPSCI 284A or COMPSCI 284B or (BIO SCI 99 and MATH 2D and MATH 2J).
Concurrent with COMPSCI 184C.
COMPSCI 285. Mathematical and Computational Biology . 4 Units.
Analytical and numerical methods for dynamical systems, temporal-spatial dynamics, steady state, stability, stochasticity. Application to life sciences:
genetics, tissue growth and patterning, cancers, ion channels gating, signaling networks, morphogen gradients. Probabilistic methods.
Prerequisite: MATH 227A.
Same as MATH 227C.
COMPSCI 290. Research Seminar. 2 Units.
Forum for presentation and criticism by students of research work in progress. Presentation of problem areas and related work. Specific goals and
progress of research.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
COMPSCI 295. Special Topics in Information and Computer Science . 4 Units.
Studies in selected areas of Information and Computer Science. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
COMPSCI 296. Elements of Scientific Writing. 4 Units.
Introduces the concepts and principles of good scientific writing, demonstrates them by examples drawn from the literature, and uses a hands-on
approach to apply them to documents being written by the participants.
Grading Option: Satisfactory/unsatisfactory only.
COMPSCI 298. Thesis Supervision. 2-12 Units.
Individual research or investigation conducted in preparation for the M.S. thesis option or the dissertation requirements for the Ph.D. program.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only. School of Information and Computer Science majors only.
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COMPSCI 299. Individual Study. 1-12 Units.
Individual research or investigation with Computer Science faculty.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only. School of Information and Computer Science majors only.
Informatics Courses
IN4MATX 12. Barter to Bitcoin: Society, Technology and the Future of Money. 4 Units.
Digital money has captured the broad imagination of speculators, coders, regulators, criminals and the mass media. Course puts this change in context:
how do we understand money as a social, political and technological phenomenon? Course may be offered online.
Same as SOC SCI 11A.
(II, III)
IN4MATX 41. Informatics Core Course I. 6 Units.
Fundamental concepts of computer software design and construction. Data, algorithms, functions, and abstractions. Overview of computer systems:
data representation, architectural components, operating systems, networks. Introduction to information systems: parties involved, architectural
alternatives, usability, organizational and social concerns.
Restriction: IN4MATX 41 may not be taken for credit if taken after I&C SCI 22 or CSE 22.
(II, Vb)
IN4MATX 42. Informatics Core Course II. 6 Units.
Alternative data structure implementations; analysis of time and space efficiency. Object-oriented programming concepts and techniques: classes,
objects, inheritance, interfaces. Formal languages and automata. Problem modeling and design tradeoffs.
Prerequisite: IN4MATX 41. IN4MATX 41 with a grade of C or better.
Overlaps with I&C SCI 32, CSE 42, I&C SCI 33, CSE 43, I&C SCI 22, CSE 22.
(II, Vb)
IN4MATX 43. Introduction to Software Engineering. 4 Units.
Concepts, methods, and current practice of software engineering. Large-scale software production, software life cycle models, principles and techniques
for each stage of development.
Prerequisite: I&C SCI 32.
Overlaps with I&C SCI 52, I&C SCI 105.
Restriction: School of Information and Computer Science majors have first consideration for enrollment.
IN4MATX 44. Seminar in Informatics Research Topics. 2 Units.
Introduction to current research topics in Informatics. Various faculty members present current research and relate it to the course content of the
Informatics degree program.
Grading Option: Pass/no pass only.
IN4MATX 45. Patterns of Software Construction. 4 Units.
Building software applications; reusing and integrating components; designing for reuse. Effective use of libraries and APIs, file and network I/O, creation
of user interfaces.
Prerequisite: IN4MATX 42 or I&C SCI 22 or CSE 22 or I&C SCI H22. I&C SCI H22 with a grade of C or better.
(Vb)
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IN4MATX 101. Concepts in Programming Languages I. 4 Units.
In-depth study of several contemporary programming languages stressing variety in data structures, operations, notation, and control. Examination of
different programming paradigms, such as logic programming, functional programming and object-oriented programming; implementation strategies,
programming environments, and programming style. Course may be offered online.
Prerequisite: (I&C SCI 51 or CSE 31 or EECS 31) and (I&C SCI 46 or CSE 46). I&C SCI 51 with a grade of C or better. CSE 31 with a grade of C or
better. EECS 31 with a grade of C or better. I&C SCI 46 with a grade of C or better. CSE 46 with a grade of C or better.
Same as CSE 141, COMPSCI 141.
Restriction: School of Information and Computer Science majors and Computer Science and Engineering majors in School of Engineering have first
consideration for enrollment.
IN4MATX 102. Concepts of Programming Language II. 4 Units.
In-depth study of major programming paradigms: imperative, functional, declarative, object-oriented, and aspect-oriented. Understanding the role of
programming languages in software development and the suitability of languages in context. Domain-specific languages. Designing new languages for
better software development support.
Prerequisite: IN4MATX 101 or COMPSCI 141 or CSE 141. CSE 141 with a grade of C or better.
IN4MATX 113. Requirements Analysis and Engineering. 4 Units.
Aims to equip students to develop techniques of software-intensive systems through successful requirements analysis techniques and requirements
engineering. Students learn systematic process of developing requirements through cooperative problem analysis, representation, and validation.
Prerequisite: IN4MATX 42 or I&C SCI 22 or CSE 22 or I&C SCI 33 or CSE 43 and (IN4MATX 43 or I&C SCI 52). IN4MATX 42 with a grade of C or
better. I&C SCI 22 with a grade of C or better. CSE 22 with a grade of C or better. I&C SCI 33 with a grade of C or better. CSE 43 with a grade of C or
better. IN4MATX 43 with a grade of C or better. I&C SCI 52 with a grade of C or better.
Restriction: School of Information and Computer Science majors have first consideration for enrollment.
IN4MATX 115. Software Testing, Analysis, and Quality Assurance. 4 Units.
Preparation for developing high-quality software through successful veri#cation and validation techniques. Fundamental principles of software testing,
implementing software testing practices, ensuring the thoroughness of testing to gain con#dence in the correctness of the software.
Prerequisite: (I&C SCI 45J or I&C SCI 45C or I&C SCI 65 or I&C SCI 23 or CSE 23 or I&C SCI 46 or CSE 46 or IN4MATX 45) and (IN4MATX 43 or
I&C SCI 52). I&C SCI 45J with a grade of C or better. I&C SCI 45C with a grade of C or better. I&C SCI 65 with a grade of C or better. I&C SCI 23 with a
grade of C or better. CSE 23 with a grade of C or better. I&C SCI 46 with a grade of C or better. CSE 46 with a grade of C or better. IN4MATX 45 with a
grade of C or better. IN4MATX 43 with a grade of C or better. I&C SCI 52 with a grade of C or better.
IN4MATX 117. Project in Software System Design. 4 Units.
Specification, design, construction, testing, and documentation of a complete software system. Special emphasis on the need for and use of teamwork,
careful planning, and other techniques for working with large systems.
Prerequisite: (IN4MATX 43 or I&C SCI 52) and (I&C SCI 33 or CSE 43 or I&C SCI 22 or CSE 22 or IN4MATX 42) I&C SCI 52 with a grade of a C or
better. IN4MATX 42 with a grade of C or better.
Restriction: Upper-division students only.
IN4MATX 121. Software Design: Applications. 4 Units.
Introduction to application design: designing the overall functionality of a software application. Topics include general design theory, software design
theory, and software architecture. Includes practice in designing and case studies of existing designs.
Prerequisite: IN4MATX 45 or I&C SCI 23 or CSE 23 or I&C SCI 33 or CSE 43. IN4MATX 45 with a grade of C or better. I&C SCI 23 with a grade of C or
better. CSE 23 with a grade of C or better. I&C SCI 33 with a grade of C or better. CSE 43 with a grade of C or better.
Restriction: Upper-division students only.
IN4MATX 122. Software Design: Structure and Implementation. 4 Units.
Introduction to implementation design: designing the internals of a software application. Topics include design aesthetics, design implementation, design
recovery, design patterns, and component reuse. Includes practice in designing and case studies of existing designs.
Prerequisite: (I&C SCI 45J or I&C SCI 46 or IN4MATX 45) and (IN4MATX 101 or COMPSCI 141 or CSE 141).
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IN4MATX 123. Software Architecture. 4 Units.
Prepares students to engineer well-structured software systems. Students learn a wide range of software architectural styles, architectural platforms that
provide standard services to applications, and formal architecture description languages.
Prerequisite: IN4MATX 122 or ((IN4MATX 101 or COMPSCI 141 or CSE 141) and IN4MATX 113).
IN4MATX 124. Internet Applications Engineering. 4 Units.
Concepts in Internet applications engineering with emphasis on the Web. Peer-to-Peer and Interoperability. Topics include HTTP and REST, Remote
Procedure/Method Calls, Web Services, data representations, content distribution networks, identity management, relevant W3C/IETF standards, and
relevant new large-scale computing styles.
Prerequisite: (COMPSCI 132 or EECS 148) and I&C SCI 45J.
Same as COMPSCI 137.
Restriction: Upper-division students only. School of Information and Computer Science majors have first consideration for enrollment.
IN4MATX 125. Computer Game Development. 4 Units.
Introduction to the principles of interactive 2D and 3D computer game development. Concepts in computer graphics, algorithms, software engineering,
art and graphics, music and sound, story analysis, and artificial intelligence are presented and are the basis for student work.
Prerequisite: COMPSCI 112 or COMPSCI 171 or IN4MATX 121 or ART 106B or I&C SCI 163 or I&C SCI 166.
Same as COMPSCI 113.
IN4MATX 131. Human Computer Interaction. 4 Units.
Basic principles of human-computer interaction (HCI). Introduces students to user interface design techniques, design guidelines, and usability testing.
Students gain the ability to design and evaluate user interfaces and become familiar with some of the outstanding research problems in HCI.
Prerequisite: IN4MATX 41 or I&C SCI 10 or I&C SCI 21 or CSE 21 or I&C SCI H21 or I&C SCI 31 or CSE 41 or ENGR 10 or ENGRMAE 10 or EECS 10.
IN4MATX 41 with a grade of C or better. I&C SCI 10 with a grade of C or better. I&C SCI 21 with a grade of C or better. CSE 21 with a grade of C or
better. I&C SCI H21 with a grade of C or better. I&C SCI 31 with a grade of C or better. CSE 41 with a grade of C or better. ENGR 10 with a grade of C
or better. ENGRMAE 10 with a grade of C or better. EECS 10 with a grade of C or better.
Restriction: Upper-division students only.
IN4MATX 132. Project in Human-Computer Interaction Requirements and Evaluation. 4 Units.
Students undertake significant projects in the elicitation and specification of HCI requirements and the thorough evaluation of user interfaces.
Prerequisite: IN4MATX 131.
IN4MATX 133. User Interaction Software. 4 Units.
Introduction to human-computer interaction programming. Emphasis on current tools, standards, methodologies for implementing effective interaction
designs. Widget toolkits, Web interface programming, geo-spatial and map interfaces, mobile phone interfaces.
Prerequisite: I&C SCI 45J. I&C SCI 45J with a grade of C or better.
IN4MATX 134. Project in User Interaction Software. 4 Units.
Students complete an end-to-end user interface programming project based on an iterative design paradigm. Topics may include requirements
brainstorming, paper prototyping, iterative development, cognitive walk-through, quantitative evaluation, and acceptance testing. Materials fee.
Prerequisite: IN4MATX 131 and IN4MATX 133.
IN4MATX 141. Information Retrieval. 4 Units.
An introduction to information retrieval including indexing, retrieval, classifying, and clustering text and multimedia documents.
Prerequisite: (IN4MATX 45 or I&C SCI 46 or CSE 46 or ((I&C SCI 33 or CSE 43) and I&C SCI 45J)) and (STATS 7 or STATS 67). IN4MATX 45 with a
grade of C or better. I&C SCI 46 with a grade of C or better. CSE 46 with a grade of C or better. I&C SCI 33 with a grade of C or better. CSE 43 with a
grade of C or better. I&C SCI 45J with a grade of C or better.
Same as COMPSCI 121.
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IN4MATX 143. Information Visualization. 4 Units.
Introduction to interactive visual interfaces for large datasets, and to principles of human visual perception and human computer interaction that inform
their design. Various applications for data analysis and monitoring are discussed.
Prerequisite: IN4MATX 131 or I&C SCI 52 or (IN4MATX 43 and (I&C SCI 31 or CSE 41 or I&C SCI 21 or CSE 21 or IN4MATX 41)). IN4MATX 131 with
a grade of C or better. I&C SCI 52 with a grade of C or better. IN4MATX 43 with a grade of C or better. I&C SCI 31 with a grade of C or better. CSE 41
with a grade of C or better. I&C SCI 21 with a grade of C or better. CSE 21 with a grade of C or better. IN4MATX 41 with a grade of C or better.
IN4MATX 148. Project in Ubiquitous Computing. 4 Units.
Introduction to ubiquitous computing research methods, tools, and techniques. Prototyping, design, and evaluation of physical computing applications,
smart environments, embedded systems, and future computing scenarios. Includes hands-on in-class laboratory exercises. Materials fee.
Prerequisite: I&C SCI 10 or I&C SCI 21 or CSE 21 or I&C SCI 31 or CSE 41 or IN4MATX 41. I&C SCI 10 with a grade of C or better. I&C SCI 21 with a
grade of C or better. CSE 21 with a grade of C or better. I&C SCI 31 with a grade of C or better. CSE 41 with a grade of C or better. IN4MATX 41 with a
grade of C or better.
Restriction: Upper-division students only.
IN4MATX 151. Project Management. 4 Units.
Introduces theoretical and practical aspects of project management. Topics include organizational theory, group behavior, project management skills,
case studies, personal and group productivity tools, management of distributed work, stakeholders, consultants, and knowledge management. Students
do a project exercise.
Prerequisite: IN4MATX 43 or I&C SCI 52. I&C SCI 52 with a grade of C or better.
Restriction: Upper-division students only.
IN4MATX 153. Computer Supported Cooperative Work. 4 Units.
Introduces concepts and principles of collaborative systems. Topics may include shared workspaces, group interaction, workflow, architectures,
interaction between social and technical features of group work, and examples of collaborative systems used in real-world settings. Students develop a
simple collaborative application.
Prerequisite: (IN4MATX 161 or I&C SCI 52 or IN4MATX 43) and (I&C SCI 31 or CSE 41 or I&C SCI 21 or CSE 21 or IN4MATX 41). I&C SCI 52 with a
grade of C or better. I&C SCI 31 with a grade of C or better. CSE 41 with a grade of C or better. I&C SCI 21 with a grade of C or better. CSE 21 with a
grade of C or better. IN4MATX 41 with a grade of C or better.
IN4MATX 161. Social Analysis of Computing. 4 Units.
Introduction of computing as a social process. Examines the social opportunities and problems raised by new information technologies, and the
consequences of different ways of organizing. Topics include computing and work life, privacy, virtual communities, productivity paradox, systems risks.
Prerequisite: IN4MATX 41 or I&C SCI 10 or I&C SCI 21 or CSE 21 or I&C SCI 31 or CSE 41 or ENGR 10 or EECS 10 or ENGRMAE 10. IN4MATX 41
with a grade of C or better. I&C SCI 10 with a grade of C or better. I&C SCI 21 with a grade of C or better. CSE 21 with a grade of C or better.
I&C SCI 31 with a grade of C or better. CSE 41 with a grade of C or better. ENGR 10 with a grade of C or better. EECS 10 with a grade of C or better.
ENGRMAE 10 with a grade of C or better. Satisfactory completion of the Lower-Division Writing requirement.
IN4MATX 162W. Organizational Information Systems. 4 Units.
Introduction to role of information systems in organizations, components and structure of organizational information systems, and techniques used in
information systems analysis, design, and implementation.
Prerequisite: IN4MATX 161. Satisfactory completion of the Lower-Division Writing requirement.
(Ib)
IN4MATX 163. Project in the Social and Organizational Impacts of Computing . 4 Units.
Students undertake projects intended to gather and analyze data from situations in which computers are used, organize and conduct experiments
intended to test hypotheses about impacts, and explore the application of concepts learned in previous courses.
Prerequisite: IN4MATX 162.
IN4MATX 171. Introduction to Medical Informatics. 4 Units.
Broad overview of medical informatics for students with varied backgrounds. Electronic medical records, online resources, mobile technologies, patient
safety, and computational design. Legal, ethical, and public policy issues. Health systems management. Evaluation and fieldwork for health systems.
Same as PUBHLTH 105.
Restriction: Upper-division students only.
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IN4MATX 172. Project in Health Informatics. 4 Units.
Students undertake significant quarter-long projects related to health informatics. Topics may include field evaluations of health care technologies,
prototypes, iterative design, and system implementations.
Prerequisite: PUBHLTH 105 or IN4MATX 171.
Same as PUBHLTH 106.
IN4MATX 190. Special Topics in Informatics. 4 Units.
Studies in selected areas of informatics. Topics addressed vary each quarter.
Prerequisite: Prerequisites vary.
Repeatability: Unlimited as topics vary.
IN4MATX 191A. Senior Design Project. 4 Units.
Group supervised project in which students analyze, specify, design, construct, evaluate, and adapt a significant information processing system. Topics
include team management, professional ethics, and systems analysis.
Prerequisite: IN4MATX 113 and IN4MATX 121 and IN4MATX 131 and IN4MATX 151 and IN4MATX 161.
Grading Option: In progress only.
Restriction: Seniors only. Informatics and Software Engineering majors have first consideration for enrollment.
IN4MATX 191B. Senior Design Project. 4 Units.
Group supervised project in which students analyze, specify, design, construct, evaluate, and adapt a significant information processing system. Topics
include team management, professional ethics, and systems analysis.
Prerequisite: IN4MATX 191A.
Restriction: Seniors only.
IN4MATX H198. Honors Research. 4 Units.
Directed independent research in Informatics for honors students.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Repeatability: May be repeated for credit unlimited times.
Restriction: Bren School of ICS Honors Program or the Campuswide Honors Program students only.
IN4MATX 199. Individual Study. 2-5 Units.
Individual research or investigation under the direction of an individual faculty member.
Repeatability: May be repeated for credit unlimited times.
IN4MATX 201. Research Methodology for Informatics. 4 Units.
Introduction to strategies and idioms of research in Informatics. Includes examination of issues in scientific inquiry, qualitative and quantitative methods,
and research design. Both classic texts and contemporary research literature are read and analyzed.
IN4MATX 203. Qualitative Research Methods in Information Systems. 4 Units.
Introduction to qualitative research methods used to study computerization and information systems, such as open-ended interviewing, participant
observation, and ethnography. Studies of the methods in practice through examination of research literature.
Prerequisite: IN4MATX 261 or IN4MATX 251.
IN4MATX 205. Quantitative Research Methods in Information Systems. 4 Units.
Quantitative research methods used to study computerization and information systems. Design of instruments, sampling, sample sizes, and data
analysis. Validity and reliability. Longitudinal versus cross-sectional designs. Analysis of secondary data. Studies of the methods through examination of
research literature.
Prerequisite: (IN4MATX 251 or IN4MATX 261) and basic knowledge of elementary statistics.
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IN4MATX 207S. Doctoral Seminar on Research and Writing. 2 Units.
Doctoral seminar centered on original research and writing. Provides a chance for doctoral students at all levels to present original work, brainstorm
ongoing issues, and learn to provide and receive critical feedback from peers.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
IN4MATX 209S. Seminar in Informatics. 2 Units.
Current research and research trends in informatics. Forum for presentation and criticism by students of research work in progress.
Repeatability: Unlimited as topics vary.
IN4MATX 211. Software Engineering. 4 Units.
Study of the concepts, methods, and tools for the analysis, design, construction, and measurement of complex software-intensive systems. Underlying
principles emphasized. State-of-the-art software engineering and promising research areas covered, including project management.
IN4MATX 212. Analysis of Programming Languages. 4 Units.
Concepts in modern programming languages, their interaction, and the relationship between programming languages and methods for large-scale,
extensible software development. Empirical analysis of programming language usage.
Same as COMPSCI 253.
IN4MATX 213. Requirements Engineering and Specification. 4 Units.
Study of rigorous techniques in requirements engineering - requirements definition phase of software development - with focus on modeling and
specification. Topics include notations and models for requirements specification; and methods, tools and processes for software requirements
elicitation, representation, analysis.
Restriction: Graduate students only.
IN4MATX 215. Software Analysis and Testing. 4 Units.
Studies techniques for developing confidence in software from traditional testing schemes to integrated, multitechnique analytic approaches. Considers
strengths and weaknesses and explores opportunities for synergistic technique application. Emphasis is on approaches integrated into the software
process.
IN4MATX 219. Software Environments. 4 Units.
Study of the requirements, concepts, and architectures of comprehensive, integrated, software development and maintenance environments. Major
topics include process support, object management, communication, interoperability, measurement, analysis, and user interfaces in the environment
context.
IN4MATX 221. Software Architecture. 4 Units.
Study of the concepts, representation techniques, development methods, and tools for architecture-centric software engineering. Topics include domain-
specific software architectures, architectural styles, architecture description languages, software connectors, and dynamism in architectures.
IN4MATX 223. Applied Software Design Techniques. 4 Units.
Study of concepts, representations, techniques, and case studies in structuring software systems, with an emphasis on design considerations. Topics
include static and dynamic system structure, data models, abstractions, naming, protocols and application programmer interfaces.
IN4MATX 225. Information Retrieval, Filtering, and Classification. 4 Units.
Algorithms for the storage, retrieval, filtering, and classification of textual and multimedia data. The vector space model, Boolean and probabilistic
queries, and relevance feedback. Latent semantic indexing; collaborative filtering; and relationship to machine learning methods.
Prerequisite: COMPSCI 161 and COMPSCI 171 and (I&C SCI 6N or MATH 3A or MATH 6G).
Same as COMPSCI 221.
Restriction: Graduate students only.
IN4MATX 231. User Interface Design and Evaluation. 4 Units.
Introduction to the design and evaluation of user interfaces, with an emphasis on methodology. Cognitive principles, design life cycle, on-line and off-line
prototyping techniques. Toolkits and architectures for interactive systems. Evaluation techniques, including heuristic and laboratory methods.
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IN4MATX 232. Research in Human-Centered Computing. 4 Units.
Introduction to contemporary topics in human-computer interaction, including methods, technologies, design, and evaluation. Emerging application
domains and their challenges to traditional research methods. Advanced architectures and technologies. Critical issues.
Prerequisite: Some familiarity with HCI principles.
IN4MATX 233. Intelligent User Interfaces. 4 Units.
Explores example software systems and their underlying concepts that leverage computing to empower and augment human individuals in their
activities. Topics span the fields of user interface design, human-computer interaction, software engineering, and cognitive computing.
Prerequisite: COMPSCI 171.
IN4MATX 235. Advanced User Interface Architecture. 4 Units.
Architectural concerns in advanced interactive systems. The design of current and emerging platforms for novel interactive systems. Paradigms such as
constraint-based programming, multimodal interaction, and perceptual user interfaces for individual, distributed, and ubiquitous applications.
IN4MATX 237. Usable Security and Privacy. 4 Units.
Introduces usability problems in security and privacy methods, tools, and software. Overviews prominent examples of both failures and successes in
usable security and privacy. Surveys state-of- the-art techniques and evaluation methodologies.
Same as COMPSCI 204.
Overlaps with IN4MATX 231, COMPSCI 203.
Restriction: Undergraduate degree in Compsci or Informatics is strongly recommended. Compsci and Informatics majors have first consideration for
enrollment.
IN4MATX 241. Introduction to Ubiquitous Computing. 4 Units.
The "disappearing computer" paradigm. Differences to the desktop computing model: applications, interaction in augmented environments, security,
alternate media, small operating systems, sensors, and embedded systems design. Evaluation by project work and class participation.
Same as COMPSCI 248A.
IN4MATX 242. Ubiquitous Computing and Interaction. 4 Units.
Principles and design techniques for ubiquitous computing applications. Conceptual basis for tangible and embodied interaction. Interaction in virtual and
augmented environments. Design methods and techniques. Design case studies. Examination by project work.
Prerequisite: IN4MATX 231 and IN4MATX 241.
Same as COMPSCI 248B.
IN4MATX 244. Introduction to Embedded and Ubiquitous Systems. 4 Units.
Embedded and ubiquitous system technologies including processors, DSP, memory, and software. System interfacing basics; communication strategies;
sensors and actuators, mobile and wireless technology. Using pre-designed hardware and software components. Design case studies in wireless,
multimedia, and/or networking domains.
Prerequisite: I&C SCI 51 and COMPSCI 152 and COMPSCI 161 and (I&C SCI 6N or MATH 3A or MATH 6G or I&C SCI 6D) or B.S. degree in Computer
Science.
Same as COMPSCI 244.
IN4MATX 251. Computer-Supported Cooperative Work. 4 Units.
The role of information systems in supporting work in groups and organizations. Examines various technologies designed to support communication,
information sharing, and coordination. Focuses on behavioral and social aspects of designing and using group support technologies.
IN4MATX 261. Social Analysis of Computing. 4 Units.
The social and economic impacts of computing and information technologies on groups, organizations, and society. Topics include computerization and
changes in the character of work, social control and privacy, electronic communities, and risks of safety-critical systems to people.
IN4MATX 263. Computerization, Work, and Organizations. 4 Units.
Selected topics in the influence of computerization and information systems in transforming work and organizations. Theories of organization and
organizational change. Processes by which diverse information technologies influence changes in work and organizations over short and long time
periods.
Prerequisite: IN4MATX 251 or IN4MATX 261.
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IN4MATX 265. Theories of Computerization and Information Systems . 4 Units.
Social and economic conceptions of information technology. Macrosocial and economic conditions that foster changes in information technologies.
Social construction of information and computer technology in professional worlds. Theories of information technology and large-scale social change.
Prerequisite: IN4MATX 251 or IN4MATX 261.
IN4MATX 267. Digital Media and Society. 4 Units.
Selected topics in the technological and social aspects of online interactions, and policy including online games, social media, electronic activism, e-
commerce, and digital libraries. Media-theoretic approaches to digital technology. Architectures, infrastructure considerations, and their consequences.
Prerequisite: IN4MATX 251 or IN4MATX 261.
IN4MATX 269. Computer Law. 4 Units.
The American legal system and its provisions affecting computer systems, computer networks, and information processing. Intellectual property,
contracts, privacy, liability for malfunction, computer crime, constitutional issues, transborder data flow, computer-based evidence, and litigation.
Restriction: Graduate students only.
IN4MATX 273. Information Technology in Global Sustainability. 4 Units.
Explores the relationship between recent developments in information technology and the global transition to sustainability. Topics include the role of IT
systems in the provision of human needs and wants (e.g., smart grids, food systems, and other IT-enabled infrastructure).
Restriction: Graduate students only.
IN4MATX 280. Overview of Human-Computer Interaction and Design . 4 Units.
Introduction to human-computer interaction and user-centered design. The material is focused on laying the groundwork for understanding the history,
importance, and methods of human-computer interaction and design.
IN4MATX 281. User Needs Analysis . 4 Units.
Understanding the user's context, needs, and preferences. Topics include interviews and observations, modeling the context, flow, culture, space and
artifacts involved in an endeavor, ways of aggregating what is found, and presenting these findings to others. Course may be offered online.
Prerequisite: IN4MATX 280.
IN4MATX 282. Design and Prototyping . 4 Units.
Introduction to user-centered design and prototyping. Focused on practical methods for interaction design. Topics include the nature of design and the
challenges to creating and evaluating good designs, as well specific skills for designing interactive systems. Course may be offered online.
Prerequisite: IN4MATX 280.
IN4MATX 283. User Experience Evaluation . 4 Units.
Evaluating prototypes and completed systems. Topics include comparative analysis, laboratory experiments, heuristic evaluation, cognitive
walkthroughs, surveys, clickstreams, and help-desk. Course may be offered online.
Prerequisite: IN4MATX 280.
IN4MATX 284. Advanced Design and Prototyping . 4 Units.
Develop and communicate interactive technology design prototypes. Moving concepts from brainstorming and paper prototypes to wireframe and limited
functionality mock-ups. Course may be offered online.
Prerequisite: IN4MATX 282.
IN4MATX 285. Interactive Technology Studio . 4 Units.
Technologies, languages, and skills required for creating prototypes to communicate interactive technology concepts. Topics include HTTP, CSS, CSS
scripting, AJAX, Design Patterns, Javascript, Javascript libraries such as jQuery, SQL, MVC, and cloud architectures. Course may be offered online.
Prerequisite: IN4MATX 280.
IN4MATX 286. Innovations in HCI and Design . 4 Units.
Recent social and technological developments in human-computer interaction and design. Topics will vary as the field progresses but include novel input
techniques, novel platforms, and innovations in theory and methods of design. Course may be offered online.
Prerequisite: IN4MATX 280.
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IN4MATX 287. Capstone Project in HCI and Design . 6 Units.
Group project that reinforces all concepts learned in this program, including knowing where user experience work is most appropriate and essential, and
executing these steps. Course may be offered online.
Prerequisite: IN4MATX 283 and IN4MATX 284.
IN4MATX 288. Capstone Project and Portfolio . 2 Units.
Completion of capstone projects and development of portfolios. Ideation, critique, development, and critique. Course may be offered online.
Prerequisite: IN4MATX 287.
IN4MATX 290. Research Seminar. 2 Units.
Forum for presentation and criticism by students of research work in progress. Presentation of problem areas and related work. Specific goals and
progress of research.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
IN4MATX 291S. Literature Survey in Software Engineering. 2 Units.
Reading and analysis of relevant literature in Software Engineering under the direction of a faculty member.
Repeatability: May be repeated for credit unlimited times.
IN4MATX 295. Special Topics in Informatics. 4 Units.
Studies in selected areas of informatics. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
IN4MATX 298. Thesis Supervision. 2-12 Units.
Individual research or investigation conducted in preparation for the M.S. thesis option or the dissertation requirements for the Ph.D. program.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
IN4MATX 299. Individual Study. 2-12 Units.
Individual research or investigation under the direction of an individual faculty member.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
Information and Computer Science Courses
I&C SCI 3. Internet Technologies and their Social Impact. 4 Units.
Examines current Internet technologies and social implications at the individual, group, and societal level. Blogs, wikis, sharing of video, photos, and
music, e-commerce, social networking, gaming, and virtual environments. Issues include privacy, trust, identity, reputation, governance, copyright, and
malicious behavior.
(III)
I&C SCI 4. Human Factors for the Web. 4 Units.
Principles of human-computer interaction in evaluating, designing, and developing information presented on the World Wide Web. User characteristics,
usability analysis, navigation and organization. Color, typography, multimedia, information visualization, prototyping, user studies, evaluation strategies.
Web accessibility.
Restriction: May not be taken for credit after IN4MATX 131.
(II)
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I&C SCI 5. Global Disruption and Information Technology. 4 Units.
Explores how new forms of information technology may support transition to a sustainable civilization. Topics include design and implementation of IT
systems, science of global change, online community building, and “green IT”. Activities involve reading, writing, discussion, and final project. Course
may be offered online.
(II)
I&C SCI 6B. Boolean Algebra and Logic . 4 Units.
Relations and their properties; Boolean algebras, formal languages; finite automata.
Prerequisite: High school mathematics through trigonometry.
(Vb)
I&C SCI 6D. Discrete Mathematics for Computer Science. 4 Units.
Covers essential tools from discrete mathematics used in computer science with an emphasis on the process of abstracting computational problems and
analyzing them mathematically. Topics include mathematical induction, combinatorics, and recurrence relations.
Prerequisite: I&C SCI 6B.
(Vb)
I&C SCI 6N. Computational Linear Algebra. 4 Units.
Matrices and linear transformations, systems of linear equations, determinants, linear vector spaces, eigenvalues and eigenvectors, orthogonal matrices,
diagonalization, and least squares. Topics will be taught primarily from an algorithmic perspective, including computational solutions, applications, and
numerical error analysis.
Overlaps with MATH 6G, MATH 3A.
(II, Vb)
I&C SCI 7. Introducing Modern Computational Tools. 4 Units.
A unified look at a spectrum of modern tools for building, solving, and analyzing simple computational models (deterministic and random) in diverse
subject areas. Tools include those for numeric/symbolic computation, and those for acquiring, organizing, translating, processing, and displaying
information.
(Va)
I&C SCI 8. Practical Computer Security. 4 Units.
Principles of practical computer security to enable students to defend themselves against malicious threats. Firewalls, anti-virus, secure setup of a
wireless access point. Cryptography basics and its application. Embedded devices and related security issues.
(II)
I&C SCI 10. How Computers Work. 4 Units.
ntroduction to digital computer and communication systems. Capabilities and limitations of information technology. Representing information in digital
form. Overview of computer organization, Internet, operating systems, software. Human-computer interaction and social impact.
Restriction: May not be taken for credit after I&C SCI 51, I&C SCI 52, I&C SCI 105, or IN4MATX 43.
(II)
I&C SCI 11. The Internet and Public Policy. 4 Units.
How the Internet works. Current public policy issues concerning the Internet. Introductory economics. Communications law. Interactions between
information technology, economics, and law. Case studies about Internet and communications policy.
Same as ECON 11.
(II or III ).
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I&C SCI 21. Introduction to Computer Science I . 6 Units.
Introduces fundamental concepts related to computer software design and construction. Develops initial design and programming skills using a high-
level language. Fundamental concepts of control structures, data structures, and object-oriented programming.
Same as CSE 21.
Overlaps with I&C SCI H21, I&C SCI 31, EECS 10, EECS 12, ENGRMAE 10.
Restriction: CSE 21 or I&C SCI 21 may not be taken for credit if taken after IN4MATX 42.
(II, Vb)
I&C SCI H21. Honors Introduction to Computer Science I. 6 Units.
Introduces fundamental concepts of computer software design and construction. Develops initial design and programming skills using a high-level
language. Fundamental concepts of control structures, data structures, functional and object-oriented programming. Introduces topics in computer
organization and social impact of technology.
Overlaps with I&C SCI 21, I&C SCI 31, CSE 21, EECS 10, EECS 12, ENGR 10.
Restriction: Information and Computer Science, Computer Science Engineering, and Computer Science majors only. Campuswide Honors Program
students only. May not be taken for credit after IN4MATX 42.
(II, Vb)
I&C SCI 22. Introduction to Computer Science II. 6 Units.
Abstract behavior of classic data structures (stacks, queues, sorted and unsorted maps), alternative implementations, analysis of time, and space
efficiency.
Prerequisite: CSE 21 or I&C SCI 21 or I&C SCI H21. CSE 21 with a grade of C or better. I&C SCI 21 with a grade of C or better. I&C SCI H21 with a
grade of C or better.
Same as CSE 22.
Overlaps with I&C SCI H22, CSE 42, I&C SCI 32, CSE 43, I&C SCI 33.
(II, Vb)
I&C SCI H22. Honors Introduction to Computer Science II. 6 Units.
Abstract behavior of classic data structures (stacks, queues, sorted and unsorted maps), alternative implementations. Recursion. Mathematical analysis
of time and space efficiency, program analysis and correctness, system design techniques, programming paradigms.
Prerequisite: I&C SCI H21 or I&C SCI 21 or CSE 21. I&C SCI H21 with a grade of B- or better. I&C SCI 21 with a grade of A or better. CSE 21 with a
grade of A or better.
Overlaps with IN4MATX 42, CSE 22, CSE 42, I&C SCI 22, I&C SCI 33, CSE 43.
(II, Vb)
I&C SCI H23. Honors Introduction to Computer Science III. 4 Units.
Builds on ICS H22 with respect to mathematical tools and analysis. Focuses on fundamental algorithms in computer science, basic data structures for
primary and secondary memory, storage allocation and management techniques, data description, and design techniques.
Prerequisite: I&C SCI H22 or I&C SCI 22 or IN4MATX 42. I&C SCI H22 with a grade of B- or better. I&C SCI 22 with a grade of A or better CSE 22 with
a grade of A or better. IN4MATX 42 with a grade of A or better.
Overlaps with I&C SCI 46, CSE 46.
(Vb)
I&C SCI 31. Introduction to Programming. 4 Units.
Introduction to fundamental concepts and techniques for writing software in a high-level programming language. Covers the syntax and semantics of
data types, expressions, exceptions, control structures, input/output, methods, classes, and pragmatics of programming.
Same as CSE 41.
Overlaps with I&C SCI 21, CSE 21, I&C SCI H21, EECS 10, EECS 12.
(II, Vb)
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I&C SCI 32. Programming with Software Libraries. 4 Units.
Construction of programs for problems and computing environments more varied than in CSE41. Using library modules for applications such as
graphics, sound, GUI, database, Web, and network programming. Language features beyond those in CSE41 are introduced as needed.
Prerequisite: I&C SCI 31 or CSE 41. I&C SCI 31 with a grade of C or better. CSE 41 with a grade of C or better.
Same as CSE 42.
Overlaps with I&C SCI 22, CSE 22, I&C SCI H22, IN4MATX 42.
(II and (VA or VB) ).
I&C SCI 33. Intermediate Programming. 4 Units.
Intermediate-level language features and programming concepts for larger, more complex, higher-quality software. Functional programming, name
spaces, modules, class protocols, inheritance, iterators, generators, operator overloading, reflection. Analysis of time and space efficiency.
Prerequisite: I&C SCI 32 or CSE 42. I&C SCI 32 with a grade of C or better. CSE 42 with a grade of C or better.
Same as CSE 43.
Overlaps with I&C SCI 33, I&C SCI 22, CSE 22, I&C SCI H22, IN4MATX 42.
(II, Vb)
I&C SCI 45C. Programming in C/C++ as a Second Language. 4 Units.
An introduction to the lexical, syntactic, semantic, and pragmatic characteristics of the C/C++ languages for experienced programmers. Emphasis on
object-oriented programming, using standard libraries, and programming with manual garbage collection. Formerly ICS 65.
Prerequisite: I&C SCI 22 or CSE 22 or IN4MATX 42 or I&C SCI 33 or CSE 43. I&C SCI 22 with a grade of C or better. CSE 22 with a grade of C or
better. IN4MATX 42 with a grade of C or better. I&C SCI 33 with a grade of C or better. CSE 43 with a grade of C or better.
Same as CSE 45C.
I&C SCI 45J. Programming in Java as a Second Language. 4 Units.
An introduction to the lexical, syntactic, semantic, and pragmatic characteristics of the Java language for experienced programmers. Emphasis on
object-oriented programming, using standard libraries, and programming with automatic garbage collection.
Prerequisite: I&C SCI 33 or CSE 43. I&C SCI 33 with a grade of C or better. CSE 43 with a grade of C or better.
Overlaps with I&C SCI 22, CSE 22, I&C SCI 23, CSE 23, IN4MATX 45.
Restriction: I&C SCI 45J may not be taken for credit after I&C SCI 22, CSE 22, I&C SCI 23, CSE 23, or IN4MATX 45.
I&C SCI 46. Data Structure Implementation and Analysis. 4 Units.
Focuses on implementation and mathematical analysis of fundamental data structures and algorithms. Covers storage allocation and memory
management techniques.
Prerequisite: CSE 45C or I&C SCI 45C. CSE 45C with a grade of C or better. I&C SCI 45C with a grade of C or better.
Same as CSE 46.
Overlaps with I&C SCI H23.
(Vb)
I&C SCI 51. Introductory Computer Organization. 6 Units.
Multilevel view of system hardware and software. Operation and interconnection of hardware elements. Instruction sets and addressing modes. Virtual
memory and operating systems. Laboratory work using low-level programming languages. Course may be offered online.
Prerequisite: (I&C SCI 21 or CSE 21 or I&C SCI 31 or CSE 41 or IN4MATX 42) and I&C SCI 6B. IN4MATX 42 with a grade of C or better.
(II)
I&C SCI 52. Introduction to Software Engineering. 6 Units.
Introduction to concepts, methods, and current practice of software engineering. Study of large-scale software production; software life cycle models
as an organizing structure; principles and techniques appropriate for each stage of production. Laboratory work involves a project illustrating these
elements.
Prerequisite: I&C SCI 23. I&C SCI 23 with a grade of C or better.
Overlaps with I&C SCI 105, IN4MATX 43.
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1040 Donald Bren School of Information and Computer Sciences
I&C SCI 53. Principles in System Design. 4 Units.
Principles and practice of engineering of computer software and hardware systems. Topics include techniques for controlling complexity; strong
modularity using client-server design, virtual memory, and threads; networks; coordination of parallel activities; security and encryption; and performance
optimizations.
Corequisite: I&C SCI 53L.
Prerequisite: I&C SCI 51.
I&C SCI 53L. Principles in System Design Library. 2 Units.
Required laboratory section and co-requisite for I&C SCI 53.
Corequisite: I&C SCI 53.
Prerequisite: I&C SCI 51.
I&C SCI 60. Computer Games and Society. 4 Units.
The study and critical analysis of computer games as art objects, cultural artifacts, gateways to virtual worlds, educational aids, and tools for persuasion
and social change. Emphasis on understanding games in their historical and cultural context.
Prerequisite: Satisfaction of the UC Entry Level Writing Requirement.
(III)
I&C SCI 61. Game Systems and Design. 4 Units.
Principles and usage of game design elements. Introduction to technologies that support modern computer games. Students design, implement, and
critique several small games.
(II)
I&C SCI 62. Game Technologies and Interactive Media. 4 Units.
Technologies for interactive media and game design. Web-based software systems, virtual world platforms, and game engines. Emphasis on conceptual
and architectural aspects of these technologies.
Prerequisite: I&C SCI 21 or CSE 21 or I&C SCI 31 or CSE 41 or IN4MATX 42. IN4MATX 42 with a grade of C or better.
I&C SCI 80. Special Topics in Information and Computer Science. 2-4 Units.
Studies in selected areas of information and computer sciences. Topics addressed vary each quarter.
Prerequisite: Prerequisites vary.
Repeatability: Unlimited as topics vary.
I&C SCI 90. New Students Seminar. 1 Unit.
Introduces students to the Donald Bren School of Information and Computer Sciences. Focuses on advising students making the transition to UCI,
community building, and mostly surveying the technical areas within departments in ICS, via talks by faculty on their research.
Grading Option: Pass/no pass only.
I&C SCI 105. Digital Information Systems. 4 Units.
Design and analysis of digital information systems. Covers underlying database and network technology, and software engineering principles used to
build these systems. Evaluating digital information systems, and recognizing common flaws and vulnerabilities.
Prerequisite: I&C SCI 10 or I&C SCI 21 or CSE 21 or I&C SCI H21 or IN4MATX 41. I&C SCI 10 with a grade of C or better. I&C SCI 21 with a grade of C
or better. CSE 21 with a grade of C or better. I&C SCI H21 with a grade of C or better. IN4MATX 41 with a grade of C or better.
Overlaps with I&C SCI 52, IN4MATX 43.
I&C SCI 139W. Critical Writing on Information Technology. 4 Units.
tudy and practice of critical writing and oral communication as it applies to information technology. Each student writes assignments of varying lengths,
totaling at least 4,000 words.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Restriction: Upper-division students only.
(Ib)
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University of California, Irvine 2016-2017 1041
I&C SCI 160. Graphics Processors and Game Platforms. 4 Units.
Principles of computer architecture emphasizing hardware used with general purpose processor to support high-performance computer games and
graphics engines.
Prerequisite: I&C SCI 51.
Overlaps with COMPSCI 152.
I&C SCI 161. Game Engine Lab. 4 Units.
The use of an open source game or graphics engine in the design and implementation of a computer game. Principles of game engine design. Students
work on teams to design, implement, and evaluate new computer games based on an engine.
Prerequisite: I&C SCI 45C or I&C SCI 65.
I&C SCI 162. Modeling and World Building. 4 Units.
Use of 3D modeling software and related tools to design and create animated, textured models and expansive virtual worlds incorporating objects,
scenes, and venues for activity within game worlds and online environments.
Prerequisite: COMPSCI 112.
I&C SCI 163. Mobile and Ubiquitous Games. 4 Units.
Design and technology of mobile games, including mixed reality gaming, urban games, and locative media. Case studies of significant systems. Uses
and limitations of location-based technologies. Infrastructures and their relationships to gameplay and design.
Prerequisite: I&C SCI 61 and (I&C SCI 10 or I&C SCI 21 or I&C SCI 31 or IN4MATX 41).
I&C SCI 166. Game Design. 4 Units.
Game design takes into consideration psychology, narrative, platform features and limitations, marketing, computer science capabilities, human-
computer interface principles, industry trends, aesthetic judgment, and other factors. Students focus on video game design through lectures, readings,
presentations, implementation, and play testing.
Prerequisite: I&C SCI 61 and (IN4MATX 43 or I&C SCI 52).
I&C SCI 167. Multiplayer Game Systems. 4 Units.
Foundations and technologies that enable multiuser, networked, and persistent virtual environments. Emphasis on database design and management,
network protocols, and concurrency control to accommodate large numbers of simultaneous users.
Prerequisite: I&C SCI 51.
I&C SCI 168. Multiplayer Game Project. 4 Units.
Designing and implementing a multiuser, networked, and persistent virtual environment or game. Emphasis on cultural aspects, community building,
user interface issues and design, security, privacy, and economics.
Prerequisite: (I&C SCI 52 or IN4MATX 43) and I&C SCI 167. IN4MATX 43 with a grade of C or better.
I&C SCI 169A. Capstone Game Project I. 4 Units.
Students work in teams to design and implement a new computer game or virtual world. Emphasis on sound, art, and level design, building a
community, cut scenes, production values, full utilization of hardware and software platform, and current industry trends.
Prerequisite: I&C SCI 168.
Grading Option: In progress only.
I&C SCI 169B. Capstone Game Project II. 4 Units.
Students work in teams to design and implement a new computer game or virtual world. Emphasis on sound, art, and level design, building a
community, cut scenes, production values, full utilization of hardware and software platform, and current industry trends.
Prerequisite: I&C SCI 169A.
I&C SCI 192. Industrial or Public Sector Field Study. 2 Units.
Students participate in an off-campus, supervised internship for a minimum of 60 hours. Students apply classroom knowledge through internship
projects in the private sector or nonprofit agencies.
Grading Option: Pass/no pass only.
Repeatability: May be taken for credit 2 times.
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1042 Donald Bren School of Information and Computer Sciences
I&C SCI 193. Tutoring in ICS. 2 Units.
Principles and practice of providing technical assistance to novice learners in information and computer sciences.
Repeatability: May be taken for credit for 18 units.
Restriction: ICS Peer Tutoring Program students only.
I&C SCI H197. Honors Seminar. 2 Units.
An overview of computer science and selected recent trends in research. Students attend talks on current faculty research, with opportunities for
discussion.
Grading Option: Pass/no pass only.
Restriction: Bren School of ICS Honors Program or Campuswide Honors Program students only.
I&C SCI 398A. Teaching Assistant Training Seminar. 2 Units.
Theories, methods, and resources for teaching computer science at the university level, particularly by teaching assistants. Classroom presentations,
working with individuals, grading, motivating students. Participants will give and critique presentations and may be videotaped while teaching.
Grading Option: Satisfactory/unsatisfactory only.
I&C SCI 398B. Advanced Teaching Assistant Seminar. 4 Units.
Teaching computer science at the university level, emphasizing issues in teaching an entire course. Course organization, designing examinations and
projects, grading, motivating students. Participants will begin to assemble teaching portfolios.
Prerequisite: I&C SCI 398A.
Grading Option: Satisfactory/unsatisfactory only.
I&C SCI 399. University Teaching. 4 Units.
Involves on-the-job experience for Teaching Assistants.
Repeatability: May be repeated for credit unlimited times.
Restriction: Teaching assistants only.
Statistics Courses
STATS 5. Seminar in Data Science. 1 Unit.
An introduction to the field of Data Science; intended for entering freshman and transfers.
Grading Option: Pass/no pass only.
Restriction: Information and Computer Science majors only.
STATS 7. Basic Statistics. 4 Units.
Introduces basic inferential statistics including confidence intervals and hypothesis testing on means and proportions, t-distribution, Chi Square,
regression and correlation. F-distribution and nonparametric statistics included if time permits. Course may be offered online.
Overlaps with STATS 8, MGMT 7, SOCECOL 13.
Restriction: STATS 7 may not be taken for credit concurrently with or after STATS 110, STATS 111, STATS 112.
(Va)
STATS 8. Introduction to Biological Statistics . 4 Units.
Introductory statistical techniques used to collect and analyze experimental and observational data from health sciences and biology. Includes
exploration of data, probability and sampling distributions, basic statistical inference for means and proportions, linear regression, and analysis of
variance. Course may be offered online.
Overlaps with SOCECOL 13, MGMT 7, STATS 7.
Restriction: STATS 8 may not be taken for credit concurrently with or after STATS 110, STATS 111, STATS 112.
(Va)
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University of California, Irvine 2016-2017 1043
STATS 67. Introduction to Probability and Statistics for Computer Science. 4 Units.
Introduction to the basic concepts of probability and statistics with discussion of applications to computer science.
Prerequisite: MATH 2B.
Restriction: STATS 67 may not be taken for credit concurrently with or after STATS 120B.
(Va)
STATS 68. Statistical Computing and Exploratory Data Analysis. 4 Units.
Introduces key concepts in statistical computing. Techniques such as exploratory data analysis, data visualization, simulation, and optimization methods,
will be presented in the context of data analysis within a statistical computing environment.
Prerequisite: STATS 7 and I&C SCI 31.
STATS 110. Statistical Methods for Data Analysis I. 4 Units.
Introduction to statistical methods for analyzing data from experiments and surveys. Methods covered include two-sample procedures, analysis of
variance, simple and multiple linear regression.
Prerequisite: (STATS 7 or STATS 8) or (a score of 3 or higher on the AP Statistics Exam) or (STATS 120A and STATS 120B and STATS 120C).
Restriction: School of Information and Computer Science majors have first consideration of enrollment
STATS 111. Statistical Methods for Data Analysis II. 4 Units.
Introduction to statistical methods for analyzing data from surveys or experiments. Emphasizes application and understanding of methods for categorical
data including contingency tables, logistic and Poisson regression, loglinear models.
Prerequisite: STATS 110.
Concurrent with STATS 202.
STATS 112. Statistical Methods for Data Analysis III. 4 Units.
Introduction to statistical methods for analyzing longitudinal data from experiments and cohort studies. Topics covered include survival methods for
censored time-to-event data, linear mixed models, non-linear mixed effects models, and generalized estimating equations.
Prerequisite: STATS 111.
Concurrent with STATS 203.
STATS 115. Introduction to Bayesian Data Analysis. 4 Units.
Basic Bayesian concepts and methods with emphasis on data analysis. Special emphasis on specification of prior distributions. Development for one-
two samples and on to binary, Poisson, and linear regression. Analyses performed using free OpenBugs software.
Prerequisite: STATS 120C. Recommended: STATS 110.
Concurrent with STATS 205.
STATS 120A. Introduction to Probability and Statistics. 4 Units.
Introduction to basic principles of probability and statistical inference. Axiomatic definition of probability, random variables, probability distributions,
expectation.
Prerequisite: MATH 2A and MATH 2B and (MATH 2D or MATH 4).
Overlaps with MATH 130A.
STATS 120B. Introduction to Probability and Statistics. 4 Units.
Introduction to basic principles of probability and statistical inference. Point estimation, interval estimating, and testing hypotheses, Bayesian approaches
to inference.
Prerequisite: STATS 120A.
STATS 120C. Introduction to Probability and Statistics. 4 Units.
Introduction to basic principles of probability and statistical inference. Linear regression, analysis or variance, model checking.
Prerequisite: STATS 120B and (Math 3A or Math 6G or I&C SCI 6N).
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1044 Donald Bren School of Information and Computer Sciences
STATS 140. Multivariate Statistical Methods. 4 Units.
Theory and application of multivariate statistical methods. Topics include statistical inference for the multivariate normal model and its extensions to
multiple samples and regression, use of statistical packages for data visualization and reduction, discriminant analysis, cluster analysis, and factor
analysis.
Prerequisite: STATS 120C and (MATH 3A or I&C SCI 6N).
Concurrent with STATS 240.
STATS 170A. Project in Data Science. 4 Units.
Problem definition and analysis, data representation, algorithm selection, solution validation, and results presentation. Students do team projects and
lectures cover analysis alternatives, project planning, and data analysis issues. First quarter emphasizes approach selection, project planning, and
experimental design.
Prerequisite:
Grading Option: In progress only.
Restriction: Seniors only. Data Science majors have first consideration for enrollment.
STATS 170B. Project in Data Science. 4 Units.
Problem definition and analysis, data representation, algorithm selection, solution validation, and results presentation. Students do team projects
and lectures cover analysis alternatives, project planning, and data analysis issues. Second quarter emphasizes project execution and analysis, and
presentation of results.
Prerequisite: STATS 170A.
Restriction: Seniors only. Data Science majors have first consideration for enrollment.
STATS 199. Individual Study. 2-5 Units.
Individual research or investigations under the direction of an individual faculty member.
Repeatability: May be repeated for credit unlimited times.
STATS 200A. Intermediate Probability and Statistical Theory. 4 Units.
Basics of probability theory, random variables and basic transformations, univariate distributions—discrete and continuous, multivariate distributions.
Prerequisite: STATS 120C.
STATS 200B. Intermediate Probability and Statistical Theory. 4 Units.
Random samples, transformations, limit laws, normal distribution theory, introduction to stochastic processes, data reduction, point estimation (maximum
likelihood).
Prerequisite: STATS 200A.
STATS 200C. Intermediate Probability and Statistical Theory. 4 Units.
Interval estimation, hypothesis testing, decision theory and Bayesian inference, basic linear model theory.
Prerequisite: STATS 200B.
STATS 201. Statistical Methods for Data Analysis I. 4 Units.
Introduction to statistical methods for analyzing data from experiments and surveys. Methods covered include two-sample procedures, analysis of
variance, simple and multiple linear regression.
Prerequisite: STATS 7 or STATS 8.
Restriction: STATS 201 cannot be taken for credit after taking STATS 210.
STATS 202. Statistical Methods for Data Analysis II. 4 Units.
Introduction to statistical methods for analyzing data from surveys or experiments. Emphasizes application and understanding of methods for categorical
data including contingency tables, logistic and Poisson regression, loglinear models.
Prerequisite: STATS 201 or STATS 210.
Concurrent with STATS 111.
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University of California, Irvine 2016-2017 1045
STATS 203. Statistical Methods for Data Analysis III. 4 Units.
Introduction to statistical methods for analyzing longitudinal data from experiments and cohort studies. Topics covered include survival methods for
censored time-to-event data, linear mixed models, non-linear mixed effects models, and generalized estimating equations.
Prerequisite: STATS 202.
Concurrent with STATS 112.
STATS 205. Introduction to Bayesian Data Analysis. 4 Units.
Basic Bayesian concepts and methods with emphasis on data analysis. Special emphasis on specification of prior distributions. Development for one-
two samples and on to binary, Poisson and linear regression. Analyses performed using free OpenBugs software.
Prerequisite: STATS 120C. Recommended: STATS 201 or STATS 210.
Concurrent with STATS 115.
STATS 210. Statistical Methods I: Linear Models. 4 Units.
Statistical methods for analyzing data from surveys and experiments. Topics include randomization and model-based inference, two-sample methods,
analysis of variance, linear regression and model diagnostics.
Prerequisite: Knowledge of basic statistics, calculus, linear algebra.
STATS 211. Statistical Methods II: Generalized Linear Models. 4 Units.
Development of the theory and application of generalized linear models. Topics include likelihood estimation and asymptotic distributional theory
for exponential families, quasi-likelihood and mixed model development. Emphasizes methodological development and application to real scientific
problems.
Corequisite: STATS 200B.
Prerequisite: STATS 210.
STATS 212. Statistical Methods III: Methods for Correlated Data. 4 Units.
Development and application of statistical methods for analyzing corrected data. Topics covered include repeated measures ANOVA, linear mixed
models, non-linear mixed effects models, and generalized estimating equations. Emphasizes both theoretical development and application of the
presented methodology.
Prerequisite: STATS 211.
STATS 220A. Advanced Probability and Statistics Topics. 4 Units.
Advanced topics in probability and statistical inference including measure theoretic probability, large sample theory, decision theory, resampling and
Monte Carlo methods, nonparametric methods.
Prerequisite: STATS 200C.
STATS 220B. Advanced Probability and Statistics Topics. 4 Units.
Advanced topics in probability and statistical inference, including measure theoretic probability, large sample theory, decision theory, resampling and
Monte Carlo methods, nonparametric methods.
Prerequisite: STATS 220A and MATH 140B.
STATS 225. Bayesian Statistical Analysis. 4 Units.
Introduction to the Bayesian approach to statistical inference. Topics include univariate and multivariate models, choice of prior distributions, hierarchical
models, computation including Markov chain Monte Carlo, model checking, and model selection.
Prerequisite: STATS 205 and STATS 230.
STATS 226. Advanced Topics in Modern Bayesian Statistical Inference. 4 Units.
Modern Bayesian Statistics: selected topics from theory of Markov chains, application of theory to modern methods of Markov chain Monte Carlo
sampling; Bayesian non-parametric and semiparametric modeling, including Dirichlet Process Mixtures; Mixtures of Polya Trees.
Prerequisite: STATS 200C and STATS 225.
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STATS 230. Statistical Computing Methods. 4 Units.
Numerical computations and algorithms with applications in statistics. Topics include optimization methods including the EM algorithm, random number
generation and simulation, Markov chain simulation tools, and numerical integration.
Prerequisite: Two quarters of upper-division or graduate training in probability and statistics.
Overlaps with COMPSCI 206.
STATS 235. Modern Data Analysis Methods . 4 Units.
Introduces selected modern tools for data analysis. Emphasizes use of computational and resampling techniques for data analyses when the data do
not conform to standard toolbox of regression models and/or complexity of modeling problem threatens validity of standard methods.
Prerequisite: STATS 120C and STATS 205 and (STATS 201 or STATS 210).
Restriction: Graduate students only.
STATS 240. Multivariate Statistical Methods. 4 Units.
Theory and application of multivariate statistical methods. Topics include statistical inference for the multivariate normal model and its extensions to
multiple samples and regression, use of statistical packages for data visualization and reduction, discriminant analysis, cluster analysis, and factor
analysis.
Prerequisite: STATS 120C and (MATH 3A or I&C SCI 6N).
Concurrent with STATS 140.
STATS 245. Time Series Analysis. 4 Units.
Statistical models for analysis of time series from time and frequency domain perspectives. Emphasizes theory and application of time series data
analysis methods. Topics include ARMA/ARIMA models, model identification/estimation, linear operators, Fourier analysis, spectral estimation, state
space models, Kalman filter.
Corequisite: STATS 200C.
Prerequisite: STATS 201 or STATS 210.
STATS 246. Spectral Analysis . 4 Units.
Spectral methods that are most commonly utilized for analyzing univariate and multivariate time series and signals. These methods include spectral and
coherence estimation, transfer function modeling, classification and discrimination of time series, non-stationary time series, time-frequency analysis,
and wavelets analysis.
Prerequisite: STATS 200B and (STATS 201 or STATS 210).
STATS 250. Biostatistics. 4 Units.
Statistical methods commonly used to analyze data arising from clinical studies. Topics include analysis of observational studies and randomized clinical
trials, techniques in the analysis of survival and longitudinal data, approaches to handling missing data, meta-analysis, nonparametric methods.
Prerequisite: STATS 210.
STATS 255. Statistical Methods for Survival Data. 4 Units.
Statistical methods for analyzing survival data from cohort studies. Topics include parametric and nonparametric methods, the Kaplan-Meier estimator,
log-rank tests, regression models, the Cox proportional hazards model and accelerated failure time models, efficient sampling designs, discrete survival
models.
Corequisite: STATS 202 or STATS 211.
Prerequisite: STATS 210.
STATS 257. Introduction to Statistical Genetics. 4 Units.
Provides students with knowledge of the basic principles, concepts, and methods used in statistical genetic research. Topics include principles of
population genetics, and statistical methods for family- and population-based studies.
Prerequisite: Two quarters of upper-division or graduate training in statistical methods.
Same as EPIDEM 215.
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University of California, Irvine 2016-2017 1047
STATS 260. Inference with Missing Data. 4 Units.
Statistical methods and theory useful for analysis of multivariate data with partially observed variables. Bayesian and likelihood-based methods
developed. Topics include EM-type algorithms, MCMC samplers, multiple imputation, and general location model. Applications from economics,
education, and medicine are discussed.
Corequisite: STATS 200C and STATS 230.
Prerequisite: STATS 210.
STATS 262. Theory and Practice of Sample Surveys. 4 Units.
Basic techniques and statistical methods used in designing surveys and analyzing collected survey data. Topics include simple random sampling,
ratio and regression estimates, stratified sampling, cluster sampling, sampling with unequal probabilities, multistage sampling, and methods to handle
nonresponse.
Prerequisite: STATS 120C.
STATS 265. Causal Inference. 4 Units.
Various approaches to causal inference focusing on the Rubin causal model and propensity-score methods. Topics include randomized experiments,
observational studies, non-compliance, ignorable and non-ignorable treatment assignment, instrumental variables, and sensitivity analysis. Applications
from economics, politics, education, and medicine.
Prerequisite: STATS 200C and STATS 210.
STATS 270. Stochastic Processes. 4 Units.
Introduction to the theory and application of stochastic processes. Topics include Markov chains, continuous-time Markov processes, Poisson
processes, and Brownian motion. Applications include Markov chain Monte Carlo methods and financial modeling (for example, option pricing).
Prerequisite: STATS 120C.
Overlaps with MATH 271A, MATH 271B, MATH 271C.
STATS 275. Statistical Consulting. 4 Units.
Training in collaborative research and practical application of statistics. Emphasis on effective communication as it relates to identifying scientific
objectives, formulating a statistical analysis plan, choice of statistical methods, and interpretation of results and their limitations to non-statisticians.
Prerequisite: STATS 203 or STATS 212.
Repeatability: May be taken for credit 2 times.
STATS 280. Seminar in Statistics. 0.5 Units.
Periodic seminar series covering topics of current research in statistics and its application.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
STATS 281. Topics in Astrostatistics. 1-4 Units.
Topics in statistical methods for astronomy, astrophysics, particle physics, and solar physics, typically including spectral analysis, image processing and
analysis, time series, classification, clustering, massive data, etc. Emphasizes computationally intensive methods, Bayesian and frequentist methods,
machine learning, and signal processing.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
STATS 295. Special Topics in Statistics. 4 Units.
Studies in selected areas of statistics. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
STATS 298. Thesis Supervision. 2-12 Units.
Individual research or investigation conducted in preparation for the M.S. thesis option or the dissertation requirements for the Ph.D. program.
Repeatability: May be repeated for credit unlimited times.
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1048 Donald Bren School of Information and Computer Sciences
STATS 299. Individual Study. 2-12 Units.
Individual research or investigation under the direction of an individual faculty member.
Repeatability: May be repeated for credit unlimited times.
Department of Computer Science
Alexandru Nicolau, Department Chair
Rina Dechter, Department Vice Chair
3019 Donald Bren Hall
949-824-1546
http://www.cs.uci.edu/
Overview
With 40 full-time faculty members, 300+ graduate students, and more than 2,000 undergraduates, we provide a world-class research environment
spanning not only the core areas of computer science — including computer architecture, system software, networking and distributed computing, data
and information systems, the theory of computation, artificial intelligence, and computer graphics — but also highly interdisciplinary programs, such as
biomedical informatics, data mining, security and privacy, and ubiquitous computing.
The diverse research interests of our faculty are reflected directly in our educational programs. Computer Science faculty teach most of the
undergraduate and graduate courses for the degree programs in both Computer Science and Information & Computer Science. We jointly offer with
our colleagues in The Henry Samueli School of Engineering an undergraduate degree in Computer Science and Engineering, as well as the graduate
program in Networked Systems. We also have a major in Computer Game Science, jointly offered with the Department of Informatics.
Our department collaborates with many other institutions in the United States and abroad, and its doors are always open to a multitude of visitors and
collaborators from all corners of the globe.
Undergraduate Major in Computer Science
The Computer Science major emphasizes the principles of computing that underlie our modern world, and provides a strong foundational education to
prepare students for the broad spectrum of careers in computing. This major can serve as preparation for either graduate study or a career in industry.
Students receive a solid background in low-level architecture and systems; middle-level infrastructure, algorithms, and mathematical foundations. This
is a highly flexible degree that allows students to explore a broad range of topics in modern computing. In order to achieve some focus in their upper-
division studies, students are required to satisfy the requirements for one of the nine specializations described below.
Algorithms. This specialization focuses on fundamental computational techniques, including their analysis and applications to topics in computer vision,
computer games, graphics, artificial intelligence, and information retrieval. Topics include data structures, graph and network algorithms, computational
geometry, probabilistic algorithms, complexity theory, and cryptography.
Architecture and Embedded Systems. This specialization integrates principles of embedded systems, software, hardware, computer architecture,
distributed systems and networks, and prepares students to design and create efficient hardware/software architectures for emerging application areas.
Students in this specialization will build upon a strong foundation in software and hardware and learn how to design networked embedded systems, and
efficient computer architectures for a diverse set of application domains such as gaming, visualization, search, databases, transaction processing, data
mining, and high-performance and scientific computing.
Bioinformatics. This specialization introduces students to the interdisciplinary intersection of biology and medicine with computer science and
information technology. Students who complete the specialization will understand biomedical computing problems from the computer science
perspectives, and be able to design and develop software that solves computational problems in biology and medicine.
General Computer Science. This specialization allows students to acquire a well-rounded knowledge of computer science that may be tailored to their
individual interests. Students choose 11 upper-division computer science courses, including two project courses. This specialization will appeal to those
who are interested in a broad education in computer science, or who wish to create their own unique specialization not found in the current list of (other)
specializations under this major.
Information. This specialization is intended to prepare students for working with and developing a wide variety of modern data and information systems.
Topics covered by this concentration include database management, information retrieval, Web search, data mining, and data-intensive computing.
Intelligent Systems. This specialization will introduce students to the principles underlying intelligent systems, including topics such as representing
human knowledge, building automated reasoning systems, developing intelligent search techniques, and designing algorithms that adapt and learn from
data. Students in this specialization will use these principles to solve problems across a variety of applications such as computer vision, information
retrieval, data mining, automated recommender systems, bioinformatics, as well as individually designed projects.
Networked Systems. This specialization focuses on Internet architecture, Internet applications, and network security. It also encourages students to
learn about operating systems, databases, search, programming, embedded systems, and performance.
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Systems and Software. This specialization deals with principles and design of systems and software. It emphasizes the interaction between software
and the computing infrastructure on which it runs and the performance impact of design decisions. Core topics include the hardware/software interface,
languages and compilers, operating systems, parallel and distributed computing. Elective topics include networking, security, graphics, and databases.
Visual Computing. This specialization encompasses the digital capture, processing, synthesis and display of visual data such as images and video.
This specialization includes computer vision, image processing, and graphics, and covers such topics as the representation of 3D objects, visual
recognition of objects and people, interactive and photo-realistic image rendering, and physics and perception of light and color.
The Department also offers a joint undergraduate degree in Computer Science and Engineering, in conjunction with The Henry Samueli School of
Engineering; information is available in the Interdisciplinary Studies section of the Catalogue.
Admissions
Freshman Applicants: See the Undergraduate Admissions section.
Transfer Applicants:
Junior-level applicants who satisfactorily complete course requirements will be given preference for admission. Applicants must satisfy the following
requirements:
1. Complete one year of approved college-level math, preferably courses in calculus equivalent to UCI’s MATH 2A - MATH 2B; if not available, one
year of coursework equivalent to other major-related math courses is acceptable.
2. Completion of one year of transferable computer science courses involving concepts such as those found in Java, Python, C++, data structures, or
other object-oriented or high-level programming language.
NOTE: The introductory sequence in ICS has moved to Python. The Bren School of ICS strongly encourages all participants to become familiar with
this programming language prior to matriculation. Additional computer science courses beyond the two required are strongly recommended, particularly
those that align with the major(s) of interest. Java is used extensively in the curriculum; therefore, transfer students should plan to learn it by studying on
their own or by completing a Java-related programming course prior to their first quarter at UCI.
Additional courses beyond those required for admission must be taken to fulfill the lower-division degree requirements, as many are prerequisites for
upper-division courses. For some transfer students, this may mean that it will take longer than two years to complete their degree.
Major and Minor Restrictions
Bren School of ICS majors (including shared majors, BIM and CSE) pursuing minors within the Bren School of ICS may not count more than five
courses toward both the major and minor. Some ICS majors and minors outside of the School are not permitted due to significant overlap. Visit the ICS
Student Affairs Office website for Majors and Minors restrictions. (http://www.ics.uci.edu/ugrad/degrees/MajorMinor_Restrictions_Chart.pdf) All students
should check the Double Major Restrictions Chart (http://www.ics.uci.edu/ugrad/degrees/Dbl_Major_Restr_Chart.pdf) and view our information page
(http://www.ics.uci.edu/ugrad/degrees/Double_Majors.php) on double majoring to see what degree programs are eligible for double majoring.
Requirements for the B.S. Degree in Computer Science
All students must meet the University Requirements.
Major Requirements
Lower-division
A. Core
I&C SCI 31 Introduction to Programming
I&C SCI 32 Programming with Software Libraries
I&C SCI 33 Intermediate Programming
I&C SCI 45C Programming in C/C++ as a Second Language
I&C SCI 46 Data Structure Implementation and Analysis
I&C SCI 51 Introductory Computer Organization
I&C SCI 53 Principles in System Design
I&C SCI 53L Principles in System Design Library
I&C SCI 90 New Students Seminar
IN4MATX 43 Introduction to Software Engineering
B. Complete:
MATH 2A- 2B Single-Variable Calculus
and Single-Variable Calculus
I&C SCI 6B Boolean Algebra and Logic
I&C SCI 6D Discrete Mathematics for Computer Science
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I&C SCI 6N Computational Linear Algebra
or MATH 3A Introduction to Linear Algebra
STATS 67 Introduction to Probability and Statistics for Computer Science
C. Two courses approved for General Education category II except those offered by CSE, Economics, ICS, or Mathematics. University Studies courses
can be used with the approval of the CS Vice Chair for Undergraduate Studies.
Upper-division
A. Core
COMPSCI 161 Design and Analysis of Algorithms
I&C SCI 139W Critical Writing on Information Technology
B. Upper-division electives: Select 11 upper-division courses from the list below. Sections B-1 and B-2 must be completed as part of the 11 upper-
division electives.
COMPSCI 111–160, 162-189
IN4MATX 102 Concepts of Programming Language II
IN4MATX 113 Requirements Analysis and Engineering
IN4MATX 115 Software Testing, Analysis, and Quality Assurance
IN4MATX 121 Software Design: Applications
IN4MATX 122 Software Design: Structure and Implementation
IN4MATX 124 Internet Applications Engineering
IN4MATX 131 Human Computer Interaction
IN4MATX 133 User Interaction Software
IN4MATX 134 Project in User Interaction Software
I&C SCI 160 Graphics Processors and Game Platforms
I&C SCI 161 Game Engine Lab
I&C SCI 162 Modeling and World Building
B-1. Project Courses: Choose at least two projects courses from the following list:
COMPSCI 113 Computer Game Development
COMPSCI 114 Projects in Advanced 3D Computer Graphics
COMPSCI 117 Project in Computer Vision
COMPSCI 122B Project in Databases and Web Applications
COMPSCI 122C Principles of Data Management
COMPSCI 133 Advanced Computer Networks
COMPSCI 142B Language Processor Construction
COMPSCI 143B Project in Operating System Organization
COMPSCI 145- 145L Embedded Software
and Embedded Software Laboratory
COMPSCI 153 Logic Design Laboratory
COMPSCI 154 Computer Design Laboratory
COMPSCI 165 Project In Algorithms And Data Structures
COMPSCI 175 Project in Artificial Intelligence
COMPSCI 189 Project in Bioinformatics
IN4MATX 134 Project in User Interaction Software
B-2. Specialization: Select and satisfy the requirements for one of the specializations below. (Note: Students may not pursue more than one
specialization.)
Some of the specializations include recommended electives. These are courses related to the specialization and intended to help students choose
courses to take toward their upper-division elective requirement.
Algorithms
COMPSCI 162 Formal Languages and Automata
COMPSCI 163 Graph Algorithms
COMPSCI 164 Computational Geometry and Geometric Modeling
COMPSCI 165 Project In Algorithms And Data Structures
COMPSCI 167 Introduction to Applied Cryptography
COMPSCI 169 Introduction to Optimization
Architecture and Embedded Systems: four courses from the following list:
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COMPSCI 144 High-performance Computers and Program Optimization
COMPSCI 145- 145L Embedded Software
and Embedded Software Laboratory
COMPSCI 151 Digital Logic Design
COMPSCI 152 Computer Systems Architecture
COMPSCI 153 Logic Design Laboratory
COMPSCI 154 Computer Design Laboratory
Recommended electives:
COMPSCI 131 Parallel and Distributed Computing
COMPSCI 142A Compilers and Interpreters
COMPSCI 143A Principles of Operating Systems
Bioinformatics: three courses from the following list:
COMPSCI 184A Representations and Algorithms for Molecular Biology
and two courses from:
COMPSCI 172B Neural Networks and Deep Learning
COMPSCI 184B Probabilistic Modeling of Biological Data
COMPSCI 184C Computational Systems Biology
COMPSCI 189 Project in Bioinformatics
General CS track
COMPSCI 111-189, except COMPSCI 161
Information
COMPSCI 121 Information Retrieval
COMPSCI 122A Introduction to Data Management
COMPSCI 178 Machine Learning and Data-Mining
and four courses from:
I&C SCI 45J Programming in Java as a Second Language
COMPSCI 122B Project in Databases and Web Applications
COMPSCI 125 Next Generation Search Systems
COMPSCI 132 Computer Networks
COMPSCI 134 Computer and Network Security
COMPSCI 141 Concepts in Programming Languages I
COMPSCI 142A Compilers and Interpreters
COMPSCI 143A Principles of Operating Systems
COMPSCI 163 Graph Algorithms
COMPSCI 165 Project In Algorithms And Data Structures
COMPSCI 167 Introduction to Applied Cryptography
COMPSCI 179 Algorithms for Probabilistic and Deterministic Graphical Models
at least one of which must be:
COMPSCI 122B Project in Databases and Web Applications
or COMPSCI 125 Next Generation Search Systems
or COMPSCI 179
Intelligent Systems
COMPSCI 171 Introduction to Artificial Intelligence
COMPSCI 175 Project in Artificial Intelligence
COMPSCI 178 Machine Learning and Data-Mining
and at least one course from:
COMPSCI 177 Applications of Probability in Computer Science
or COMPSCI 179 Algorithms for Probabilistic and Deterministic Graphical Models
and at least one course from:
COMPSCI 162 Formal Languages and Automata
COMPSCI 163 Graph Algorithms
COMPSCI 164 Computational Geometry and Geometric Modeling
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COMPSCI 169 Introduction to Optimization
and at least one course from:
COMPSCI 116 Computational Photography and Vision
COMPSCI 121 Information Retrieval
COMPSCI 125 Next Generation Search Systems
COMPSCI 174 Bioinformatics
COMPSCI 184B Probabilistic Modeling of Biological Data
Networked Systems
COMPSCI 132 Computer Networks
COMPSCI 133 Advanced Computer Networks
COMPSCI 134 Computer and Network Security
COMPSCI 143A Principles of Operating Systems
Recommended electives:
One course from:
COMPSCI 122B Project in Databases and Web Applications
COMPSCI 143B Project in Operating System Organization
Two courses from:
COMPSCI 122A Introduction to Data Management
COMPSCI 131 Parallel and Distributed Computing
COMPSCI 137 Internet Applications Engineering
COMPSCI 167 Introduction to Applied Cryptography
COMPSCI 145- 145L Embedded Software
and Embedded Software Laboratory
COMPSCI 163 Graph Algorithms
COMPSCI 169 Introduction to Optimization
Systems and Software: three courses from the following list:
COMPSCI 131 Parallel and Distributed Computing
COMPSCI 141 Concepts in Programming Languages I
COMPSCI 142A Compilers and Interpreters
COMPSCI 142B Language Processor Construction
COMPSCI 143A Principles of Operating Systems
COMPSCI 143B Project in Operating System Organization
Recommended electives:
COMPSCI 132 Computer Networks
COMPSCI 134 Computer and Network Security
COMPSCI 144 High-performance Computers and Program Optimization
COMPSCI 152 Computer Systems Architecture
Visual Computing: four courses from the following list:
COMPSCI 111 Digital Image Processing
COMPSCI 112 Computer Graphics
COMPSCI 114 Projects in Advanced 3D Computer Graphics
COMPSCI 116 Computational Photography and Vision
COMPSCI 117 Project in Computer Vision
I&C SCI 162 Modeling and World Building
Sample Program of Study — Computer Science
Freshman
Fall Winter Spring
I&C SCI 31 I&C SCI 32 I&C SCI 33
MATH 2A MATH 2B IN4MATX 43
WRITING 39A WRITING 39B I&C SCI 6B
I&C SCI 90 General Education III WRITING 39C
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Sophomore
Fall Winter Spring
I&C SCI 51 I&C SCI 46 Computer Science Spec./Elective
I&C SCI 6D I&C SCI 53 STATS 67
I&C SCI 45C I&C SCI 53L General Education III
I&C SCI 6N
Junior
Fall Winter Spring
COMPSCI 161 Computer Science Spec./Elective Computer Science Spec./Elective
Science Elective Computer Science Spec./Elective Computer Science Spec./Elective
General Education III I&C SCI 139W Science Elective
General Education VII General Education VIII General Education VI
Senior
Fall Winter Spring
Computer Science Spec./Elective Computer Science Spec./Elective Computer Science Spec./Elective
Computer Science Spec./Elective Computer Science Spec./Elective Computer Science Spec./Elective
General Education IV General Education IV General Education IV
NOTES:
1. Students are advised that this sample program lists the minimum requirements; it is possible that students may have to take additional courses to
prepare for required courses.
2. The lower-division writing requirement must be completed by the end of the seventh quarter at UCI.
3. This is only a sample plan. Course offerings may be moved due to unforeseen circumstances. It is strongly recommended that students meet with an
academic advisor to create an academic plan tailored to meet their specific areas of interest.
Undergraduate Major in Computer Science and Engineering (CSE)
This program is administered jointly by the Department of Computer Science in the Bren School of ICS, and the Department of Electrical Engineering
and Computer Science (EECS) in The Henry Samueli School of Engineering. For information, see the Interdisciplinary Studies section of the Catalogue.
Requirements for the B.S. Degree in Computer Science and Engineering
All students must meet the University Requirements.
Major Requirements: See the Interdisciplinary Studies section.
Minor in Bioinformatics
The minor provides a focused study of bioinformatics to supplement a student’s major program of study and prepares students for a profession, career,
or academic pursuit in which biomedical computing is an integral part but is not the primary focus. The Bioinformatics minor contributes to students’
competence in computing applied to biomedical problems and data, as well as exposing them to the fundamentals of the life sciences from a computer
science perspective. The minor allows students sufficient flexibility to pursue courses that complement their major field or address specific interests.
Students who complete the minor requirements will be able to do the following: synthesize computer science, quantitative methods, and biological
science; understand the synergistic set of reciprocal influences between life and computational sciences and technologies; discuss biomedical
computing problems and corresponding computer science perspectives; and employ principles, methods, and technologies fundamental to biomedical
computing.
Requirements for the Minor in Bioinformatics
Select one of the following:
I&C SCI 21- 22 Introduction to Computer Science I
and Introduction to Computer Science II
or
I&C SCI I31/CSE 41 Introduction to Programming
Complete:
I&C SCI I32/CSE 42 Programming with Software Libraries
I&C SCI I33/CSE 43 Intermediate Programming
BIO SCI 93 From DNA to Organisms
COMPSCI 183/BIO SCI M123 Introduction to Computational Biology
COMPSCI 184A Representations and Algorithms for Molecular Biology
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COMPSCI 184B Probabilistic Modeling of Biological Data
or COMPSCI 184C Computational Systems Biology
COMPSCI 189 Project in Bioinformatics
NOTE: A maximum of two courses may be taken Pass/Not Pass toward a minor. Bren School majors should refer to the Majors/Minors Restrictions
Catalogue section before attempting to minor in Bionformatics. Students who are considering a major in Computer Science or Computer Science and
Engineering must complete the major requirements for a letter grade. Visit the ICS Student Affairs Office website for Majors and Minors restrictions
(http://www.ics.uci.edu/ugrad/degrees/MajorMinor_Restrictions_Chart.pdf)
On This Page:
• Master of Science in Computer Science
• Doctor of Philosophy in Computer Science
• Research Project for the Ph.D. Degree
• Advancement to Candidacy Examination
• Doctoral Dissertation Topic Defense
• Doctoral Dissertation and Final Examination
• Graduate Program in Mathematical, Computational, and Systems Biology
Graduate Program in Computer Science
The field of Computer Science is concerned with the design, analysis, and implementation of computer systems as well as the use of computation as
it is applied to virtually every field of study and use in the everyday world. Computer systems can range in scope from small embedded systems to the
Internet as a whole. Research in computer science involves mathematical analysis, empirical experimentation, and the implementation of prototype
systems. Core research areas include artificial intelligence and machine learning, bioinformatics, computer architecture, embedded systems, graphics
and visual computing, databases and information management, multimedia, networked and distributed systems, programming languages and compilers,
security and cryptography, design and analysis of algorithms, scientific computing, and ubiquitous computing.
The M.S. and Ph.D. degrees in Computer Science (CS) are broad and flexible programs which offer students opportunities for graduate study in the full
spectrum of intellectual activity in computer science.
Master of Science in Computer Science
The course requirements for the M.S. are identical to those of the Ph.D., although completion plans differ. For general information about admissions, the
M.S. completion plan options, visit the Bren School of ICS Graduate Programs section of the Catalogue.
Doctor of Philosophy in Computer Science
Required Courses
Each student must complete at least 47 units of course work with an average GPA of at least 3.5 for Ph.D. students and 3.0 for M.S. students. In
addition, students must receive at least a B in each course counted toward filling these requirements. The set of core and elective courses chosen
by a student must be approved by the student’s research advisor before advancement to candidacy. Faculty associated with each research area will
provide suggested curricula for that area to guide students in their selection of courses. These curricula will also help Ph.D. students to prepare for their
candidacy examination (see below) which must be taken in a specific research area.
Students must complete three quarters of COMPSCI 200S, four core courses, and seven elective courses. The course requirements are as follows:
Students must select four areas from the list of seven areas given below. From each area, they must select at least one of the courses listed for that
area.
Data Structures and Algorithms
COMPSCI 260 Fundamentals of the Design and Analysis of Algorithms
COMPSCI 261 Data Structures
COMPSCI 263 Analysis of Algorithms
Architecture/Embedded Systems
COMPSCI 250A Computer Systems Architecture
COMPSCI 244 Introduction to Embedded and Ubiquitous Systems
System Software
COMPSCI 241 Advanced Compiler Construction
COMPSCI 243 High-Performance Architectures and Their Compilers
COMPSCI 230 Distributed Computer Systems
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Artificial Intelligence
COMPSCI 271 Introduction to Artificial Intelligence
COMPSCI 273A Machine Learning
Networks/Multimedia
COMPSCI 232 Computer and Communication Networks
COMPSCI 203 Network and Distributed Systems Security
COMPSCI 212 Multimedia Systems and Applications
Database Systems
COMPSCI 222 Principles of Data Management
COMPSCI 223 Transaction Processing and Distributed Data Management
Scientific and Visual Computing
COMPSCI 206 Principles of Scientific Computing
COMPSCI 211A Visual Computing
Seven elective courses from any set of CS, Informatics, or Statistics courses, including the above core courses, but excluding COMPSCI 290,
COMPSCI 298, COMPSCI 299, or any course with a suffix of “S.”
Two of these courses can be graduate courses offered by a department outside of ICS, with written consent of the advisor (M.S. students must obtain
written consent from the Computer Science Vice Chair for Graduate Studies).
Two of the courses can be undergraduate courses from the following list:
COMPSCI 111 Digital Image Processing
COMPSCI 112 Computer Graphics
COMPSCI 122A Introduction to Data Management
COMPSCI 132 Computer Networks
COMPSCI 142A Compilers and Interpreters
COMPSCI 143A Principles of Operating Systems
COMPSCI 152 Computer Systems Architecture
COMPSCI 161 Design and Analysis of Algorithms
COMPSCI 171 Introduction to Artificial Intelligence
COMPSCI 178 Machine Learning and Data-Mining
I&C SCI 161 Game Engine Lab
I&C SCI 162 Modeling and World Building
I&C SCI 163 Mobile and Ubiquitous Games
I&C SCI 166 Game Design
Students may not retake courses they have used toward an undergraduate degree and receive credit toward the graduate requirements.
No more than two undergraduate courses or COMPSCI 295 may be taken to satisfy elective course requirements.
Ph.D. students are required to serve as teaching assistants for at least two quarters.
Research Project for the Ph.D. Degree
Doctoral students must find a faculty advisor and successfully complete a research project with that faculty member by the end of their second year.
In coordination with this project the student must also take at least one independent studies course (COMPSCI 299) with their faculty advisor. The
objective of the research project is to demonstrate early in the program the student’s ability to carry out basic research in computer science.
Finally, the student must present the outcome of the research in a technical report, which must be approved by the advisor. The project may or may not
be a stepping-stone toward a dissertation, and must be completed by the end of the second year, and prior to advancement to candidacy.
Advancement to Candidacy Examination
The objective of the candidacy examination is to demonstrate in-depth knowledge of an area of computer science and readiness to carry out
independent research at the doctoral level in that area. The student must complete all pre-candidacy course requirements and the research project
prior to advancing to candidacy. All requirements for candidacy including the candidacy examination must be completed by the end of the third year
(or, for students entering the program with an M.S. in Computer Science, by the end of the second year). If the student does not pass on the first trial,
the student will be allowed until the end of the first quarter of the fourth year to advance to candidacy. Consult the ICS Graduate Office for policies
regarding committee membership. The format is an oral examination during which the student is tested on knowledge relevant to the chosen area of
specialization. Each area is defined by a set of topics and reading list, which are maintained by the Computer Science Department office. New areas or
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1056 Donald Bren School of Information and Computer Sciences
changes to existing areas must be approved by a majority vote of the CS faculty in accordance with the Department’s bylaws. The current areas include
the following: Algorithms and Data Structures; Computer Architecture and Embedded Systems; Database Systems and Multimedia; Computer Networks;
Distributed Systems; Artificial Intelligence and Machine Learning; Informatics in Biology and Medicine; Computer Graphics and Visual Computing;
Cryptography and Computer Security; Computational Neuroscience; Scientific Computing; Systems Software.
The examination is graded pass or fail. In order to pass, the Candidacy Committee must unanimously approve the final outcome. In the case of a fail, the
examination may be retaken once. Students who fail on the second try will be recommended for disqualification from the doctoral program.
Doctoral Dissertation Topic Defense
The student must produce a substantial written document representing the dissertation plan. This must include the proposed dissertation abstract, a
dissertation outline, and a detailed plan for completing the work. A dissertation defense committee is formed in accordance with UCI Senate regulations.
The dissertation committee must unanimously approve the student’s proposal. At the discretion of the student’s advisor, the student may be required
to give an oral presentation of the proposed plan to the committee. This must be completed by the end of the fourth year. It is expected that this will be
done at least a year prior to the final examination and before most of the dissertation research and writing are undertaken. The idea is for students to
demonstrate that they have a clear plan for carrying out the research for their dissertation. It also gives the student an understanding of what will be
expected for final approval of the dissertation.
Doctoral Dissertation and Final Examination
Ph.D. students are required to complete a Ph.D. dissertation in accordance with Academic Senate regulations. In addition, they must pass an oral
dissertation defense which consists of a public seminar presenting results followed by a private examination by the doctoral committee and other
interested members of the Computer Science Department faculty.
Students entering the Ph.D. program with an M.S. in Computer Science must advance to candidacy within two years. All others must advance within
three years. The normative time for completion of the Ph.D. is five years, and the maximum time permitted is seven years.
Graduate Program in Mathematical, Computational, and Systems Biology
The graduate program in Mathematical, Computational, and Systems Biology (MCSB) is designed to meet the interdisciplinary training challenges of
modern biology and function in concert with selected department programs, including the Ph.D. in Computer Science. Detailed information is available at
the Mathematical, Computational, and Systems Biology website (http://mcsb.uci.edu) and in the Interdisciplinary Studies section of the Catalogue.
Faculty
Shannon L. Alfaro, M.S. University of California, Irvine, Lecturer of Computer Science
Animashree Anandkumar, Ph.D. Cornell University, Assistant Professor of Electrical Engineering and Computer Science; Computer Science (statistical
inference and learning of graphical models, scalable network algorithms)
Nader Bagherzadeh, Ph.D. University of Texas at Austin, Professor of Electrical Engineering and Computer Science; Computer Science (parallel
processing, computer architecture, computer graphics, VLSI design)
Pierre F. Baldi, Ph.D. California Institute of Technology, UCI Chancellor's Professor of Computer Science; Biological Chemistry; Biomedical Engineering;
Developmental and Cell Biology (bioinformatics, computational biology)
Lubomir Bic, Ph.D. University of California, Irvine, Professor of Computer Science; Electrical Engineering and Computer Science (parallel and distributed
computing, mobile agents)
Elaheh Bozorgzadeh, Ph.D. University of California, Los Angeles, Associate Professor of Computer Science; Electrical Engineering and Computer
Science (design automation and synthesis for embedded systems, VLSI CAD, reconfigurable computing)
Michael Carey, Ph.D. University of California, Berkeley, Donald Bren Professor of Information & Computer Sciences and Professor of Computer Science
Pai H. Chou, Ph.D. University of Washington, Professor of Electrical Engineering and Computer Science; Computer Science (embedded systems,
wireless sensor systems, medical devices, real-time systems, hardware/software co-synthesis)
Rina Dechter, Ph.D. University of California, Los Angeles, Professor of Computer Science
Brian C. Demsky, Ph.D. Massachusetts Institute of Technology, Associate Professor of Electrical Engineering and Computer Science; Computer
Science (compiler programming, language software engineering, fault tolerance)
Michael B. Dillencourt, Ph.D. University of Maryland, College Park, Professor of Computer Science
Rainer B. Doemer, Ph.D. Dortmund University, Associate Professor of Electrical Engineering and Computer Science; Computer Science (system-level
design, embedded computer systems, design methodologies, specification and modeling languages)
1056 UCI General Catalogue 2016-2017
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James P. Dourish, Ph.D. University College London, Professor of Informatics; Computer Science (human-computer interaction, computer-supported
cooperative work)
Nikil D. Dutt, Ph.D. University of Illinois at Urbana–Champaign, UCI Chancellor's Professor of Computer Science; Cognitive Sciences; Electrical
Engineering and Computer Science (embedded systems, computer architecture, electronic design automation, software systems, brain-inspired
architectures and computing)
Magda S. El Zarki, Ph.D. Columbia University, Professor of Computer Science; Electrical Engineering and Computer Science; Informatics
(telecommunications, networks, wireless communication, video transmission)
David A. Eppstein, Ph.D. Columbia University, UCI Chancellor's Professor of Computer Science
Julian Feldman, Ph.D. Carnegie Institute of Technology, Professor Emeritus of Computer Science
Charless C. Fowlkes, Ph.D. University of California, Berkeley, Associate Professor of Computer Science; Cognitive Sciences; Electrical Engineering and
Computer Science (computer vision, machine learning, computational biology)
Michael S. Franz, Ph.D. Swiss Federal Institute of Technology in Zurich, Professor of Computer Science; Electrical Engineering and Computer Science
(systems software, particularly compilers and virtual machines, trustworthy computing, software engineering)
Daniel H. Frost, M.S. University of California, Irvine, Senior Lecturer of Computer Science; Informatics (artificial intelligence, software engineering,
computer graphics, teaching of programming)
Jean-Luc Gaudiot, Ph.D. University of California, Los Angeles, Professor of Electrical Engineering and Computer Science; Computer Science (parallel
processing, computer architecture, processor architecture)
Tony D. Givargis, Ph.D. University of California, Riverside, Professor of Computer Science (embedded systems, platform-based system-on-a-chip
design, low-power electronics)
Michael T. Goodrich, Ph.D. Purdue University, UCI Chancellor's Professor of Computer Science; Electrical Engineering and Computer Science
(computer security, algorithm design, data structures, Internet algorithmics, geometric computing, graphic drawing)
Richard H. Granger, Ph.D. Yale University, Professor Emeritus of Computer Science
Ian G. Harris, Ph.D. University of California, San Diego, Associate Professor of Computer Science; Electrical Engineering and Computer Science
(hardware/software covalidation, manufacturing test)
Wayne B. Hayes, Ph.D. University of Toronto, Associate Professor of Computer Science
Dan S. Hirschberg, Ph.D. Princeton University, Professor of Computer Science; Electrical Engineering and Computer Science (analyses of algorithms,
concrete complexity, data structures, models of computation)
Alexander T. Ihler, Ph.D. Massachusetts Institute of Technology, Associate Professor of Computer Science
Sandra S. Irani, Ph.D. University of California, Berkeley, Professor of Computer Science
Ramesh Chandra Jain, Ph.D. Indian Institute of Technology Kharagpur, Donald Bren Professor of Information & Computer Sciences and Professor of
Computer Science
Stanislaw M. Jarecki, Ph.D. Massachusetts Institute of Technology, Professor of Computer Science
Scott A. Jordan, Ph.D. University of California, Berkeley, Professor of Computer Science; Electrical Engineering and Computer Science (pricing and
differentiated services in the Internet, resource allocation in wireless networks, telecommunications policy)
David G. Kay, J.D. Loyola Marymount University, Senior Lecturer of Informatics; Computer Science (computer law, computer science education)
Dennis F. Kibler, Ph.D. University of California, Irvine, Professor Emeritus of Computer Science
Raymond O. Klefstad, Ph.D. University of California, Irvine, Lecturer of Computer Science
Alfred Kobsa, Ph.D. University of Vienna, Professor of Informatics; Computer Science (user modeling, human-computer interaction, artificial intelligence,
cognitive science, interdisciplinary computer science)
Jeffrey L. Krichmar, Ph.D. George Mason University, Professor of Cognitive Sciences; Computer Science (computational neuroscience, robotics)
Fadi J. Kurdahi, Ph.D. University of Southern California, Director, Center for Embedded Computer Systems and Professor of Electrical Engineering and
Computer Science; Computer Science (VLSI system design, design automation of digital systems)
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Richard H. Lathrop, Ph.D. Massachusetts Institute of Technology, Professor of Computer Science (modeling structure and function, machine learning,
intelligent systems and molecular biology, protein structure/function prediction)
Marco Levorato, Ph.D. University of Padua, Assistant Professor of Computer Science; Electrical Engineering and Computer Science
Chen Li, Ph.D. Stanford University, Professor of Computer Science
Kwei-Jay Lin, Ph.D. University of Maryland, College Park, Professor of Electrical Engineering and Computer Science; Computer Science (real-time
systems, distributed systems, service-oriented computing)
Cristina V. Lopes, Ph.D. Northeastern University, Professor of Informatics; Computer Science (programming languages, acoustic communications,
operating systems, software engineering)
George S. Lueker, Ph.D. Princeton University, Professor Emeritus of Computer Science
Aditi Majumder, Ph.D. University of North Carolina at Chapel Hill, Professor of Computer Science; Electrical Engineering and Computer Science (novel
displays and cameras for computer graphics and visualization, human-computer interaction, applied computer vision)
Athina Markopoulou, Ph.D. Stanford University, Associate Professor of Electrical Engineering and Computer Science; Computer Science (networking—
reliability and security, multimedia networking, measurement and control, design and analysis of network protocols and algorithms, internet reliability and
security, multimedia streaming, network measurements and control)
Gopi Meenakshisumdaram, Ph.D. University of North Carolina at Chapel Hill, Professor of Computer Science; Electrical Engineering and Computer
Science (geometry and topology for computer graphics, image-based rendering, object representation, surface reconstruction, collision detection, virtual
reality, telepresence)
Sharad Mehrotra, Ph.D. University of Texas at Austin, Professor of Computer Science
Eric D. Mjolsness, Ph.D. California Institute of Technology, Professor of Computer Science; Mathematics (applied mathematics, mathematical biology,
modeling languages)
Alexandru Nicolau, Ph.D. Yale University, Department Chair and Professor of Computer Science; Electrical Engineering and Computer Science
(architecture, parallel computation, programming languages and compilers)
Donald J. Patterson, Ph.D. University of Washington, Associate Professor of Informatics; Computer Science (ubiquitous computing, pervasive
computing, human-computer interaction, artificial intelligence, intelligent context for situated computing)
Richard Pattis, M.S. Stanford University, Senior Lecturer of Computer Science; Informatics (MicroWorlds for teaching programming, debugging,
computational tools for non-computer scientists)
Amelia C. Regan, Ph.D. University of Texas at Austin, Professor of Computer Science
Ardalan Amiri Sani, Ph.D. Rice University, Assistant Professor of Computer Science (involves building efficient, high performance, and reliable systems)
Isaac D. Scherson, Ph.D. Weizmann Institute of Science, Professor of Computer Science; Electrical Engineering and Computer Science (parallel
computing architectures, massively parallel systems, parallel algorithms, interconnection networks, performance evaluation)
Babak Shahbaba, Ph.D. University of Toronto, Associate Professor of Statistics; Computer Science
Phillip C-Y Sheu, Ph.D. University of California, Berkeley, Professor of Electrical Engineering and Computer Science; Biomedical Engineering; Computer
Science (database systems, interactive multimedia systems)
Alice Silverberg, Ph.D. Princeton University, Professor of Mathematics; Computer Science (algebra and number theory)
Patrick J. Smyth, Ph.D. California Institute of Technology, Professor of Computer Science; Statistics
Mark Steyvers, Ph.D. Indiana University, Professor of Cognitive Sciences; Computer Science; Psychology and Social Behavior (higher-order cognition,
cognitive neuroscience, computational modeling, collective intelligence)
Alexander W. Thornton, B.S. University of California, Irvine, Lecturer of Computer Science
Gene Y. Tsudik, Ph.D. University of Southern California, UCI Chancellor's Professor of Computer Science
Kojiro Umezaki, M.A. Dartmouth College, Associate Professor of Music; Computer Science
Alexander Veidenbaum, Ph.D. University of Illinois at Urbana-Champaign, Professor of Computer Science
Nalini Venkatasubramanian, Ph.D. University of Illinois at Urbana-Champaign, Professor of Computer Science
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Richert Wang, Ph.D. University of California, Irvine, Lecturer of Computer Science
Xaiohui Xie, Ph.D. Massachusetts Institute of Technology, Associate Professor of Computer Science; Developmental and Cell Biology (computational
biology, bioinformatics, genomics, neural computation, machine learning)
Guoqing Xu, Ph.D. Ohio State University, Assistant Professor of Computer Science
Charles S. Zender, Ph.D. University of Colorado Boulder, Professor of Earth System Science; Computer Science
Hong-Kai Zhao, Ph.D. University of California, Los Angeles, Professor of Mathematics; Computer Science (applied and computational mathematics,
inverse problems and imaging)
Shuang Zhao, Ph.D. Cornell University, Assistant Professor of Computer Science (computer graphics with a focus on material appearance modeling and
physically-based rendering)
Courses
COMPSCI 111. Digital Image Processing. 4 Units.
Introduction to the fundamental concepts of digital signal and image processing as applicable in areas such as multimedia, graphics, AI, data mining,
databases, vision, or video games. Topics include image representation, space- and frequency-domain transformations, filters, segmentation, and
compression.
Prerequisite: (I&C SCI 23 or CSE 23 or I&C SCI 46 or CSE 46) and I&C SCI 6D and (MATH 6G or MATH 3A or I&C SCI 6N). I&C SCI 23 with a grade of
C or better. CSE 23 with a grade of C or better. I&C SCI 46 with a grade of C or better. CSE 46 with a grade of C or better. I&C SCI 6D with a grade of C
or better. MATH 6G with a grade of C or better. MATH 3A with a grade of C or better. I&C SCI 6N with a grade of C or better.
COMPSCI 112. Computer Graphics. 4 Units.
Introduction to the fundamental principles of 3D computer graphics including polygonal modeling, geometric transformations, visibility algorithms,
illumination models, texturing, and rasterization. Use of an independently-learned 3D graphics API to implement these techniques.
Prerequisite: (I&C SCI 22 or CSE 22 or I&C SCI H22 or I&C SCI 33 or CSE 43) and (I&C SCI 45C or CSE 45C) and (MATH 6G or MATH 3A or
I&C SCI 6N). I&C SCI 22 with a grade of C or better. CSE 22 with a grade of C or better. I&C SCI H22 with a grade of C or better. I&C SCI 33 with a
grade of C or better. CSE 43 with a grade of C or better. I&C SCI 45C with a grade of C or better. CSE 45C with a grade of C or better. MATH 6G with a
grade of C or better. MATH 3A with a grade of C or better. I&C SCI 6N with a grade of C or better.
COMPSCI 113. Computer Game Development. 4 Units.
Introduction to the principles of interactive 2D and 3D computer game development. Concepts in computer graphics, algorithms, software engineering,
art and graphics, music and sound, story analysis, and artificial intelligence are presented and are the basis for student work.
Prerequisite: COMPSCI 112 or COMPSCI 171 or IN4MATX 121 or ART 106B or I&C SCI 163 or I&C SCI 166.
Same as IN4MATX 125.
COMPSCI 114. Projects in Advanced 3D Computer Graphics. 4 Units.
Projects in advanced 3D graphics such as illumination, geometric modeling, visualization, and animation. Topics may include physically based and
global illumination, solid modeling, curved surfaces, multiresolution modeling, image-based rendering, basic concepts of animation, and scientific
visualization.
Prerequisite: COMPSCI 112 and (I&C SCI 45C or CSE 45C). I&C SCI 45C with a grade of C or better. CSE 45C with a grade of C or better.
Recommended: COMPSCI 161 or CSE 161 or COMPSCI 164 or COMPSCI 165.
COMPSCI 115. Computer Simulation. 4 Units.
Discrete event-driven simulation; continuous system simulation; basic probability as pertaining to input distributions and output analysis; stochastic and
deterministic simulation; static and dynamic system simulation.
Prerequisite: I&C SCI 6B and (MATH 6G or I&C SCI 6N) and STATS 67 and I&C SCI 51 and (I&C SCI 52 or IN4MATX 43). I&C SCI 6B with a grade of
C or better. MATH 6G with a grade of C or better. I&C SCI 6N with a grade of C or better. STATS 67 with a grade of C or better. I&C SCI 51 with a grade
of C or better. I&C SCI 52 with a grade of C or better. IN4MATX 43 with a grade of C or better.
Restriction: Upper-division students only.
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COMPSCI 116. Computational Photography and Vision. 4 Units.
Introduces the problems of computer vision through the application of computational photography. Specific topics include photo-editing (image warping,
compositing, hole filling), panoramic image stitching, and face detection for digital photographs.
Prerequisite: I&C SCI 6D and (MATH 6G or MATH 3A or I&C SCI 6N) and MATH 2B and (I&C SCI 23 or CSE 23 or I&C SCI 46 or CSE 46). I&C SCI 6D
with a grade of C or better. MATH 6G with a grade of C or better. MATH 3A with a grade of C or better. I&C SCI 6N with a grade of C or better.
MATH 2B with a grade of C or better. I&C SCI 23 with a grade of C or better. CSE 23 with a grade of C or better. I&C SCI 46 with a grade of C or better.
CSE 46 with a grade of C or better.
COMPSCI 117. Project in Computer Vision. 4 Units.
Students undertake construction of a computer vision system. Topics may include automatically building 3D models from photographs, searching photo
collections, robot navigation, and human motion tracking.
Prerequisite: I&C SCI 6D and (MATH 6G or MATH 3A or I&C SCI 6N) and MATH 2B and (I&C SCI 23 or CSE 23 or I&C SCI H23 or I&C SCI 46 or
CSE 46) and (COMPSCI 112 or COMPSCI 116 or COMPSCI 171 or COMPSCI 178). I&C SCI 6D with a grade of C or better. MATH 6G with a grade of
C or better. MATH 3A with a grade of C or better. I&C SCI 6N with a grade of C or better. MATH 2B with a grade of C or better. I&C SCI 23 with a grade
of C or better. CSE 23 with a grade of C or better. I&C SCI H23 with a grade of C or better. I&C SCI 46 with a grade of C or better. CSE 46 with a grade
of C or better.
COMPSCI 121. Information Retrieval. 4 Units.
An introduction to information retrieval including indexing, retrieval, classifying, and clustering text and multimedia documents.
Prerequisite: (IN4MATX 45 or I&C SCI 46 or CSE 46 or ((I&C SCI 33 or CSE 43) and I&C SCI 45J)) and (STATS 7 or STATS 67). IN4MATX 45 with a
grade of C or better. I&C SCI 46 with a grade of C or better. CSE 46 with a grade of C or better. I&C SCI 33 with a grade of C or better. CSE 43 with a
grade of C or better. I&C SCI 45J with a grade of C or better.
Same as IN4MATX 141.
COMPSCI 122A. Introduction to Data Management. 4 Units.
Introduction to the design of databases and the use of database management systems (DBMS) for applications. Topics include entity-relationship
modeling for design, relational data model, relational algebra, relational design theory, and Structured Query Language (SQL) programming.
(Design units: 1)
Prerequisite: I&C SCI 23 or CSE 23 or I&C SCI H23 or I&C SCI 46 or CSE 46 or IN4MATX 45 or I&C SCI 33 or CSE 43 or EECS 114. I&C SCI 23 with a
grade of C or better. CSE 23 with a grade of C or better. I&C SCI H23 with a grade of C or better. I&C SCI 46 with a grade of C or better. CSE 46 with a
grade of C or better. IN4MATX 45 with a grade of C or better. I&C SCI 33 with a grade of C or better. CSE 43 with a grade of C or better.
Same as EECS 116.
Restriction: School of Information and Computer Sciences majors and Computer Engineering majors have first consideration for enrollment.
COMPSCI 122B. Project in Databases and Web Applications. 4 Units.
Introduces students to advanced database technologies and Web applications. Topics include but are not limited to database connectivity (ODBC/
JDBC), extending databases using stored procedures, database administration, Web servers, Web programming languages (Java servlets, XML, Ajax,
and mobile platforms).
Prerequisite: (COMPSCI 122A or EECS 116) and I&C SCI 45J.
COMPSCI 122C. Principles of Data Management. 4 Units.
Covers fundamental principles underlying data management systems. Content includes key techniques including storage management, buffer
management, record-oriented file system, access methods, query optimization, and query processing.
Prerequisite: COMPSCI 122A and COMPSCI 143A and COMPSCI 152.
Concurrent with COMPSCI 222.
COMPSCI 125. Next Generation Search Systems. 4 Units.
Discusses concepts and techniques related to all aspects of search systems. After considering basic search technology and the state-of-art systems,
rapidly developing techniques for multimedia search, local search, event-search, and video-on-demand are explored.
Prerequisite: I&C SCI 21 or CSE 21 or IN4MATX 41 or I&C SCI 31.
Restriction: Upper-division students only.
Concurrent with COMPSCI 225.
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COMPSCI 131. Parallel and Distributed Computing. 4 Units.
Parallel and distributed computer systems. Parallel programming models. Common parallel and distributed programming issues. Specific topics include
parallel programming, performance models, coordination and synchronization, consistency and replication, transactions, fault tolerance.
Prerequisite: (I&C SCI 53 and I&C SCI 53L) or COMPSCI 143A.
COMPSCI 132. Computer Networks. 4 Units.
Computer network architectures, protocols, and applications. Internet congestion control, addressing, and routing. Local area networks. Multimedia
networking.
(Design units: 2)
Prerequisite: EECS 55 or STATS 67.
Same as EECS 148.
Restriction: Computer Engineering and Computer Science and Engineering majors have first consideration for enrollment.
COMPSCI 133. Advanced Computer Networks. 4 Units.
Fundamental principles in computer networks are applied to obtain practical experience and skills necessary for designing and implementing computer
networks, protocols, and network applications. Various network design techniques, simulation techniques, and UNIX network programming are covered.
Prerequisite: COMPSCI 132.
COMPSCI 134. Computer and Network Security. 4 Units.
Overview of modern computer and networks security, attacks, and countermeasures. Authentication, identification, data secrecy, data integrity,
authorization, access control, computer viruses, network security. Also covers secure e-commerce and applications of public key methods, digital
certificates, and credentials.
Prerequisite: I&C SCI 6D and (I&C SCI 33 or CSE 43 or I&C SCI 22 or CSE 22 or IN4MATX 42) and (COMPSCI 122A or EECS 116 or COMPSCI 132
or COMPSCI 143A or CSE 104).
COMPSCI 137. Internet Applications Engineering. 4 Units.
Concepts in Internet applications engineering with emphasis on the Web. Peer-to-Peer and Interoperability. Topics include HTTP and REST, Remote
Procedure/Method Calls, Web Services, data representations, content distribution networks, identity management, relevant W3C/IETF standards, and
relevant new large-scale computing styles.
Prerequisite: (COMPSCI 132 or EECS 148) and I&C SCI 45J.
Same as IN4MATX 124.
Restriction: Upper-division students only. School of Information and Computer Science majors have first consideration for enrollment.
COMPSCI 141. Concepts in Programming Languages I. 4 Units.
In-depth study of several contemporary programming languages stressing variety in data structures, operations, notation, and control. Examination of
different programming paradigms, such as logic programming, functional programming and object-oriented programming; implementation strategies,
programming environments, and programming style. Course may be offered online.
Prerequisite: (I&C SCI 51 or CSE 31 or EECS 31) and (I&C SCI 46 or CSE 46). I&C SCI 51 with a grade of C or better. CSE 31 with a grade of C or
better. EECS 31 with a grade of C or better. I&C SCI 46 with a grade of C or better. CSE 46 with a grade of C or better.
Same as IN4MATX 101, CSE 141.
Restriction: School of Information and Computer Science majors and Computer Science and Engineering majors in School of Engineering have first
consideration for enrollment.
COMPSCI 142A. Compilers and Interpreters. 4 Units.
Introduction to the theory of programming language processors covering lexical analysis, syntax analysis, semantic analysis, intermediate
representations, code generation, optimization, interpretation, and run-time support.
Prerequisite: CSE 141 or COMPSCI 141 or IN4MATX 101.
Same as CSE 142.
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COMPSCI 142B. Language Processor Construction. 4 Units.
Project course which provides working laboratory experience with construction and behavior of compilers and interpreters. Students build actual
language processors and perform experiments which reveal their behaviors.
Prerequisite: COMPSCI 142A or CSE 142.
COMPSCI 143A. Principles of Operating Systems. 4 Units.
Principles and concepts of process and resource management, especially as seen in operating systems. Processes, memory management, protection,
scheduling, file systems, and I/O systems are covered. Concepts illustrated in the context of several well-known systems. Course may be offered online.
Course may be offered online.
Prerequisite: (I&C SCI 23 or CSE 23 or I&C SCI 46 or CSE 46) and (I&C SCI 51 or EECS 31 or CSE 31).
Overlaps with EECS 111.
COMPSCI 143B. Project in Operating System Organization. 4 Units.
Detailed specification and design of critical components of an actual operating system including a memory manager, a process server, and a file/IO
subsystem. Hardware/software tradeoffs. Emphasis on logical organization of system and communication.
Prerequisite: COMPSCI 143A or CSE 104.
COMPSCI 144. High-performance Computers and Program Optimization. 4 Units.
Analyzes the relationship between computer architecture and program optimization. High-performance and parallelizing compilers for RISC,
Superscalar, and VLIW architectures are discussed.
Prerequisite: I&C SCI 51. Recommended: COMPSCI 142A. I&C SCI 51 with a grade of C or better.
COMPSCI 145. Embedded Software. 4 Units.
Principles of embedded computing systems: embedded systems architecture, hardware/software components, system software and interfacing, real-
time operating systems, hardware/software co-development, and communication issues. Examples of embedded computing in real-world application
domains. Simple programming using an embedded systems development environment.
Corequisite: COMPSCI 145L.
Prerequisite: (CSE 46 or I&C SCI 46) and (I&C SCI 51 or CSE 132 or EECS 112).
Same as CSE 145.
Restriction: Computer Science and Engineering majors and Computer Science majors have first consideration for enrollment.
COMPSCI 145L. Embedded Software Laboratory. 2 Units.
Laboratory section to accompany CSE 145 or COMPSCI 145.
(Design units: 0)
Corequisite: CSE 145 or COMPSCI 145.
Same as CSE 145L.
COMPSCI 146. Programming in Multitasking Operating Systems. 4 Units.
User- and systems-level programming of modern Internet-connected, multi-user, multitasking operating systems. Shells, scripting, filters, pipelines,
programmability, extensibility, concurrency, inter-process communication. Concrete examples of a modern operating system (such as, but not
necessarily, Unix programmed in C) are used.
Prerequisite: (I&C SCI 23 or CSE 23 or I&C SCI 46 or CSE 46) and I&C SCI 51. I&C SCI 23 with a grade of C or better. CSE 23 with a grade of
C or better. I&C SCI 46 with a grade of C or better. CSE 46 with a grade of C or better. I&C SCI 51 with a grade of C or better. Recommended:
COMPSCI 143A.
COMPSCI 151. Digital Logic Design. 4 Units.
Boolean algebra. Design/analysis of combinational and sequential systems using SSI/MSI/LSI modules. Number systems. Error detecting and correction
codes. Arithmetic algorithms. Hardware/ firmware implementation of algorithms.
Prerequisite: (I&C SCI 33 or CSE 43 or I&C SCI 23 or CSE 43) and I&C SCI 51 and I&C SCI 6B and I&C SCI 6D. I&C SCI 33 with a grade of C or better.
CSE 43 with a grade of C or better. I&C SCI 23 with a grade of C or better. CSE 43 with a grade of C or better. I&C SCI 51 with a grade of C or better.
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COMPSCI 152. Computer Systems Architecture. 4 Units.
Design of computer elements; ALU, control unit, and arithmetic circuits. Memory hierarchy and organization. Caches. Function unit sharing and
pipelining. I/O and interrupt processing. RTL and behavioral modeling using hardware description languages. Microprocessor organization and
implementation techniques.
Prerequisite: COMPSCI 151.
Overlaps with I&C SCI 160, EECS 112.
COMPSCI 153. Logic Design Laboratory. 4 Units.
Introduction to standard integrated circuits. Construction and debugging techniques. Design of digital systems using LSI and MSI components. Practical
use of circuits in a laboratory environment, including implementation of small digital systems such as arithmetic modules, displays, and timers.
Prerequisite: COMPSCI 151.
COMPSCI 154. Computer Design Laboratory. 4 Units.
Underlying primitives of computer instruction sets. Principles of microprogramming. Microprogramming. Microprograms written for one or more systems.
Typical microprogramming applications discussed and implemented or simulated.
Prerequisite: Prerequisite or corequisite: COMPSCI 151.
COMPSCI 161. Design and Analysis of Algorithms. 4 Units.
Techniques for efficient algorithm design, including divide-and-conquer and dynamic programming, and time/space analysis. Fast algorithms for
problems applicable to networks, computer games, and scientific computing, such as sorting, shortest paths, minimum spanning trees, network flow, and
pattern matching.
Prerequisite: (I&C SCI 23 or CSE 23 or I&C SCI 46 or CSE 46) and I&C SCI 6B and I&C SCI 6D and MATH 2B. I&C SCI 23 with a grade of C or better.
CSE 23 with a grade of C or better. I&C SCI 46 with a grade of C or better. CSE 46 with a grade of C or better.
Same as CSE 161.
COMPSCI 162. Formal Languages and Automata. 4 Units.
Formal aspects of describing and recognizing languages by grammars and automata. Parsing regular and context-free languages. Ambiguity,
nondeterminism. Elements of computability; Turning machines, random access machines, undecidable problems, NP-completeness.
Prerequisite: (I&C SCI 23 or CSE 23 or I&C SCI 46 or CSE 46) and MATH 2A and MATH 2B and I&C SCI 6B and I&C SCI 6D. I&C SCI 23 with a grade
of C or better. CSE 23 with a grade of C or better. I&C SCI 46 with a grade of C or better. CSE 46 with a grade of C or better.
Same as LINGUIS 102.
COMPSCI 163. Graph Algorithms. 4 Units.
Algorithms for solving fundamental problems in graph theory. Graph representations, graph traversal, network flow, connectivity, graph layout, matching
problems.
Prerequisite: COMPSCI 161 or CSE 161.
COMPSCI 164. Computational Geometry and Geometric Modeling. 4 Units.
Algorithms and data structures for computational geometry and geometric modeling, with applications to game and graphics programming. Topics:
convex hulls, Voronoi diagrams, algorithms for triangulation, motion planning, and data structures for geometric searching and modeling of 2D and 3D
objects.
Prerequisite: I&C SCI 23 or CSE 23 or I&C SCI H23 or I&C SCI 46 or CSE 46. I&C SCI 23 with a grade of C or better. CSE 23 with a grade of C or
better. I&C SCI H23 with a grade of C or better. I&C SCI 46 with a grade of C or better. CSE 46 with a grade of C or better.
COMPSCI 165. Project In Algorithms And Data Structures. 4 Units.
Design, implementation, execution, and analysis of algorithms for problems such as sorting, searching, data compression, and data encryption. Time-
space-structure trade-offs.
Prerequisite: COMPSCI 161 or CSE 161. Recommended: I&C SCI 45C OR CSE 45C.
COMPSCI 167. Introduction to Applied Cryptography. 4 Units.
An introduction to the essential aspects of applied cryptography, as it is used in practice. Topics include classical cryptography, block ciphers, stream
ciphers, public-key cryptography, digital signatures, one-way hash functions, basic cryptographic protocols, and digital certificates and credentials.
Prerequisite: COMPSCI 161 or CSE 161.
Restriction: Upper-division students only.
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COMPSCI 169. Introduction to Optimization. 4 Units.
A broad introduction to optimization. Unconstrained and constrained optimization. Equality and inequality constraints. Linear and integer programming.
Stochastic dynamic programming.
Prerequisite: (I&C SCI 6N or MATH 3A or MATH 6G) and STATS 67.
Concurrent with COMPSCI 268.
COMPSCI 171. Introduction to Artificial Intelligence. 4 Units.
Different means of representing knowledge and uses of representations in heuristic problem solving. Representations considered include predicate logic,
semantic nets, procedural representations, natural language grammars, and search trees.
Corequisite: STATS 67.
Prerequisite: (I&C SCI 23 or CSE 23 or I&C SCI 46 or CSE 46) and MATH 2B.
COMPSCI 172B. Neural Networks and Deep Learning . 4 Units.
Neural network and deep learning from multiple perspectives. Theory of parallel distributed processing systems, algorithmic approaches for learning
from data in various manners, applications to difficult problems in AI from computer vision, to natural language understanding, to bioinformatics and
chemoinformatics.
Prerequisite: STATS 120A and STATS 120B, or MATH 121A, or COMPSCI 178, or COMPSCI 273A, or equivalents.
Concurrent with COMPSCI 274C.
COMPSCI 174. Bioinformatics. 4 Units.
Introduces fundamental problems in biology that lend themselves to computational approaches. The lectures present the necessary biological
background to understand the importance of the problem and the data available for algorithmic analysis.
Prerequisite: COMPSCI 171. COMPSCI 171 with a grade of C or better.
COMPSCI 175. Project in Artificial Intelligence. 4 Units.
Construction of a working artificial intelligence system. Evaluation of capabilities of the system including impact of knowledge representation.
Prerequisite: COMPSCI 171 and COMPSCI 178.
COMPSCI 177. Applications of Probability in Computer Science. 4 Units.
Application of probability to real-world problems in computer science. Typical topics include analysis of algorithms and graphs, probabilistic language
models, network traffic modeling, data compression, and reliability modeling.
Prerequisite: MATH 2B and STATS 67 and I&C SCI 6B and I&C SCI 6D and (MATH 6G or MATH 3A or I&C SCI 6N).
COMPSCI 178. Machine Learning and Data-Mining. 4 Units.
Introduction to principles of machine learning and data mining applied to real-world datasets. Typical applications include spam filtering, object
recognition, and credit scoring.
Prerequisite: I&C SCI 6B and I&C SCI 6D and (I&C SCI 6N or MATH 6G or MATH 3A) and MATH 2B and (STATS 7 or STATS 67).
COMPSCI 179. Algorithms for Probabilistic and Deterministic Graphical Models. 4 Units.
Graphical model techniques dealing with probabilistic and deterministic knowledge representations. Focuses on graphical models such as constraint
networks, Bayesian networks, and Markov networks that have become a central paradigm for knowledge representation and reasoning in AI and general
computer science.
Prerequisite: COMPSCI 171.
COMPSCI 183. Introduction to Computational Biology. 4 Units.
The use of theories and methods based on computer science, mathematics, and physics in molecular biology and biochemistry. Basics in biomolecular
modeling. Analysis of sequence and structural data of biomolecules. Analysis of biomolecular functions.
Corequisite: Concurrent with Mol Bio 223
Prerequisite: MATH 2D or MATH 2J or MATH 7 or STATS 8
Same as BIO SCI M123.
Restriction: Prerequisite required
Concurrent with Mol Bio 223
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COMPSCI 184A. Representations and Algorithms for Molecular Biology. 4 Units.
Introduction to computational methods in molecular biology, aimed at those interested in learning about this interdisciplinary area. Covers computational
approaches to understanding and predicting the structure, function, interactions, and evolution of DNA, RNA, proteins, and related molecules and
processes.
Prerequisite: I&CSCI 6N or MATH 3A or MATH 6G.
Restriction: Upper-division students only.
Concurrent with COMPSCI 284A.
COMPSCI 184B. Probabilistic Modeling of Biological Data. 4 Units.
A unified Bayesian probabilistic framework for modeling and mining biological data. Applications range from sequence (DNA, RNA, proteins) to gene
expression data. Graphical models, Markov models, stochastic grammars, structure prediction, gene finding, evolution, DNA arrays, single- and multiple-
gene analysis.
Prerequisite: COMPSCI 184A.
Concurrent with COMPSCI 284B.
COMPSCI 184C. Computational Systems Biology. 4 Units.
Computational inference and modeling of gene regulation networks, signal transduction pathways, and the effects of regulatory networks in cellular
processes, development, and disease. Introduction of required mathematical, computational, and data handling tools.
Prerequisite: COMPSCI 184A.
Concurrent with COMPSCI 284C.
COMPSCI 189. Project in Bioinformatics. 4 Units.
Teaches problem definition and analysis, data representation, algorithm design, component integration, solution validation, and testability with teams
specifying, designing, building, and testing a solution to a bioinformatics problem. Lectures include engineering values, discussions, and ethical
ramifications of biomedical computing issues.
Prerequisite: COMPSCI 184A. COMPSCI 184A with a grade of C or better.
COMPSCI 190. Special Topics in Information and Computer Science. 4 Units.
Studies in selected areas of Information and Computer Science. Topics addressed vary each quarter.
Prerequisite: Prerequisites vary.
Repeatability: Unlimited as topics vary.
COMPSCI H198. Honors Research. 4 Units.
Directed independent research in computer science for honors students.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Repeatability: May be repeated for credit unlimited times.
Restriction: Upper-division students only. Bren School of ICS Honors Program or Campuswide Honors Program students only.
COMPSCI 199. Individual Study. 2-5 Units.
Individual research or investigation with Computer Science faculty.
Repeatability: May be repeated for credit unlimited times.
COMPSCI 200S. Seminar in Computer Science Research. 1 Unit.
Graduate colloquium series. Includes weekly talks by notable computer scientists.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
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COMPSCI 201. Foundations of Cryptographic Protocols. 4 Units.
Explores fundamental cryptographic tools, including encryption, signatures, and identification schemes. Students are introduced to the provable security
paradigm of modern cryptography, focusing on understanding of security properties provided by cryptographic tools, and on proving security (or
insecurity) of cryptographic constructions.
Prerequisite: COMPSCI 260 or COMPSCI 263.
COMPSCI 202. Applied Cryptography. 4 Units.
Design and analysis of algorithms for applied cryptography. Topics include symmetric and asymmetric key encryption, digital signatures, one-way hash
functions, digital certificates and credentials, and techniques for authorization, non-repudiation, authentication, identification, data integrity, proofs of
knowledge, and access control.
Prerequisite: COMPSCI 260 and COMPSCI 263.
COMPSCI 203. Network and Distributed Systems Security. 4 Units.
Modern computer and networks security: attacks and countermeasures, authentication, identification, data secrecy, data integrity, authorization, access
control, computer viruses, network security. Group communication and multicast security techniques. Covers secure e-commerce and applications of
public key methods, digital certificates, and credentials.
Prerequisite: EECS 148 or COMPSCI 132.
Same as NET SYS 240.
COMPSCI 204. Usable Security and Privacy. 4 Units.
Introduces usability problems in security and privacy methods, tools, and software. Overviews prominent examples of both failures and successes in
usable security and privacy. Surveys state-of- the-art techniques and evaluation methodologies.
Same as IN4MATX 237.
Overlaps with IN4MATX 231, COMPSCI 203.
Restriction: Undergraduate degree in Compsci or Informatics is strongly recommended. Compsci and Informatics majors have first consideration for
enrollment.
COMPSCI 206. Principles of Scientific Computing. 4 Units.
Overview of widely used principles and methods of numerical and scientific computing, including basic concepts and computational methods in linear
algebra, optimization, and probability.
Prerequisite: Basic courses in multivariate calculus, linear algebra, and probability.
Overlaps with STATS 230.
COMPSCI 211A. Visual Computing. 4 Units.
Fundamentals of image processing (convolution, linear filters, spectral analysis), vision geometry (projective geometry, camera models and calibration,
stereo reconstruction), radiometry (color, shading, illumination, BRDF), and visual content synthesis (graphics pipeline, texture- bump-, mip-mapping,
hidden surface removal, anti-aliasing).
COMPSCI 211B. Computer Graphics and Visualization. 4 Units.
Interactive 3D graphics rendering pipeline, illumination and shading, ray tracing, texture-, bump-, mip-mapping, hidden surface removal, anti-aliasing,
multiresolution representations, volume rendering techniques, iso-surface extraction.
Prerequisite: COMPSCI 211A.
COMPSCI 212. Multimedia Systems and Applications. 4 Units.
Organization and structure of modern multimedia systems; audio and video encoding/compression; quality of service concepts; scheduling algorithms
for multimedia; resource management in distributed and multimedia systems; multimedia protocols over high-speed networks; synchronization schemes;
multimedia applications; and teleservices.
Prerequisite: (COMPSCI 143A and COMPSCI 161) or B.S. degree in Computer Science. Recommended: COMPSCI 131 and COMPSCI 132 and
COMPSCI 133.
COMPSCI 213. Introduction to Visual Perception. 4 Units.
Introduction to the process of human visual perception. Offers the physiological and psychophysical approach to understand vision, introducing concepts
of perception of color, depth, movement. Examples of quantification and application of these models in computer vision, computer graphics, multimedia,
HCI.
Prerequisite: MATH 121A.
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COMPSCI 216. Image Understanding. 4 Units.
The goal of image understanding is to extract useful semantic information from image data. Course covers low-level image and video processing
techniques, feature descriptors, segmentation, objection recognition, and tracking.
Prerequisite: I&C SCI 6D and (I&C SCI 6N or MATH 6G or MATH 3A) and MATH 2B and I&C SCI 46.
COMPSCI 217. Light and Geometry in Computer Vision. 4 Units.
Examines the issues of light transport and multiview geometry in computer vision. Applications include camera calibration, 3D understanding, stereo
reconstruction, and illumination estimation.
Prerequisite: I&C SCI 6D and (I&C SCI 6N or MATH 6G or MATH 3A) and MATH 2B and I&C SCI 46 and COMPSCI 211A.
COMPSCI 221. Information Retrieval, Filtering, and Classification. 4 Units.
Algorithms for the storage, retrieval, filtering, and classification of textual and multimedia data. The vector space model, Boolean and probabilistic
queries, and relevance feedback. Latent semantic indexing; collaborative filtering; and relationship to machine learning methods.
Prerequisite: COMPSCI 161 and COMPSCI 171 and (I&C SCI 6N or MATH 3A or MATH 6G).
Same as IN4MATX 225.
Restriction: Graduate students only.
COMPSCI 222. Principles of Data Management. 4 Units.
Covers fundamental principles underlying data management systems. Content includes key techniques including storage management, buffer
management, record-oriented file system, access methods, query optimization, and query processing.
Prerequisite: COMPSCI 122A and COMPSCI 143A and COMPSCI 152.
Concurrent with COMPSCI 122C.
COMPSCI 223. Transaction Processing and Distributed Data Management. 4 Units.
Covers fundamental principles underlying transaction processing including database consistency, concurrency control, database recovery, and fault-
tolerance. Includes transaction processing in centralized, distributed, parallel, and client-server environments.
Prerequisite: COMPSCI 222 and COMPSCI 131.
COMPSCI 225. Next Generation Search Systems. 4 Units.
Discusses concepts and techniques related to all aspects of search systems. After considering basic search technology and the state-of-art systems,
rapidly developing techniques for multimedia search, local search, event-search, and video-on-demand are explored.
Prerequisite: I&C SCI 21 or CSE 21 or IN4MATX 41 or I&C SCI 31 or CSE 41.
Restriction: Upper-division or Graduate students only.
Concurrent with COMPSCI 125.
COMPSCI 230. Distributed Computer Systems. 4 Units.
Principles of distributed computing systems. Topics covered include message-passing, remote procedure calls, distributed shared memory
synchronization, resource and process/thread management, distributed file systems, naming and security.
COMPSCI 232. Computer and Communication Networks. 4 Units.
Network architecture of the Internet, telephone networks, cable networks, and cell phone networks. Network performance models. Network performance
models. Advanced concepts and implementations of flow and congestion control, addressing, internetworking, forwarding, routing, multiple access,
streaming, and quality-of-service.
Prerequisite: EECS 148 or COMPSCI 132.
Same as EECS 248A, NET SYS 201.
Restriction: Graduate students only.
COMPSCI 233. Networking Laboratory. 4 Units.
A laboratory-based introduction to basic networking concepts such as addressing, sub-netting, bridging, ARP, and routing. Network simulation and
design. Structured around weekly readings and laboratory assignments.
Prerequisite: EECS 148 or COMPSCI 132.
Same as NET SYS 202.
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COMPSCI 234. Advanced Networks. 4 Units.
Design principles of networked systems, advanced routing and congestion control algorithms, network algorithms, network measurement, management,
security, Internet economics, and emerging networks.
Prerequisite: NET SYS 201 or COMPSCI 232 OR EECS 248A.
Same as NET SYS 210.
COMPSCI 236. Wireless and Mobile Networking. 4 Units.
Introduction to wireless networking. The focus is on layers 2 and 3 of the OSI reference model, design, performance analysis, and protocols. Topics
covered include: an introduction to wireless networking, digital cellular, next generation cellular, wireless LANs, and mobile IP.
Prerequisite: EECS 148 or COMPSCI 132.
Same as NET SYS 230.
COMPSCI 237. Middleware for Networked and Distributed Systems. 4 Units.
Discusses concepts, techniques, and issues in developing distributed systems middleware that provides high performance and Quality of Service for
emerging applications. Also covers existing standards (e.g., CORBA, DCOM, Jini, Espeak) and their relative advantages and shortcomings.
Prerequisite: An undergraduate-level course in operating systems and networks.
Same as NET SYS 260.
COMPSCI 241. Advanced Compiler Construction. 4 Units.
Advanced study of programming language implementation techniques: optimizations such as common sub-expression elimination, register allocation,
and instruction scheduling. Implementation of language features such as type-directed dispatch, garbage collection, dynamic linking, and just-in-time
code generation.
Prerequisite: COMPSCI 142A.
COMPSCI 242. Parallel Computing. 4 Units.
Definition of parallel processing systems. Theory and application of arrays, trees, and hypercubes. Computational models, applications: sorting, integer
arithmetic, matrix operations, Fast Fourier Transform, and others. Interconnection networks: a framework for the description, analysis, and construction
of hypercube-derived networks.
COMPSCI 243. High-Performance Architectures and Their Compilers. 4 Units.
Emphasis on the development of automatic tools (i.e., compilers/environments) for the efficient exploitation of parallel machines, and the trade-offs
between hardware and software in the design of supercomputing and high-performance machines.
COMPSCI 244. Introduction to Embedded and Ubiquitous Systems. 4 Units.
Embedded and ubiquitous system technologies including processors, DSP, memory, and software. System interfacing basics; communication strategies;
sensors and actuators, mobile and wireless technology. Using pre-designed hardware and software components. Design case studies in wireless,
multimedia, and/or networking domains.
Prerequisite: I&C SCI 51 and COMPSCI 152 and COMPSCI 161 and (I&C SCI 6N or MATH 3A or MATH 6G or I&C SCI 6D) or B.S. degree in Computer
Science.
Same as IN4MATX 244.
COMPSCI 245. Software for Embedded Systems. 4 Units.
Embedded computing elements, device interfaces, time-critical IO handling. Embedded software design under size, performance, and reliability
constraints. Software timing and functional validation. Programming methods and compilation for embeddable software. Embedded runtime systems.
Case studies of real-time software systems.
Prerequisite: I&C SCI 51 and COMPSCI 152 and COMPSCI 161 and (I&C SCI 6N or MATH 3A or MATH 6G or I&C SCI 6D) or B.S. degree in Computer
Science.
COMPSCI 248A. Introduction to Ubiquitous Computing. 4 Units.
The "disappearing computer" paradigm. Differences to the desktop computing model: applications, interaction in augmented environments, security,
alternate media, small operating systems, sensors, and embedded systems design. Evaluation by project work and class participation.
Same as IN4MATX 241.
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COMPSCI 248B. Ubiquitous Computing and Interaction. 4 Units.
Principles and design techniques for ubiquitous computing applications. Conceptual basis for tangible and embodied interaction. Interaction in virtual and
augmented environments. Design methods and techniques. Design case studies. Examination by project work.
Prerequisite: IN4MATX 231 and IN4MATX 241.
Same as IN4MATX 242.
COMPSCI 250A. Computer Systems Architecture. 4 Units.
Study of architectural issues and their relation to technology and software: design of processor, interconnections, and memory hierarchies.
Prerequisite: COMPSCI 152.
COMPSCI 250B. Modern Microprocessors. 4 Units.
Fundamental concepts and recent advances in computer architecture necessary to understand and use modern microprocessors. Topics span out-of-
order execution, multiple instruction issue, control/data speculation, predication, advanced cache and DRAM organizations, embedded systems, DSP
and multi-media instructions.
Prerequisite: COMPSCI 250A.
Overlaps with COMPSCI 243.
COMPSCI 252. Introduction to Computer Design. 4 Units.
The methodology and use of CAD tools for computer design, accomplished by a lab in which students practice design using commercially available
silicon compilers and other tools.
Prerequisite: COMPSCI 151 and COMPSCI 152.
COMPSCI 253. Analysis of Programming Languages. 4 Units.
Concepts in modern programming languages, their interaction, and the relationship between programming languages and methods for large-scale,
extensible software development. Empirical analysis of programming language usage.
Same as IN4MATX 212.
COMPSCI 259S. Seminar in Design Science. 2 Units.
Current research and research trends in design science. Forum for presentation and criticism by students of research work in progress.
Repeatability: May be taken for credit 18 times.
COMPSCI 260. Fundamentals of the Design and Analysis of Algorithms. 4 Units.
Covers fundamental concepts in the design and analysis of algorithms and is geared toward non-specialists in theoretical computer science. Topics
include: deterministic and randomized graph algorithms, fundamental algorithmic techniques like divide-and-conquer strategies and dynamic
programming, and NP-completeness.
Prerequisite: COMPSCI 161.
COMPSCI 261. Data Structures. 4 Units.
An in-depth treatment of data structures and their associated management algorithms including resource complexity analysis.
Prerequisite: I&C SCI 46 and COMPSCI 161.
COMPSCI 262. Computational Complexity. 4 Units.
Advanced course in computational models and complexity classes. Covers the fundamentals of Turing Machines, Decidability, and NP-completeness.
Includes discussion of more advanced topics including polynomial hierarchy, randomized complexity classes, #P-completeness and hardness of
approximation.
Prerequisite: COMPSCI 162.
COMPSCI 263. Analysis of Algorithms. 4 Units.
Analysis of correctness and complexity of various efficient algorithms; discussion of problems for which no efficient solutions are known.
Prerequisite: COMPSCI 161 and COMPSCI 261.
COMPSCI 265. Graph Algorithms. 4 Units.
Graph definitions, representation methods, graph problems, algorithms, approximation methods, and applications.
Prerequisite: COMPSCI 161 and COMPSCI 261.
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COMPSCI 266. Computational Geometry. 4 Units.
An overview of some of the basic problems in computational geometry and of some algorithmic and data-structuring techniques appropriate to their
solution.
Prerequisite: COMPSCI 161 and COMPSCI 261.
COMPSCI 268. Introduction to Optimization. 4 Units.
A broad introduction to optimization. Unconstrained and constrained optimization. Equality and inequality constraints. Linear and integer programming.
Stochastic dynamic programming.
Prerequisite: STATS 67 and (I&C SCI 6N or MATH 3A or MATH 6G).
Concurrent with COMPSCI 169.
COMPSCI 269S. Seminar in the Theory of Algorithms and Data Structures. 2 Units.
Current research and research trends in the Theory of algorithms and data structures.
Repeatability: May be taken for credit 18 times.
COMPSCI 271. Introduction to Artificial Intelligence. 4 Units.
The study of theories and computational models for systems which behave and act in an intelligent manner. Fundamental subdisciplines of artificial
intelligence including knowledge representation, search, deduction, planning, probabilistic reasoning, natural language parsing and comprehension,
knowledge-based systems, and learning.
COMPSCI 273A. Machine Learning. 4 Units.
Computational approaches to learning algorithms for classifications, regression, and clustering. Emphasis is on discriminative classification methods
such as decision trees, rules, nearest neighbor, linear models, and naive Bayes.
Prerequisite: COMPSCI 271 and COMPSCI 206.
COMPSCI 274A. Probablistic Learning: Theory and Algorithms. 4 Units.
An introduction to probabilistic and statistical techniques for learning from data, including parameter estimation, density estimation, regression,
classification, and mixture modeling.
Prerequisite: COMPSCI 206.
COMPSCI 274B. Learning in Graphical Models. 4 Units.
Models for data analysis are presented in the unifying framework of graphical models. The emphasis is on learning from data but inference is also
covered. Real world examples are used to illustrate the material.
Prerequisite: COMPSCI 274A.
COMPSCI 274C. Neural Networks and Deep Learning. 4 Units.
Neural network and deep learning from multiple perspectives. Theory of parallel distributed processing systems, algorithmic approaches for learning
from data in various manners, applications to difficult problems in AI from computer vision, to natural language understanding, to bioinformatics and
chemoinformatics.
Prerequisite: STATS 120A and STATS 120B, or MATH 121A or COMPSCI 178 or COMPSCI 273A, or equivalents.
Overlaps with COMPSCI 274A, COMPSCI 279S, COMPSCI 277, COMPSCI 276, COMPSCI 278, COMPSCI 274B.
Concurrent with COMPSCI 172B.
COMPSCI 275. Network-based Reasoning/Constraint Networks. 4 Units.
Study of the theory and techniques of constraint network model. Covers techniques for solving constraint satisfaction problems: backtracking techniques,
consistency algorithms, and structure-based techniques. Tractable subclasses. Extensions into applications such as temporal reasoning, diagnosis, and
scheduling.
Prerequisite: Basic course in algorithm design and analysis.
COMPSCI 276. Network-based reasoning/Belief Networks. 4 Units.
Focuses on reasoning with uncertainty using "Bayes Networks" that encode knowledge as probabilistic relations between variables, and the main task
is, given some observations, to update the degree of belief in each proposition.
Prerequisite: A basic course in probability.
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COMPSCI 277. Data Mining. 4 Units.
Introduction to the general principles of inferring useful knowledge from large data sets (commonly known as data mining or knowledge discovery).
Relevant concepts from statistics, databases and data structures, optimization, artificial intelligence, and visualization are discussed in an integrated
manner.
Prerequisite: COMPSCI 273A or COMPSCI 274A.
COMPSCI 278. Probability Models. 4 Units.
Advanced probability, discrete time Markov chains, Poisson processes, continuous time Markov chains. Queuing or simulation as time permits.
Prerequisite: STATS 120A.
Concurrent with STATS 121.
COMPSCI 284A. Representations and Algorithms for Molecular Biology. 4 Units.
Introduction to computational methods in molecular biology, aimed at those interested in learning about this interdisciplinary area. Covers computational
approaches to understanding and predicting the structure, function, interactions, and evolution of DNA, RNA, proteins, and related molecules and
processes.
Prerequisite: A Basic course in algorithms, or a basic course in molecular biology.
Concurrent with COMPSCI 184A.
COMPSCI 284C. Computational Systems Biology. 4 Units.
Computational inference and modeling of gene regulation networks, signal transduction pathways, and the effects of regulatory networks in cellular
processes, development, and disease. Introduction of required mathematical, computational, and data handling tools.
Prerequisite: COMPSCI 284A or COMPSCI 284B or (BIO SCI 99 and MATH 2D and MATH 2J).
Concurrent with COMPSCI 184C.
COMPSCI 285. Mathematical and Computational Biology . 4 Units.
Analytical and numerical methods for dynamical systems, temporal-spatial dynamics, steady state, stability, stochasticity. Application to life sciences:
genetics, tissue growth and patterning, cancers, ion channels gating, signaling networks, morphogen gradients. Probabilistic methods.
Prerequisite: MATH 227A.
Same as MATH 227C.
COMPSCI 290. Research Seminar. 2 Units.
Forum for presentation and criticism by students of research work in progress. Presentation of problem areas and related work. Specific goals and
progress of research.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
COMPSCI 295. Special Topics in Information and Computer Science . 4 Units.
Studies in selected areas of Information and Computer Science. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
COMPSCI 296. Elements of Scientific Writing. 4 Units.
Introduces the concepts and principles of good scientific writing, demonstrates them by examples drawn from the literature, and uses a hands-on
approach to apply them to documents being written by the participants.
Grading Option: Satisfactory/unsatisfactory only.
COMPSCI 298. Thesis Supervision. 2-12 Units.
Individual research or investigation conducted in preparation for the M.S. thesis option or the dissertation requirements for the Ph.D. program.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only. School of Information and Computer Science majors only.
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COMPSCI 299. Individual Study. 1-12 Units.
Individual research or investigation with Computer Science faculty.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only. School of Information and Computer Science majors only.
Department of Informatics
André van der Hoek, Department Chair
5019 Donald Bren Hall
949-824-2901
http://www.informatics.uci.edu/
Overview
Our world runs on information, with more and more aspects of daily life having information technologies and digital systems at their core. Topics such as
open-source software, virtual organizations, online political campaigns, digital television, social media, and computer games need to be understood and
advanced from both a technical and human perspective simultaneously.
This is what Informatics does.
We seek to make a positive difference in how people live, work and build in a digital world. To that end, we study interactions among information
technologies and people, create innovative information technologies that serve the diverse needs of society, and educate our students to be leaders in
these endeavors.
Our work is shaped by four key values:
• Creativity. We create new technologies, new experiences, and new ways of understanding. We believe that information technology provides a rich
platform for expression, from programming environments to digital media, and creative arts.
• Engagement. We focus on real-world concerns, with a strong empirical focus and a commitment to understanding and advancing technology in real
life, around the world.
• Interdisciplinarity. We use knowledge and methods from multiple disciplines to study and improve the relationships among people, information, and
technology from a holistic perspective.
• Partnership. We build relationships across campus and beyond, partnering with other schools and educational institutions; with corporations and
technology providers; with civic agencies and nonprofits; and with consumers, advocates, and interest groups to locate novel and important contexts
for conducting and applying our work.
These values help us deliver results that matter. Our research has, as just a few examples, resulted in technology that improves the early diagnosis of
cerebral palsy in preterm babies; in apps that help kids with autism spectrum disorder live fuller lives; and in new tools that assist software developers in
locating and fixing bugs — real results that make a difference every day.
Our values similarly define the nature of our teaching. Our students’ experience is not confined to campus. Instead, they are constantly exposed to
the real world, the issues at play, and the possibilities of information technology making a difference. For instance, students in our capstone design
course have designed a customizable Analytics dashboard for Google; a new web portal for the Down Syndrome Foundation; an at-home energy saving
recommender for Edison; a mobile application to capture statistical data related to clinical cases for the UC Irvine Medical Center; and a freelance game
in which a mystical fish has to protect its aquatic environment.
Our constant work with the surrounding community is another natural outgrowth of our values. We benefit significantly from our relationships with
corporations, technology providers, civic agencies, and nonprofits, to name a few. These partners serve as field sites for our studies, perform trial
deployments of new technology we develop, and support students’ class projects. Google, IBM, Intel, Microsoft, Raytheon, Northrup Grumman, Boeing,
Children’s Hospital of Orange County, Disney, Boeing, Nokia, Mirth, HP, Accenture, and Hitachi represent just a sample of our long list of partners.
Our research takes us beyond individual partners as well, frequently studying the interplay of people, information, and technology in particular
communities or societies. Our students and faculty, for instance, have engaged in extended field observations in Australia, Hong Kong, China, Korea,
Thailand, India, Zambia, South Africa, China, and other locales.
We encourage you to explore our website (http://www.informatics.uci.edu) for additional examples of the many projects in which we are engaged, and to
find out how you can become involved in making a positive difference. These are exciting times, and we would love to partner!
Undergraduate Major in Informatics
Want to learn how to design better user interfaces? Curious to learn how to observe people when they use information technology and how to turn your
findings into innovative products? Wondering how evolving privacy laws affect the design of software worldwide? Care about helping people in need with
smart apps? Interested in learning how organizations work and how information technology can support their practices?
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If you answered yes to one or more of these questions, UC Irvine’s Informatics major just might be the choice for you.
The B.S. in Informatics is designed around a small set of core courses that introduce the fundamentals of Informatics (human computer interaction,
design), software (programming, requirements analysis), and human behavior (social analysis of computerization). From there, three specializations
—human-computer interaction, health informatics, and organizations and information technology — enable students to focus their learning with more
than three dozen courses from which they can choose. The major is inherently interdisciplinary, with courses ranging from sociology and psychology to
management and public health, depending on the specialization chosen.
Throughout the major, a variety of project courses offer students hands-on experiences in creative design practices, app development, ethnography,
information management, business IT, and other topics. You learn how to apply your skills in different domains and work in different teams, culminating
in a two-quarter capstone course in which you engage in a real-world project sponsored by a company or organization outside the university.
Overall, the major strongly emphasizes people and design; building an understanding of how existing technologies shape human behavior, society, and
culture; and how we can design future technologies that better fit human and organizational practices. Given the fluid nature of people’s expectations for
information technology and what tomorrow’s technology can offer, students learn how to adapt to the continuous new circumstances of the profession —
whether it is a new client and their habits, an emerging new device or software capability, or a new team and its practices.
Informatics majors complete one of four specializations: Human-Computer Interaction (HCI), Organizations and Information Technology (OIT),
Health Informatics (HI), or Specialization in Individual Studies. More information is available at the Department of Informatics website (http://
www.informatics.uci.edu/undergrad/bs-informatics).
Admissions
Freshmen Applicants: See the Undergraduate Admissions section.
Transfer Applicants:
Students transferring into the major must satisfy the following requirements:
1. Completion of one college-level mathematics course; courses equivalent to I&C SCI 6B Boolean Algebra and Logic , STATS 7 Basic Statistics or
STATS 67 Introduction to Probability and Statistics for Computer Science are preferred as these courses facilitate scheduling after transfer to UCI.
2. Completion of one year of transferable computer science courses involving concepts such as those found in Java, Python, C++, data structures, or
other object-oriented or high-level programming language.
NOTE: The introductory sequence in ICS has moved to Python. The Bren School of ICS strongly encourages all participants to become familiar with
this programming language prior to matriculation. Additional computer science courses beyond the two required are strongly recommended, particularly
those that align with the major(s) of interest. Java is used extensively in the curriculum; therefore, transfer students should plan to learn it by studying on
their own or by completing a Java-related programming course prior to their first quarter at UCI.
Additional courses beyond those required for admission must be taken to fulfill the lower-division degree requirements, as many are prerequisites for
upper-division courses. For some transfer students, this may mean that it will take longer than two years to complete their degree.
More information is available at Department of Informatics website (http://www.ics.uci.edu/informatics/ugrad) or at the ICS Student Affairs Office;
telephone 949-824-5156; email: [email protected].
Major and Minor Restrictions
Bren School of ICS majors (including shared majors, BIM, and CSE) pursuing minors within the Bren School of ICS may not count more than five
courses toward both the major and minor. Some ICS majors and minors outside of the School are not permitted due to significant overlap. Visit the ICS
Student Affairs Office website for Majors and Minors restrictions. (http://www.ics.uci.edu/ugrad/degrees/MajorMinor_Restrictions_Chart.pdf) All students
should check the Double Major Restrictions Chart (http://www.ics.uci.edu/ugrad/degrees/Dbl_Major_Restr_Chart.pdf) and view our information page
(http://www.ics.uci.edu/ugrad/degrees/Double_Majors.php) on double majoring to see what degree programs are eligible for double majoring.
Requirements for the B.S. Degree in Informatics
All students must meet the University Requirements.
Major Requirements
Lower-division
A. Select one of the following:
IN4MATX 41- 42- 45 Informatics Core Course I
and Informatics Core Course II
and Patterns of Software Construction
or
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I&C SCI 31- 32- 33 Introduction to Programming
and Programming with Software Libraries
and Intermediate Programming
or
I&C SCI 21- 22- 46 Introduction to Computer Science I
and Introduction to Computer Science II
and Data Structure Implementation and Analysis
or
I&C SCI 21- 22-IN4MATX 45 Introduction to Computer Science I
and Introduction to Computer Science II
and Patterns of Software Construction
B. Select one of the following:
I&C SCI 90 New Students Seminar
or IN4MATX 44 Seminar in Informatics Research Topics
C. Select one of the following:
I&C SCI 52 Introduction to Software Engineering
or IN4MATX 43 Introduction to Software Engineering
D. Complete:
I&C SCI 45J Programming in Java as a Second Language
E. Complete:
I&C SCI 6B Boolean Algebra and Logic
and
STATS 7 Basic Statistics
or STATS 67 Introduction to Probability and Statistics for Computer Science
Upper-division
A. Informatics Core Requirements:
IN4MATX 113 Requirements Analysis and Engineering
IN4MATX 121 Software Design: Applications
IN4MATX 131 Human Computer Interaction
IN4MATX 151 Project Management
IN4MATX 161 Social Analysis of Computing
IN4MATX 191A- 191B Senior Design Project
and Senior Design Project
B. One of the following specializations:
1. Specialization in Human-Computer Interaction
Complete:
IN4MATX 132 Project in Human-Computer Interaction Requirements and Evaluation
and select three of the following:
IN4MATX 133 User Interaction Software
IN4MATX 141 Information Retrieval
IN4MATX 143 Information Visualization
IN4MATX 153 Computer Supported Cooperative Work
IN4MATX 162W Organizational Information Systems
IN4MATX 171 Introduction to Medical Informatics
and select two project courses from the following:
IN4MATX 125 Computer Game Development
IN4MATX 134 Project in User Interaction Software
IN4MATX 148 Project in Ubiquitous Computing
IN4MATX 163 Project in the Social and Organizational Impacts of Computing
IN4MATX 172 Project in Health Informatics
and select four additional courses from the following:
Informatics 100–190
PUBHLTH 166 Geographic Information Systems
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2. Specialization in Organizations and Information Technology
Complete:
IN4MATX 141 Information Retrieval
IN4MATX 162W Organizational Information Systems
IN4MATX 163 Project in the Social and Organizational Impacts of Computing
MGMT 5 Management of Contemporary Organizations
MGMT 102 Managing Organizational Behavior
and select four of the following:
MGMT 107 Introduction to Management Information Systems
MGMT 159 Design Management
MGMT 170 Technologies for Business
MGMT 173 Business Intelligence for Analytical Decisions
MGMT 175 Information Technology (IT) and Strategy
MGMT 178 Management of Information Technology
PSY BEH 9 Introduction to Psychology
PSY BEH 104S Social Animal: An Introduction to Social Psychology
PSY BEH 176S Motivation
SOCIOL 41 Small Group Dynamics
SOCIOL 135 Social Psychology of Networks
SOCIOL 141 Organizations
SOCIOL 143 Social Networks and Social Support
SOCIOL 145 Occupations and Professions
IN4MATX 100–190
and select two additional courses from the following:
IN4MATX 100–190
COMPSCI 100–199
3. Specialization in Health Informatics
Complete the following:
IN4MATX 171 Introduction to Medical Informatics
IN4MATX 172 Project in Health Informatics
Select four from the following:
IN4MATX 123 Software Architecture
IN4MATX 124 Internet Applications Engineering
IN4MATX 132 Project in Human-Computer Interaction Requirements and Evaluation
IN4MATX 133 User Interaction Software
IN4MATX 134 Project in User Interaction Software
IN4MATX 141 Information Retrieval
IN4MATX 143 Information Visualization
IN4MATX 148 Project in Ubiquitous Computing
IN4MATX 153 Computer Supported Cooperative Work
IN4MATX 162W Organizational Information Systems
IN4MATX 163 Project in the Social and Organizational Impacts of Computing
COMPSCI 111 Digital Image Processing
COMPSCI 122A Introduction to Data Management
COMPSCI 131 Parallel and Distributed Computing
COMPSCI 134 Computer and Network Security
COMPSCI 145- 145L Embedded Software
and Embedded Software Laboratory
COMPSCI 171 Introduction to Artificial Intelligence
COMPSCI 178 Machine Learning and Data-Mining
and select two courses from the following:
NUR SCI 110W Frameworks for Professional Nursing Practice
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PUBHLTH 101 Introduction to Epidemiology
PUBHLTH 104 Analytic and Applied Epidemiology
PUBHLTH 122 Health Policy
PUBHLTH 124 Environmental and Public Health Policy
and select two additional courses from the following:
IN4MATX 100-199
COMPSCI 100-199
PUBHLTH 100-199
1
4. Specialization in Individual Studies
1
Informatics majors must complete a detailed proposal to apply for this specialization. All candidates must meet the following minimum
qualifications for consideration:
• UCI transcript demonstrating at least 3.0 UC GPA.
• Completion of at least 46 units or sophomore standing at UC Irvine.
Proposals must include the following:
• Syllabi and/or course descriptions of intended coursework
• Academic plan demonstrating completion of 40 units of credit that significantly complements the core Informatics courses to create a coherent curriculum
focused on studying some aspect of living, working, and building in a digital world.
• Students entering as freshmen should plan to submit their proposals no later than the beginning of spring quarter of the freshman year. Students entering as
transfers must submit their proposals no later than the beginning of spring quarter of their first year at UCI.
• Students must submit their approval proposals to the ICS Student Affairs no later than two weeks after receiving a signature.
All proposals are to be submitted to the Department of Informatics' Undergraduate Vice Chair for approval. Failure to receive approval
will require majors to choose another specialization for the major. Information about the Department of Informatics can be found at
Informatics.uci.edu.
Sample Program of Study — Informatics: Health Informatics (HI)
Freshman
Fall Winter Spring
I&C SCI 31 I&C SCI 32 I&C SCI 33
I&C SCI 90 I&C SCI 6B IN4MATX 43
STATS 7 WRITING 39B WRITING 39C
WRITING 39A
Sophomore
Fall Winter Spring
I&C SCI 45J IN4MATX 113 Specialization
IN4MATX 121 IN4MATX 131 General Education III
IN4MATX 161 U-D Writing General Education IV
General Education III
Junior
Fall Winter Spring
Specialization IN4MATX 151 Specialization
Specialization Specialization Specialization
General Education III General Education IV General Education VI
Senior
Fall Winter Spring
IN4MATX 191A IN4MATX 191B Specialization
Specialization Specialization Specialization
General Education IV General Education VII General Education VIII
Sample Program of Study — Informatics: Human-Computer Interaction (HCI)
Freshman
Fall Winter Spring
I&C SCI 31 I&C SCI 32 I&C SCI 33
STATS 7 I&C SCI 6B IN4MATX 43
WRITING 39A WRITING 39B WRITING 39C
I&C SCI 90
Sophomore
Fall Winter Spring
I&C SCI 45J IN4MATX 113 Specialization
IN4MATX 161 IN4MATX 131 General Education III
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Specialization General Education IV General Education IV
Junior
Fall Winter Spring
IN4MATX 121 IN4MATX 151 Specialization
Specialization Specialization General Education III
General Education III U-D Writing General Education VI
Senior
Fall Winter Spring
IN4MATX 191A IN4MATX 191B Specialization
Specialization Specialization Specialization
General Education IV General Education VII General Education VIII
Sample Program of Study — Informatics: Organizations and Information Technology (OIT)
Freshman
Fall Winter Spring
I&C SCI 31 I&C SCI 32 I&C SCI 33
STATS 7 I&C SCI 6B IN4MATX 43
WRITING 39A WRITING 39B WRITING 39C
I&C SCI 90
Sophomore
Fall Winter Spring
I&C SCI 45J IN4MATX 113 Specialization
IN4MATX 161 IN4MATX 131 General Education III
Specialization General Education III General Education IV
General Education IV
Junior
Fall Winter Spring
IN4MATX 121 IN4MATX 151 Specialization
Specialization Specialization Specialization
General Education III U-D Writing General Education VI
Senior
Fall Winter Spring
IN4MATX 191A IN4MATX 191B Specialization
Specialization Specialization General Education IV
General Education VII Specialization General Education VIII
Minor in Digital Information Systems
The minor in digital information systems is designed for students who want to learn about information systems and their role in business, without
preparing to be computer programmers. Many businesses, whether commerce- or service-oriented, are now driven by the information their IT systems
capture about customers, their habits, and relevant aspects of the business. Students completing the digital information systems minor learn about the
“why” of digital information systems, the technological underpinnings of these systems, and constraints on their design and use.
The minor is ideally suited for students in programs such as business administration, economics, civil engineering or urban studies, where digital
information systems are essential to the primary task at hand.
The minor includes course work covering the opportunities and limitations of digital information systems, their design and advanced topics such as
information retrieval and visualization. Students completing the minor will gain practical experience designing digital information systems and their
interfaces in a variety of different domains.
The minor offers flexibility in the courses that students choose to take, and does not require prior programming experience. While it is possible to enroll
in more technical classes, it is also possible to complete the minor without taking courses in programming.
Requirements for the Minor in Digital Information Systems
Select two of the following:
I&C SCI 3 Internet Technologies and their Social Impact
I&C SCI 4 Human Factors for the Web
I&C SCI 5 Global Disruption and Information Technology
I&C SCI 7 Introducing Modern Computational Tools
I&C SCI 8 Practical Computer Security
I&C SCI 11 The Internet and Public Policy
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I&C SCI 22 Introduction to Computer Science II
or CSE 22 Introduction to Computer Science II
I&C SCI H22 Honors Introduction to Computer Science II
IN4MATX 42 Informatics Core Course II
or I&C SCI 32 Programming with Software Libraries
1
IN4MATX 43 Introduction to Software Engineering
I&C SCI 61 Game Systems and Design
Select one of the following:
I&C SCI 10 How Computers Work
I&C SCI 21 Introduction to Computer Science I
or CSE 21 Introduction to Computer Science I
I&C SCI H21 Honors Introduction to Computer Science I
IN4MATX 41 Informatics Core Course I
or I&C SCI 31 Introduction to Programming
Select four of the following:
1
I&C SCI 105 Digital Information Systems
IN4MATX 131 Human Computer Interaction
IN4MATX 132 Project in Human-Computer Interaction Requirements and Evaluation
IN4MATX 143 Information Visualization
IN4MATX 148 Project in Ubiquitous Computing
IN4MATX 151 Project Management
IN4MATX 161 Social Analysis of Computing
IN4MATX 162W Organizational Information Systems
IN4MATX 163 Project in the Social and Organizational Impacts of Computing
IN4MATX 171 Introduction to Medical Informatics
IN4MATX 172 Project in Health Informatics
1
Students cannot take both IN4MATX 43 and I&C SCI 105.
NOTE: Bren School of ICS majors may not minor in Digital Information Systems. Courses used to complete the minor in Digital Information Systems
may not also count toward the requirements for the Information and Computer Science minor or the Informatics minor.
Minor in Health Informatics
The minor in health informatics prepares students to understand the expanding role of information technology in health care. Doctors, nurses, public
health officials, and administrators all interact with information technology and, at times, are intimately involved in the design of information technology
solutions to health care issues. Students in the minor learn about the possibilities and limitations of information technology, how its use is changing the
health care profession, and how the design of information technology must be performed principally with the users and a range of domain considerations
in mind.
The minor is ideally suited for students in programs such as nursing science, public health sciences, and pharmaceutical sciences, as well as students in
Bren School majors who wish to gain strong exposure to the domain of health informatics.
The minor includes course work and fieldwork covering a variety of health care settings, including the hospital, doctor’s office, and home care. Students
completing the minor will gain practical experience in understanding the health care needs of communities and individuals, and in designing information
technology solutions that serve them better.
The minor offers flexibility in the courses that students choose to take, and does not require prior programming experience. While it is possible to enroll
in more technical classes, it is also possible to complete the minor without taking courses in programming.
Requirements for the Minor in Health Informatics
Complete:
IN4MATX 171 Introduction to Medical Informatics
IN4MATX 172 Project in Health Informatics
Select two of the following:
1
I&C SCI 4 Human Factors for the Web
1
I&C SCI 7 Introducing Modern Computational Tools
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1
I&C SCI 10 How Computers Work
1
I&C SCI 31 Introduction to Programming
1
I&C SCI 32 Programming with Software Libraries
IN4MATX 121 Software Design: Applications
IN4MATX 123 Software Architecture
IN4MATX 131 Human Computer Interaction
IN4MATX 133 User Interaction Software
IN4MATX 143 Information Visualization
COMPSCI 111 Digital Image Processing
COMPSCI 121/IN4MATX 141 Information Retrieval
COMPSCI 122A Introduction to Data Management
COMPSCI 131 Parallel and Distributed Computing
COMPSCI 134 Computer and Network Security
COMPSCI 145 Embedded Software
COMPSCI 171 Introduction to Artificial Intelligence
COMPSCI 178 Machine Learning and Data-Mining
Select two of the following:
NUR SCI 110W Frameworks for Professional Nursing Practice
PUBHLTH 101 Introduction to Epidemiology
PUBHLTH 104 Analytic and Applied Epidemiology
PUBHLTH 122 Health Policy
PUBHLTH 124 Environmental and Public Health Policy
Select one of the following:
IN4MATX 151 Project Management
IN4MATX 161 Social Analysis of Computing
IN4MATX 162W Organizational Information Systems
STATS 7 Basic Statistics
STATS 8 Introduction to Biological Statistics
STATS 67 Introduction to Probability and Statistics for Computer Science
1
This course may only be counted by majors outside of the Bren School of ICS.
NOTE: A student must earn a grade of C or better in all courses used to satisfy the requirements of this minor.
Minor in Informatics
The minor in informatics prepares students to understand the relationship between information technology and people. The finance, movie, journalism,
and pharmaceutical industries are just a few examples of where the use of innovative information technology has radically changed our world, in terms
of what is now possible, how humans perform their jobs, and how society has critically reacted and adapted to new realities brought forth by information
technology use. Students in the minor learn how existing technologies shape human behavior, society and culture, and are introduced to techniques that
will enable them to design future technologies that better fit human and organizational practices.
The minor is ideally suited for students in programs such as film and media studies, education sciences or social policy, and public service, where
information technology is an integral part of the profession, but not necessarily the primary focus.
The minor includes course work covering a variety of topics, including programming, software engineering, human computer interaction, and social
analysis of computerization. Students completing the minor will gain practical experience in designing and building small software systems, creating
novel user interfaces, and examining how information technology affects those around it.
The minor offers flexibility in the courses that students choose to take, and does not require prior programming experience. The minor does have a
technical underpinning, however, with core courses that teach students how to program software.
Requirements for the Minor in Informatics
Select one of the following:
IN4MATX 41- 42- 45 Informatics Core Course I
and Informatics Core Course II
and Patterns of Software Construction
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or
I&C SCI 31- 32- 33 Introduction to Programming
and Programming with Software Libraries
and Intermediate Programming
Complete:
IN4MATX 43 Introduction to Software Engineering
IN4MATX 131 Human Computer Interaction
IN4MATX 161 Social Analysis of Computing
and at least two additional upper-division courses in Informatics.
NOTE: A maximum of two courses can be taken Pass/Not Pass toward a minor. Bren School majors should refer to the Majors/Minors Restrictions
Catalogue section before attempting to minor in Digital Information Systems, Health Informatics, or Informatics. Students who are considering a major in
Informatics must complete the major requirements for a letter grade.
On This Page:
• Admission to Graduate Programs in Informatics
• Doctor of Philosophy in Informatics
• Graduate Programs in Software Engineering
Graduate Programs in Informatics
The Ph.D. in Informatics prepares students to apply a variety of technical and social approaches to understand fundamental human and digital
experiences and to design transformative solutions to a variety of human, organizational, and social challenges. A fundamental focus of our research is
a dual view of information technology -- as a technical object and as a cultural object. From a technical perspective, we are concerned with the design
and analysis of advanced information technologies and digital media. But we understand these too as objects that embody social values, shape human
experiences, and carry cultural meaning. Our interests lie in the relationship between these two aspects of interactive technology.
The Ph.D. in Informatics incorporates four connected emphases: an empirical focus that emphasizes understanding of technology design and use
in practice; a theoretical focus aimed at understanding contexts of information system use; a technological focus aimed at new capabilities and
infrastructures; and a design focus that includes integrative and holistic consideration of technical and human considerations. Students in the Ph.D.
program engage with multiple stakeholders, including faculty and researchers in other disciplines, major corporations and entrepreneurial enterprises,
governmental and non-governmental agencies, and volunteer organizations such as open source communities. Through our involvement with these
organizations, our research connects to the world beyond the university.
Admission to Graduate Programs in Informatics
Students applying to the program may have degrees in any field, though preference will generally be given to those with a technical or social science
background.
Master of Human Computer Interaction and Design
The Master of Human Computer Interaction and Design (M.H.C.I.D.) prepares students to apply a variety of empirical, design, and technological
approaches to understanding and designing for a wide variety of user experiences. The Master of Human Computer Interaction and Design is an
interdisciplinary degree program that provides deep knowledge of social science, computer science, and design. Students learn core knowledge in
programming, design, and human computer interaction methods.
During the final two quarters, students participate in a capstone project and prepare portfolios representing their work. The capstone project is
collaborative, facilitated by the three in-person periods of study in the program. At the completion of this program, students are able to lead and
collaborate in the design, implementation, and evaluation of useful and usable technologies. They are well prepared to contribute to the multi-disciplinary
teams that typically construct user experiences, software, technical systems, and human-computer interfaces. They are knowledgeable about the
techniques for building successful user interfaces, the design principles that make user interfaces visually clear and appealing, and the techniques for
identifying needs for software, its success, and the people and organizations that use their systems.
Admission to the Graduate Program in Human Computer Interaction and Design
Applicants are evaluated on the basis of their prior academic record and letters of reference from people either in the student's academic history or
work settings. Students applying to the program may have degrees in any field, though preference is generally given to those with a technical, social
science, or design background and those with work experience. All applicants are evaluated on the materials submitted: letters of recommendation,
official college transcripts, and personal statement. Applicants are strongly encouraged to additionally submit either official GRE test scores or a relevant
work portfolio. For more information, contact the ICS graduate counselor at 949-824-5156 or [email protected] ( [email protected]).
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Requirements for the Master of Human Computer Interaction and Design
All Master of Human Computer Interaction and Design students are expected to maintain a minimum GPA of 3.0 throughout the program, with no
individual grade lower than a B-.
A. Complete the following:
IN4MATX 280 Overview of Human-Computer Interaction and Design
IN4MATX 281 User Needs Analysis
IN4MATX 282 Design and Prototyping
IN4MATX 283 User Experience Evaluation
IN4MATX 284 Advanced Design and Prototyping
IN4MATX 285 Interactive Technology Studio
IN4MATX 286 Innovations in HCI and Design
IN4MATX 287 Capstone Project in HCI and Design
IN4MATX 288 Capstone Project and Portfolio
The final examination for the M.H.C.I.D. degree includes three components: 1) Performance on a capstone project that incorporates skills and
knowledge from the entire program; 2) Individual and peer evaluations of performance within the capstone project team; and 3) Assessment of a
completed portfolio.
Students making normal progress are expected to complete the degree program in approximately 12 months. A guide to sensible program completion in
two years is provided, but the 12-month completion time is recommended.
Doctor of Philosophy in Informatics
All Ph.D. students are expected to maintain a minimum GPA of 3.5 throughout the program. In addition, no grade lower than B is counted towards
satisfying any course requirements.
Program of Study for the Informatics Ph.D. Degree
Pre-Candidacy Course Requirements
1. Required Core Courses
IN4MATX 209S Seminar in Informatics (twice, usually in the first year)
IN4MATX 232 Research in Human-Centered Computing
IN4MATX 261 Social Analysis of Computing
2. Research Methods Core
IN4MATX 201 Research Methodology for Informatics
IN4MATX 203 Qualitative Research Methods in Information Systems
IN4MATX 205 Quantitative Research Methods in Information Systems
IN4MATX 207S Doctoral Seminar on Research and Writing (once, usually after first year)
3. Research Experience
IN4MATX 299 Individual Study (four quarters required pre-advancement, recommended at
least two quarters per year in each of the first two years)
4. Electives in Informatics (6 Ph.D. level classes, all four units)
A set of six elective courses. The selection of courses should form a coherent educational plan to be approved by the student’s faculty advisor and by
the Informatics Ph.D. program director. A written record of this plan and its approval must be filed with the Ph.D. program director prior to advancement.
Although the courses may be chosen from any Ph.D. level courses on campus, it is recommended that at least three be chosen from within the School
of ICS.
Teaching Requirements
To enhance their education and experience in teaching, all students will be required to work as readers or TAs for at least two quarters. Additionally,
before or during the first quarter in which they are working in this capacity, all students will enroll in I&C SCI 398A, a two-unit seminar. Those students
wishing to gain more instruction around their teaching may also enroll in I&C SCI 398B, the advanced teaching seminar, which is also a two-unit
seminar.
Field Examinations
There will be no formal field evaluations. However, each year, students will be evaluated individually and given written feedback about their progress
(for first year students, this evaluation will take place before the end of Spring quarter; for continuing students, it will take place before the end of Fall
quarter.) In preparation, students will write a statement about their progress and meet with their advisors who give some feedback and complete a form
reporting their assessment of the student’s progress. The program faculty as a whole will then meet to discuss all the students, with a letter written to
the student summarizing the assessment and, if necessary, deadlines for specific activities to be finished or goals to be achieved. This evaluation letter
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1082 Donald Bren School of Information and Computer Sciences
will state either that the student is making good progress or has been given cautionary status. The students who have certain activities to finish will be
reviewed again six months after this evaluation. A second cautionary review constitutes formal failure to make adequate progress within the program.
Qualifying Exam
At the end of the student’s second year: The student develops an appropriate reading list to fit his/her areas of interest within Informatics, co-developed
with the advisor. The student then writes a paper synthesizing this literature and noting the areas that are currently interesting and under-researched.
The paper serves as the basis for an oral examination, generally in the Spring quarter of the second year.
At the end of the third year: The student will be evaluated by an assessment of a research portfolio. A portfolio should comprise three papers of
publishable quality, as judged by the faculty. These papers might well be expansions or developments from term papers developed in class; the goal
is to determine the student’s capacity to produce research writing of publishable quality. Student may work on papers collaboratively, but the portfolio
as a whole must demonstrate writing ability through single-authored or lead-authored work. (Collaboratively written papers will be accompanied by a
statement of contributions signed by all authors.)
The students are encouraged to report on projects conducted with at least two different faculty members. Advancement to candidacy is on the basis of
an oral defense of the research portfolio, normally in the Spring of the third year. The advancement committee is formed in accordance with UCI campus
regulations.
Doctoral Dissertation
Students are required to complete a doctoral dissertation in accordance with Academic Senate regulations. In addition, they must pass an oral
dissertation defense that consists of a public presentation of the student’s research followed by an oral examination by the student’s doctoral committee.
The dissertation must be approved unanimously by the committee.
Final Examination
The dissertation defense committee is formed in accordance to UCI Senate regulations. This committee must approve the following for the student to
pass the final examination:
Dissertation topic: The student must present a substantial written document representing the student’s dissertation plan. This document must include the
proposed dissertation abstract, a dissertation outline, a comprehensive survey of related work, and a detailed plan for completing the work. The student
must present this dissertation plan to the dissertation committee, who must unanimously approve the student’s proposal.
Dissertation document: The student must prepare the written dissertation in accordance with Academic Senate regulations and present this document to
the committee with enough advance notice for appropriate review and critique prior to an oral defense. Following an oral defense of this document, any
changes required must be approved by the entire committee.
Oral defense: The student must pass an oral dissertation defense that consists of a public presentation of the student’s research followed by an oral
examination by the student’s doctoral committee. To ensure the public has an opportunity to participate in this examination, the student must announce
the defense title, date, and time at least two weeks prior to the event to all faculty and doctoral students in the department.
Normative Time from Matriculation to Degree
Students making normal progress are expected to complete their coursework and produce 2-3 research papers of publishable quality in three years. The
dissertation proposal is expected midway through the fourth year, with completion in the fifth.
Software Engineering
The field of Software Engineering is concerned with the creation and analysis of the complex software systems that underlie modern society. Research
in Software Engineering targets software artifacts and the people who create them. The field is large, and it encompasses engineering design research,
i.e., the creation of new software artifacts with some desirable properties, as well as empirical research, i.e., the study of the effects that software
development tools and methods have in the context of software development teams. Topics include software architectures, testing and debugging,
software development tools, formal languages, requirements engineering, mining of large software-related data sources, reverse engineering, and
development processes.
The Ph.D. degree in Software Engineering (SE) offers students opportunities for graduate study in the spectrum of intellectual activity in SE. The M.S.
degree in SE complements undergraduate knowledge in related fields with a solid framework for understanding the development of complex software
systems.
Undergraduate Preparation for Admission. Typically, incoming students will have an undergraduate degree in computer science, though students
may have an undergraduate degree in any field. Additionally they must have significant experience in software development. The ideal applicant is
one who shows a considerable analytical depth in the practice of software development, typically gained from first-hand experience with large projects.
Students admitted without a major in computer science, informatics, or equivalent will be expected to take undergraduate courses to fill any gaps.
Incoming students who already have a M.S. in Computer Science or closely related field may be exempted from (part of) the pre-candidacy course
requirements by petition to the Graduate Dean, as filed by the student’s faculty advisor.
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Program of Study for the Software Engineering Ph.D. Degree
Pre-Candidacy Course Requirements
Students must complete four software engineering core courses, six elective courses, and two quarters of seminars, literature survey, and individual
study courses.
1. Software Engineering Core Courses:
IN4MATX 211 Software Engineering
IN4MATX 212 Analysis of Programming Languages
IN4MATX 215 Software Analysis and Testing
IN4MATX 221 Software Architecture
2. Software Engineering Electives. Six elective courses chosen from the following courses offered by the School of ICS (all four units). The set of
elective courses chosen by the student must be approved by the student’s research advisor. With the advisor’s permission, the student may substitute
other non-seminar courses, as long as they are related to the student’s research interests.
IN4MATX 203 Qualitative Research Methods in Information Systems
IN4MATX 205 Quantitative Research Methods in Information Systems
IN4MATX 213 Requirements Engineering and Specification
IN4MATX 219 Software Environments
IN4MATX 223 Applied Software Design Techniques
IN4MATX 231 User Interface Design and Evaluation
IN4MATX 233 Intelligent User Interfaces
IN4MATX 235 Advanced User Interface Architecture
IN4MATX 241 Introduction to Ubiquitous Computing
IN4MATX 242 Ubiquitous Computing and Interaction
IN4MATX 251 Computer-Supported Cooperative Work
IN4MATX 261 Social Analysis of Computing
IN4MATX 269 Computer Law
COMPSCI 203 Network and Distributed Systems Security
COMPSCI 221 Information Retrieval, Filtering, and Classification
COMPSCI 222 Principles of Data Management
COMPSCI 225 Next Generation Search Systems
COMPSCI 230 Distributed Computer Systems
COMPSCI 232 Computer and Communication Networks
COMPSCI 237 Middleware for Networked and Distributed Systems
COMPSCI 241 Advanced Compiler Construction
COMPSCI 271 Introduction to Artificial Intelligence
COMPSCI 273A Machine Learning
COMPSCI 277 Data Mining
3. Seminars and Individual Study:
IN4MATX 209S Seminar in Informatics (two quarters; four units each)
IN4MATX 291S Literature Survey in Software Engineering (two quarters; two units each)
IN4MATX 299 Individual Study (two quarters; four units each)
Qualifying Examinations
Written Comprehensive Examination
Students must pass a written examination testing their knowledge of the relevant topics and literature in Software Engineering and their ability to
formulate clear arguments in writing and under time constraints. This examination is based on a predetermined reading list maintained by the program
faculty. Preparation for this exam is done during two quarters of IN4MATX 291S. This exam is administered at most twice a year.
The exam is graded a Ph.D. PASS, M.S. PASS or FAIL. In case of M.S. PASS or FAIL, it may be re-taken once more, within 12 months, in an attempt
to qualify for a Ph.D. PASS. A second M.S. PASS or FAIL results in disqualification of the student from the doctoral program (with or without a terminal
M.S. degree).
Research Assessment
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Students must find a faculty advisor and successfully complete a research project with that faculty member. The research project should be done over
at least two quarters of independent study with that faculty member. The goal of this research assessment is to introduce the student to the practice of
scientific publication.
Based on the project, the student must produce a research paper of publishable quality. This research paper must be reviewed by three faculty
members in a peer-review process, revised by the student, and approved by the three faculty members.
The research assessment is graded PASS or FAIL. In case of FAIL, the student can re-submit the paper at most one more time within the maximum
period of six months. A second FAIL results in disqualification from the program.
Advancement to Candidacy Examination
Each Ph.D. student must pass the oral advancement to candidacy exam, which assesses the student’s ability to conduct, present, and orally defend
research work at the doctoral level. The research project and paper are the basis for the student’s oral advancement to candidacy exam. The oral
candidacy exam consists of the research presentation by the student, followed by questions from the candidacy committee.
The student must complete the course requirements, and pass the two qualifying examinations prior to advancing to candidacy. The candidacy
committee will consist of five faculty members, the majority of whom must be members of the student’s program, and is conducted in accordance with
UCI Senate regulations.
Dissertation Topic Defense
The student must present a carefully articulated document representing the student’s dissertation plan. This document must include the proposed
dissertation abstract, a discussion of the approach, a comprehensive survey of related work, and a plan for completing the work. The dissertation plan is
presented by the student to the dissertation committee, who must unanimously approve the student’s proposal. The dissertation defense committee is
formed in accordance to UCI Senate regulations.
Doctoral Dissertation and Final Examination
Students are required to complete a doctoral dissertation in accordance with Academic Senate regulations. In addition, they must pass an oral thesis
defense which consists of a public presentation of the student’s research followed by an oral examination by the student’s doctoral committee. The
committee must approve the thesis unanimously.
The normative time for advancement to candidacy is three years. The normative time for completion of the Ph.D. is six years, and the maximum time
permitted is seven years.
Program of Study for the Software Engineering M.S. Degree
Course Requirements
M.S. students must complete four software engineering core courses, six elective courses, and two quarters of seminars (IN4MATX 209S). Students
doing Capstone Plan I (Thesis) must complete two quarters, four units each, of Thesis Supervision (IN4MATX 298); students doing Capstone Plan II
(Comprehensive Examination) must complete two quarters of literature survey courses.
The course requirements are identical to the Ph.D. degree, diverging only in making the Literature Survey and the Individual Study courses mutually
exclusive, depending on the students’ Capstone option.
Capstone Requirement
Plan I: Thesis Option. Students must take and pass the Research Assessment examination. Additionally, students are required to defend their thesis in
a public exam according to UCI Senate Policy. This requirement must be completed by the end of the second year.
Plan II: Comprehensive Examination Option. Students must take the written comprehensive examination, and obtain an M.S. PASS or higher.
This requirement must be completed by the end of the second year. In case of FAIL, the exam may be re-taken once more. A second FAIL results in
disqualification of the student from the master’s program.
Restriction
The M.S. degree will not be awarded to students who currently hold a M.S. degree in software engineering or a related field from the same or another
university.
Requirements Beyond Graduate Division Minimum Requirements
All Ph.D. students are expected to maintain a minimum GPA of 3.5 throughout the program. All M.S. students are expected to maintain a minimum GPA
of 3.0 throughout the program. Failure to maintain this minimum will result in a recommendation that the student be disqualified. In addition, no grade
lower than a B is counted toward satisfying any course requirements.
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Faculty
Rebecca W. Black, Ph.D. University of Wisconsin-Madison, Associate Professor of Informatics
Geoffrey C. Bowker, Ph.D. University of Melbourne, Professor of Informatics; Anthropology; Visual Studies (values in design, social studies of
databases, science and technology studies)
Yunan Chen, Ph.D. Drexel University, Associate Professor of Informatics; Program in Public Health (medical informatics, human-computer interaction)
James P. Dourish, Ph.D. University College London, Professor of Informatics; Computer Science (human-computer interaction, computer-supported
cooperative work)
Daniel H. Frost, M.S. University of California, Irvine, Senior Lecturer of Computer Science; Informatics (artificial intelligence, software engineering,
computer graphics, teaching of programming)
Judith Gregory, Ph.D. University of California, San Diego, Associate Adjunct Professor of Informatics (values in design, translational biomedical
informatics, participatory design, design and emotion)
Gillian Hayes, Ph.D. Georgia Institute of Technology, Professor of Informatics; Education (interactive and collaborative technology, human-computer
interaction, computer-supported cooperative work, educational technology, ubiquitous computing)
Mizuko Ito, Ph.D. Stanford University, John D. and Catherine T. MacArthur Foundation Chair in Digital Media and Learning and Professor in Residence
of Anthropology; Education; Informatics (ethnography, game studies, youth culture, learning sciences, online communities)
James Jones, Ph.D. Georgia Institute of Technology, Associate Professor of Informatics (software engineering, software testing and analysis, debugging
and fault localization, static and dynamic analysis, software visualization)
David G. Kay, J.D. Loyola Marymount University, Senior Lecturer of Informatics; Computer Science (computer law, computer science education)
Cory P. Knobel, Ph.D. University of Michigan, Assistant Adjunct Professor of Informatics (interactive and collaborative technology, values in design,
modes of knowledge representation, philosophy of science and technology)
Alfred Kobsa, Ph.D. University of Vienna, Professor of Informatics; Computer Science (user modeling, human-computer interaction, artificial intelligence,
cognitive science, interdisciplinary computer science)
Cristina V. Lopes, Ph.D. Northeastern University, Professor of Informatics; Computer Science (programming languages, acoustic communications,
operating systems, software engineering)
Gloria J. Mark, Ph.D. Columbia University, Professor of Informatics (computer-supported cooperative work, human-computer interaction)
Melissa Mazmanian, Ph.D. Massachusetts Institute of Technology, Associate Professor of Informatics (computer-mediated communication, organization
studies, information and communication technologies in practice, social response to emerging technologies, work/non-work negotiations in the
information age)
Bonnie A. Nardi, Ph.D. University of California, Irvine, Professor of Informatics (computer-supported collaborative work, human-computer interaction,
computer-mediated communication, user studies methods, activity theory, cultural responses to technology development)
Emily Navarro, Ph.D. University of California, Irvine, Lecturer of Informatics
Gary Olson, Ph.D. Stanford University, Donald Bren Professor of Information & Computer Sciences and Professor of Informatics (interactive and
collaborative technology, human-computer interaction, computer-supported cooperative work)
Judith Olson, Ph.D. University of Michigan, Donald Bren Professor of Information & Computer Sciences and Professor of Informatics; Paul Merage
School of Business; Planning, Policy, and Design (interactive and collaborative technology, human-computer interaction, computer-supported
cooperative work)
Donald J. Patterson, Ph.D. University of Washington, Associate Professor of Informatics; Computer Science (ubiquitous computing, pervasive
computing, human-computer interaction, artificial intelligence, intelligent context for situated computing)
Richard Pattis, M.S. Stanford University, Senior Lecturer of Computer Science; Informatics (MicroWorlds for teaching programming, debugging,
computational tools for non-computer scientists)
David F. Redmiles, Ph.D. University of Colorado Boulder, Professor of Informatics (computer-supported cooperative work, human computer interaction,
software engineering, globally distributed development teams, user interfaces, software tools)
Debra J. Richardson, Ph.D. University of Massachusetts, Professor of Informatics (software engineering, program testing, life-cycle validation, software
environments)
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Joshua Tanenbaum, M.A. Simon Fraser University, Acting Assistant Professor of Informatics (digital games and narrative, tangible and wearable
interaction, maker and DIY culture, nonverbal communication and virtual worlds)
Richard N. Taylor, Ph.D. University of Colorado Boulder, Professor Emeritus of Informatics (software engineering, user interfaces, environments, team
support)
William M. Tomlinson, Ph.D. Massachusetts Institute of Technology, Professor of Informatics; Education (environmental informatics, educational
technology, computer graphics/visualization/digital arts)
Hadar Ziv, Ph.D. University of California, Irvine, Lecturer of Informatics (software testing, requirements engineering, Bayesian modeling)
André W. van der Hoek, Ph.D. University of Colorado Boulder, Professor of Informatics (software engineering)
Affiliate Faculty
John L. Crawford, Media Artist and Software Designer, Graduate Advisor and Associate Professor of Dance; Informatics (dance film, interactive media,
telematic performance, motion capture, digital arts)
John Christopher Dobrian, Ph.D. University of California, San Diego, Professor of Music; Informatics
Magda S. El Zarki, Ph.D. Columbia University, Professor of Computer Science; Electrical Engineering and Computer Science; Informatics
(telecommunications, networks, wireless communication, video transmission)
Vijay Gurbaxani, Ph.D. University of Rochester, Taco Bell Chair in Information Technology Management and Professor of Paul Merage School of
Business; Informatics (economics of information systems management, impact of information technology on organization and market structure)
Jesse C. Jackson, M.A. University of Toronto, Director of the Minor in Digital Arts and Assistant Professor of Art; Informatics
Peter O. Krapp, Ph.D. University of California, Santa Barbara, Professor of Film and Media Studies; English; Informatics; Visual Studies (digital culture,
media history, cultural memory)
Simon G. Penny, M.F.A. Hong Kong University of Science and Technology, Professor of Art; Informatics (informatics, robotic sculpture, interactive
environments, electronic media)
Kavita S. Philip, Ph.D. Cornell University, Associate Professor of History; Comparative Literature; Informatics (history of modern South Asia, science and
technology, political ecology, critical theoretical studies of race, gender, colonialism, new media, and globalization)
Stephanie Reich, Ph.D. Vanderbilt University, Associate Professor of Education; Informatics; Psychology and Social Behavior (child development,
parenting, peer interactions, media, program evaluation)
Alladi Venkatesh, Ph.D. Syracuse University, Professor of Paul Merage School of Business; Informatics (social impacts of information technology,
Internet and the New Economy, Smart Home technologies, children and multimedia)
Mark J. Warschauer, Ph.D. University of Hawaii at Manoa, Professor of Education; Informatics (language, literacy, technology)
Courses
IN4MATX 12. Barter to Bitcoin: Society, Technology and the Future of Money. 4 Units.
Digital money has captured the broad imagination of speculators, coders, regulators, criminals and the mass media. Course puts this change in context:
how do we understand money as a social, political and technological phenomenon? Course may be offered online.
Same as SOC SCI 11A.
(II, III)
IN4MATX 41. Informatics Core Course I. 6 Units.
Fundamental concepts of computer software design and construction. Data, algorithms, functions, and abstractions. Overview of computer systems:
data representation, architectural components, operating systems, networks. Introduction to information systems: parties involved, architectural
alternatives, usability, organizational and social concerns.
Restriction: IN4MATX 41 may not be taken for credit if taken after I&C SCI 22 or CSE 22.
(II, Vb)
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IN4MATX 42. Informatics Core Course II. 6 Units.
Alternative data structure implementations; analysis of time and space efficiency. Object-oriented programming concepts and techniques: classes,
objects, inheritance, interfaces. Formal languages and automata. Problem modeling and design tradeoffs.
Prerequisite: IN4MATX 41. IN4MATX 41 with a grade of C or better.
Overlaps with I&C SCI 32, CSE 42, I&C SCI 33, CSE 43, I&C SCI 22, CSE 22.
(II, Vb)
IN4MATX 43. Introduction to Software Engineering. 4 Units.
Concepts, methods, and current practice of software engineering. Large-scale software production, software life cycle models, principles and techniques
for each stage of development.
Prerequisite: I&C SCI 32.
Overlaps with I&C SCI 52, I&C SCI 105.
Restriction: School of Information and Computer Science majors have first consideration for enrollment.
IN4MATX 44. Seminar in Informatics Research Topics. 2 Units.
Introduction to current research topics in Informatics. Various faculty members present current research and relate it to the course content of the
Informatics degree program.
Grading Option: Pass/no pass only.
IN4MATX 45. Patterns of Software Construction. 4 Units.
Building software applications; reusing and integrating components; designing for reuse. Effective use of libraries and APIs, file and network I/O, creation
of user interfaces.
Prerequisite: IN4MATX 42 or I&C SCI 22 or CSE 22 or I&C SCI H22. I&C SCI H22 with a grade of C or better.
(Vb)
IN4MATX 101. Concepts in Programming Languages I. 4 Units.
In-depth study of several contemporary programming languages stressing variety in data structures, operations, notation, and control. Examination of
different programming paradigms, such as logic programming, functional programming and object-oriented programming; implementation strategies,
programming environments, and programming style. Course may be offered online.
Prerequisite: (I&C SCI 51 or CSE 31 or EECS 31) and (I&C SCI 46 or CSE 46). I&C SCI 51 with a grade of C or better. CSE 31 with a grade of C or
better. EECS 31 with a grade of C or better. I&C SCI 46 with a grade of C or better. CSE 46 with a grade of C or better.
Same as CSE 141, COMPSCI 141.
Restriction: School of Information and Computer Science majors and Computer Science and Engineering majors in School of Engineering have first
consideration for enrollment.
IN4MATX 102. Concepts of Programming Language II. 4 Units.
In-depth study of major programming paradigms: imperative, functional, declarative, object-oriented, and aspect-oriented. Understanding the role of
programming languages in software development and the suitability of languages in context. Domain-specific languages. Designing new languages for
better software development support.
Prerequisite: IN4MATX 101 or COMPSCI 141 or CSE 141. CSE 141 with a grade of C or better.
IN4MATX 113. Requirements Analysis and Engineering. 4 Units.
Aims to equip students to develop techniques of software-intensive systems through successful requirements analysis techniques and requirements
engineering. Students learn systematic process of developing requirements through cooperative problem analysis, representation, and validation.
Prerequisite: IN4MATX 42 or I&C SCI 22 or CSE 22 or I&C SCI 33 or CSE 43 and (IN4MATX 43 or I&C SCI 52). IN4MATX 42 with a grade of C or
better. I&C SCI 22 with a grade of C or better. CSE 22 with a grade of C or better. I&C SCI 33 with a grade of C or better. CSE 43 with a grade of C or
better. IN4MATX 43 with a grade of C or better. I&C SCI 52 with a grade of C or better.
Restriction: School of Information and Computer Science majors have first consideration for enrollment.
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IN4MATX 115. Software Testing, Analysis, and Quality Assurance. 4 Units.
Preparation for developing high-quality software through successful veri#cation and validation techniques. Fundamental principles of software testing,
implementing software testing practices, ensuring the thoroughness of testing to gain con#dence in the correctness of the software.
Prerequisite: (I&C SCI 45J or I&C SCI 45C or I&C SCI 65 or I&C SCI 23 or CSE 23 or I&C SCI 46 or CSE 46 or IN4MATX 45) and (IN4MATX 43 or
I&C SCI 52). I&C SCI 45J with a grade of C or better. I&C SCI 45C with a grade of C or better. I&C SCI 65 with a grade of C or better. I&C SCI 23 with a
grade of C or better. CSE 23 with a grade of C or better. I&C SCI 46 with a grade of C or better. CSE 46 with a grade of C or better. IN4MATX 45 with a
grade of C or better. IN4MATX 43 with a grade of C or better. I&C SCI 52 with a grade of C or better.
IN4MATX 117. Project in Software System Design. 4 Units.
Specification, design, construction, testing, and documentation of a complete software system. Special emphasis on the need for and use of teamwork,
careful planning, and other techniques for working with large systems.
Prerequisite: (IN4MATX 43 or I&C SCI 52) and (I&C SCI 33 or CSE 43 or I&C SCI 22 or CSE 22 or IN4MATX 42) I&C SCI 52 with a grade of a C or
better. IN4MATX 42 with a grade of C or better.
Restriction: Upper-division students only.
IN4MATX 121. Software Design: Applications. 4 Units.
Introduction to application design: designing the overall functionality of a software application. Topics include general design theory, software design
theory, and software architecture. Includes practice in designing and case studies of existing designs.
Prerequisite: IN4MATX 45 or I&C SCI 23 or CSE 23 or I&C SCI 33 or CSE 43. IN4MATX 45 with a grade of C or better. I&C SCI 23 with a grade of C or
better. CSE 23 with a grade of C or better. I&C SCI 33 with a grade of C or better. CSE 43 with a grade of C or better.
Restriction: Upper-division students only.
IN4MATX 122. Software Design: Structure and Implementation. 4 Units.
Introduction to implementation design: designing the internals of a software application. Topics include design aesthetics, design implementation, design
recovery, design patterns, and component reuse. Includes practice in designing and case studies of existing designs.
Prerequisite: (I&C SCI 45J or I&C SCI 46 or IN4MATX 45) and (IN4MATX 101 or COMPSCI 141 or CSE 141).
IN4MATX 123. Software Architecture. 4 Units.
Prepares students to engineer well-structured software systems. Students learn a wide range of software architectural styles, architectural platforms that
provide standard services to applications, and formal architecture description languages.
Prerequisite: IN4MATX 122 or ((IN4MATX 101 or COMPSCI 141 or CSE 141) and IN4MATX 113).
IN4MATX 124. Internet Applications Engineering. 4 Units.
Concepts in Internet applications engineering with emphasis on the Web. Peer-to-Peer and Interoperability. Topics include HTTP and REST, Remote
Procedure/Method Calls, Web Services, data representations, content distribution networks, identity management, relevant W3C/IETF standards, and
relevant new large-scale computing styles.
Prerequisite: (COMPSCI 132 or EECS 148) and I&C SCI 45J.
Same as COMPSCI 137.
Restriction: Upper-division students only. School of Information and Computer Science majors have first consideration for enrollment.
IN4MATX 125. Computer Game Development. 4 Units.
Introduction to the principles of interactive 2D and 3D computer game development. Concepts in computer graphics, algorithms, software engineering,
art and graphics, music and sound, story analysis, and artificial intelligence are presented and are the basis for student work.
Prerequisite: COMPSCI 112 or COMPSCI 171 or IN4MATX 121 or ART 106B or I&C SCI 163 or I&C SCI 166.
Same as COMPSCI 113.
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IN4MATX 131. Human Computer Interaction. 4 Units.
Basic principles of human-computer interaction (HCI). Introduces students to user interface design techniques, design guidelines, and usability testing.
Students gain the ability to design and evaluate user interfaces and become familiar with some of the outstanding research problems in HCI.
Prerequisite: IN4MATX 41 or I&C SCI 10 or I&C SCI 21 or CSE 21 or I&C SCI H21 or I&C SCI 31 or CSE 41 or ENGR 10 or ENGRMAE 10 or EECS 10.
IN4MATX 41 with a grade of C or better. I&C SCI 10 with a grade of C or better. I&C SCI 21 with a grade of C or better. CSE 21 with a grade of C or
better. I&C SCI H21 with a grade of C or better. I&C SCI 31 with a grade of C or better. CSE 41 with a grade of C or better. ENGR 10 with a grade of C
or better. ENGRMAE 10 with a grade of C or better. EECS 10 with a grade of C or better.
Restriction: Upper-division students only.
IN4MATX 132. Project in Human-Computer Interaction Requirements and Evaluation. 4 Units.
Students undertake significant projects in the elicitation and specification of HCI requirements and the thorough evaluation of user interfaces.
Prerequisite: IN4MATX 131.
IN4MATX 133. User Interaction Software. 4 Units.
Introduction to human-computer interaction programming. Emphasis on current tools, standards, methodologies for implementing effective interaction
designs. Widget toolkits, Web interface programming, geo-spatial and map interfaces, mobile phone interfaces.
Prerequisite: I&C SCI 45J. I&C SCI 45J with a grade of C or better.
IN4MATX 134. Project in User Interaction Software. 4 Units.
Students complete an end-to-end user interface programming project based on an iterative design paradigm. Topics may include requirements
brainstorming, paper prototyping, iterative development, cognitive walk-through, quantitative evaluation, and acceptance testing. Materials fee.
Prerequisite: IN4MATX 131 and IN4MATX 133.
IN4MATX 141. Information Retrieval. 4 Units.
An introduction to information retrieval including indexing, retrieval, classifying, and clustering text and multimedia documents.
Prerequisite: (IN4MATX 45 or I&C SCI 46 or CSE 46 or ((I&C SCI 33 or CSE 43) and I&C SCI 45J)) and (STATS 7 or STATS 67). IN4MATX 45 with a
grade of C or better. I&C SCI 46 with a grade of C or better. CSE 46 with a grade of C or better. I&C SCI 33 with a grade of C or better. CSE 43 with a
grade of C or better. I&C SCI 45J with a grade of C or better.
Same as COMPSCI 121.
IN4MATX 143. Information Visualization. 4 Units.
Introduction to interactive visual interfaces for large datasets, and to principles of human visual perception and human computer interaction that inform
their design. Various applications for data analysis and monitoring are discussed.
Prerequisite: IN4MATX 131 or I&C SCI 52 or (IN4MATX 43 and (I&C SCI 31 or CSE 41 or I&C SCI 21 or CSE 21 or IN4MATX 41)). IN4MATX 131 with
a grade of C or better. I&C SCI 52 with a grade of C or better. IN4MATX 43 with a grade of C or better. I&C SCI 31 with a grade of C or better. CSE 41
with a grade of C or better. I&C SCI 21 with a grade of C or better. CSE 21 with a grade of C or better. IN4MATX 41 with a grade of C or better.
IN4MATX 148. Project in Ubiquitous Computing. 4 Units.
Introduction to ubiquitous computing research methods, tools, and techniques. Prototyping, design, and evaluation of physical computing applications,
smart environments, embedded systems, and future computing scenarios. Includes hands-on in-class laboratory exercises. Materials fee.
Prerequisite: I&C SCI 10 or I&C SCI 21 or CSE 21 or I&C SCI 31 or CSE 41 or IN4MATX 41. I&C SCI 10 with a grade of C or better. I&C SCI 21 with a
grade of C or better. CSE 21 with a grade of C or better. I&C SCI 31 with a grade of C or better. CSE 41 with a grade of C or better. IN4MATX 41 with a
grade of C or better.
Restriction: Upper-division students only.
IN4MATX 151. Project Management. 4 Units.
Introduces theoretical and practical aspects of project management. Topics include organizational theory, group behavior, project management skills,
case studies, personal and group productivity tools, management of distributed work, stakeholders, consultants, and knowledge management. Students
do a project exercise.
Prerequisite: IN4MATX 43 or I&C SCI 52. I&C SCI 52 with a grade of C or better.
Restriction: Upper-division students only.
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IN4MATX 153. Computer Supported Cooperative Work. 4 Units.
Introduces concepts and principles of collaborative systems. Topics may include shared workspaces, group interaction, workflow, architectures,
interaction between social and technical features of group work, and examples of collaborative systems used in real-world settings. Students develop a
simple collaborative application.
Prerequisite: (IN4MATX 161 or I&C SCI 52 or IN4MATX 43) and (I&C SCI 31 or CSE 41 or I&C SCI 21 or CSE 21 or IN4MATX 41). I&C SCI 52 with a
grade of C or better. I&C SCI 31 with a grade of C or better. CSE 41 with a grade of C or better. I&C SCI 21 with a grade of C or better. CSE 21 with a
grade of C or better. IN4MATX 41 with a grade of C or better.
IN4MATX 161. Social Analysis of Computing. 4 Units.
Introduction of computing as a social process. Examines the social opportunities and problems raised by new information technologies, and the
consequences of different ways of organizing. Topics include computing and work life, privacy, virtual communities, productivity paradox, systems risks.
Prerequisite: IN4MATX 41 or I&C SCI 10 or I&C SCI 21 or CSE 21 or I&C SCI 31 or CSE 41 or ENGR 10 or EECS 10 or ENGRMAE 10. IN4MATX 41
with a grade of C or better. I&C SCI 10 with a grade of C or better. I&C SCI 21 with a grade of C or better. CSE 21 with a grade of C or better.
I&C SCI 31 with a grade of C or better. CSE 41 with a grade of C or better. ENGR 10 with a grade of C or better. EECS 10 with a grade of C or better.
ENGRMAE 10 with a grade of C or better. Satisfactory completion of the Lower-Division Writing requirement.
IN4MATX 162W. Organizational Information Systems. 4 Units.
Introduction to role of information systems in organizations, components and structure of organizational information systems, and techniques used in
information systems analysis, design, and implementation.
Prerequisite: IN4MATX 161. Satisfactory completion of the Lower-Division Writing requirement.
(Ib)
IN4MATX 163. Project in the Social and Organizational Impacts of Computing . 4 Units.
Students undertake projects intended to gather and analyze data from situations in which computers are used, organize and conduct experiments
intended to test hypotheses about impacts, and explore the application of concepts learned in previous courses.
Prerequisite: IN4MATX 162.
IN4MATX 171. Introduction to Medical Informatics. 4 Units.
Broad overview of medical informatics for students with varied backgrounds. Electronic medical records, online resources, mobile technologies, patient
safety, and computational design. Legal, ethical, and public policy issues. Health systems management. Evaluation and fieldwork for health systems.
Same as PUBHLTH 105.
Restriction: Upper-division students only.
IN4MATX 172. Project in Health Informatics. 4 Units.
Students undertake significant quarter-long projects related to health informatics. Topics may include field evaluations of health care technologies,
prototypes, iterative design, and system implementations.
Prerequisite: PUBHLTH 105 or IN4MATX 171.
Same as PUBHLTH 106.
IN4MATX 190. Special Topics in Informatics. 4 Units.
Studies in selected areas of informatics. Topics addressed vary each quarter.
Prerequisite: Prerequisites vary.
Repeatability: Unlimited as topics vary.
IN4MATX 191A. Senior Design Project. 4 Units.
Group supervised project in which students analyze, specify, design, construct, evaluate, and adapt a significant information processing system. Topics
include team management, professional ethics, and systems analysis.
Prerequisite: IN4MATX 113 and IN4MATX 121 and IN4MATX 131 and IN4MATX 151 and IN4MATX 161.
Grading Option: In progress only.
Restriction: Seniors only. Informatics and Software Engineering majors have first consideration for enrollment.
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IN4MATX 191B. Senior Design Project. 4 Units.
Group supervised project in which students analyze, specify, design, construct, evaluate, and adapt a significant information processing system. Topics
include team management, professional ethics, and systems analysis.
Prerequisite: IN4MATX 191A.
Restriction: Seniors only.
IN4MATX H198. Honors Research. 4 Units.
Directed independent research in Informatics for honors students.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Repeatability: May be repeated for credit unlimited times.
Restriction: Bren School of ICS Honors Program or the Campuswide Honors Program students only.
IN4MATX 199. Individual Study. 2-5 Units.
Individual research or investigation under the direction of an individual faculty member.
Repeatability: May be repeated for credit unlimited times.
IN4MATX 201. Research Methodology for Informatics. 4 Units.
Introduction to strategies and idioms of research in Informatics. Includes examination of issues in scientific inquiry, qualitative and quantitative methods,
and research design. Both classic texts and contemporary research literature are read and analyzed.
IN4MATX 203. Qualitative Research Methods in Information Systems. 4 Units.
Introduction to qualitative research methods used to study computerization and information systems, such as open-ended interviewing, participant
observation, and ethnography. Studies of the methods in practice through examination of research literature.
Prerequisite: IN4MATX 261 or IN4MATX 251.
IN4MATX 205. Quantitative Research Methods in Information Systems. 4 Units.
Quantitative research methods used to study computerization and information systems. Design of instruments, sampling, sample sizes, and data
analysis. Validity and reliability. Longitudinal versus cross-sectional designs. Analysis of secondary data. Studies of the methods through examination of
research literature.
Prerequisite: (IN4MATX 251 or IN4MATX 261) and basic knowledge of elementary statistics.
IN4MATX 207S. Doctoral Seminar on Research and Writing. 2 Units.
Doctoral seminar centered on original research and writing. Provides a chance for doctoral students at all levels to present original work, brainstorm
ongoing issues, and learn to provide and receive critical feedback from peers.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
IN4MATX 209S. Seminar in Informatics. 2 Units.
Current research and research trends in informatics. Forum for presentation and criticism by students of research work in progress.
Repeatability: Unlimited as topics vary.
IN4MATX 211. Software Engineering. 4 Units.
Study of the concepts, methods, and tools for the analysis, design, construction, and measurement of complex software-intensive systems. Underlying
principles emphasized. State-of-the-art software engineering and promising research areas covered, including project management.
IN4MATX 212. Analysis of Programming Languages. 4 Units.
Concepts in modern programming languages, their interaction, and the relationship between programming languages and methods for large-scale,
extensible software development. Empirical analysis of programming language usage.
Same as COMPSCI 253.
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IN4MATX 213. Requirements Engineering and Specification. 4 Units.
Study of rigorous techniques in requirements engineering - requirements definition phase of software development - with focus on modeling and
specification. Topics include notations and models for requirements specification; and methods, tools and processes for software requirements
elicitation, representation, analysis.
Restriction: Graduate students only.
IN4MATX 215. Software Analysis and Testing. 4 Units.
Studies techniques for developing confidence in software from traditional testing schemes to integrated, multitechnique analytic approaches. Considers
strengths and weaknesses and explores opportunities for synergistic technique application. Emphasis is on approaches integrated into the software
process.
IN4MATX 219. Software Environments. 4 Units.
Study of the requirements, concepts, and architectures of comprehensive, integrated, software development and maintenance environments. Major
topics include process support, object management, communication, interoperability, measurement, analysis, and user interfaces in the environment
context.
IN4MATX 221. Software Architecture. 4 Units.
Study of the concepts, representation techniques, development methods, and tools for architecture-centric software engineering. Topics include domain-
specific software architectures, architectural styles, architecture description languages, software connectors, and dynamism in architectures.
IN4MATX 223. Applied Software Design Techniques. 4 Units.
Study of concepts, representations, techniques, and case studies in structuring software systems, with an emphasis on design considerations. Topics
include static and dynamic system structure, data models, abstractions, naming, protocols and application programmer interfaces.
IN4MATX 225. Information Retrieval, Filtering, and Classification. 4 Units.
Algorithms for the storage, retrieval, filtering, and classification of textual and multimedia data. The vector space model, Boolean and probabilistic
queries, and relevance feedback. Latent semantic indexing; collaborative filtering; and relationship to machine learning methods.
Prerequisite: COMPSCI 161 and COMPSCI 171 and (I&C SCI 6N or MATH 3A or MATH 6G).
Same as COMPSCI 221.
Restriction: Graduate students only.
IN4MATX 231. User Interface Design and Evaluation. 4 Units.
Introduction to the design and evaluation of user interfaces, with an emphasis on methodology. Cognitive principles, design life cycle, on-line and off-line
prototyping techniques. Toolkits and architectures for interactive systems. Evaluation techniques, including heuristic and laboratory methods.
IN4MATX 232. Research in Human-Centered Computing. 4 Units.
Introduction to contemporary topics in human-computer interaction, including methods, technologies, design, and evaluation. Emerging application
domains and their challenges to traditional research methods. Advanced architectures and technologies. Critical issues.
Prerequisite: Some familiarity with HCI principles.
IN4MATX 233. Intelligent User Interfaces. 4 Units.
Explores example software systems and their underlying concepts that leverage computing to empower and augment human individuals in their
activities. Topics span the fields of user interface design, human-computer interaction, software engineering, and cognitive computing.
Prerequisite: COMPSCI 171.
IN4MATX 235. Advanced User Interface Architecture. 4 Units.
Architectural concerns in advanced interactive systems. The design of current and emerging platforms for novel interactive systems. Paradigms such as
constraint-based programming, multimodal interaction, and perceptual user interfaces for individual, distributed, and ubiquitous applications.
IN4MATX 237. Usable Security and Privacy. 4 Units.
Introduces usability problems in security and privacy methods, tools, and software. Overviews prominent examples of both failures and successes in
usable security and privacy. Surveys state-of- the-art techniques and evaluation methodologies.
Same as COMPSCI 204.
Overlaps with IN4MATX 231, COMPSCI 203.
Restriction: Undergraduate degree in Compsci or Informatics is strongly recommended. Compsci and Informatics majors have first consideration for
enrollment.
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IN4MATX 241. Introduction to Ubiquitous Computing. 4 Units.
The "disappearing computer" paradigm. Differences to the desktop computing model: applications, interaction in augmented environments, security,
alternate media, small operating systems, sensors, and embedded systems design. Evaluation by project work and class participation.
Same as COMPSCI 248A.
IN4MATX 242. Ubiquitous Computing and Interaction. 4 Units.
Principles and design techniques for ubiquitous computing applications. Conceptual basis for tangible and embodied interaction. Interaction in virtual and
augmented environments. Design methods and techniques. Design case studies. Examination by project work.
Prerequisite: IN4MATX 231 and IN4MATX 241.
Same as COMPSCI 248B.
IN4MATX 244. Introduction to Embedded and Ubiquitous Systems. 4 Units.
Embedded and ubiquitous system technologies including processors, DSP, memory, and software. System interfacing basics; communication strategies;
sensors and actuators, mobile and wireless technology. Using pre-designed hardware and software components. Design case studies in wireless,
multimedia, and/or networking domains.
Prerequisite: I&C SCI 51 and COMPSCI 152 and COMPSCI 161 and (I&C SCI 6N or MATH 3A or MATH 6G or I&C SCI 6D) or B.S. degree in Computer
Science.
Same as COMPSCI 244.
IN4MATX 251. Computer-Supported Cooperative Work. 4 Units.
The role of information systems in supporting work in groups and organizations. Examines various technologies designed to support communication,
information sharing, and coordination. Focuses on behavioral and social aspects of designing and using group support technologies.
IN4MATX 261. Social Analysis of Computing. 4 Units.
The social and economic impacts of computing and information technologies on groups, organizations, and society. Topics include computerization and
changes in the character of work, social control and privacy, electronic communities, and risks of safety-critical systems to people.
IN4MATX 263. Computerization, Work, and Organizations. 4 Units.
Selected topics in the influence of computerization and information systems in transforming work and organizations. Theories of organization and
organizational change. Processes by which diverse information technologies influence changes in work and organizations over short and long time
periods.
Prerequisite: IN4MATX 251 or IN4MATX 261.
IN4MATX 265. Theories of Computerization and Information Systems . 4 Units.
Social and economic conceptions of information technology. Macrosocial and economic conditions that foster changes in information technologies.
Social construction of information and computer technology in professional worlds. Theories of information technology and large-scale social change.
Prerequisite: IN4MATX 251 or IN4MATX 261.
IN4MATX 267. Digital Media and Society. 4 Units.
Selected topics in the technological and social aspects of online interactions, and policy including online games, social media, electronic activism, e-
commerce, and digital libraries. Media-theoretic approaches to digital technology. Architectures, infrastructure considerations, and their consequences.
Prerequisite: IN4MATX 251 or IN4MATX 261.
IN4MATX 269. Computer Law. 4 Units.
The American legal system and its provisions affecting computer systems, computer networks, and information processing. Intellectual property,
contracts, privacy, liability for malfunction, computer crime, constitutional issues, transborder data flow, computer-based evidence, and litigation.
Restriction: Graduate students only.
IN4MATX 273. Information Technology in Global Sustainability. 4 Units.
Explores the relationship between recent developments in information technology and the global transition to sustainability. Topics include the role of IT
systems in the provision of human needs and wants (e.g., smart grids, food systems, and other IT-enabled infrastructure).
Restriction: Graduate students only.
IN4MATX 280. Overview of Human-Computer Interaction and Design . 4 Units.
Introduction to human-computer interaction and user-centered design. The material is focused on laying the groundwork for understanding the history,
importance, and methods of human-computer interaction and design.
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IN4MATX 281. User Needs Analysis . 4 Units.
Understanding the user's context, needs, and preferences. Topics include interviews and observations, modeling the context, flow, culture, space and
artifacts involved in an endeavor, ways of aggregating what is found, and presenting these findings to others. Course may be offered online.
Prerequisite: IN4MATX 280.
IN4MATX 282. Design and Prototyping . 4 Units.
Introduction to user-centered design and prototyping. Focused on practical methods for interaction design. Topics include the nature of design and the
challenges to creating and evaluating good designs, as well specific skills for designing interactive systems. Course may be offered online.
Prerequisite: IN4MATX 280.
IN4MATX 283. User Experience Evaluation . 4 Units.
Evaluating prototypes and completed systems. Topics include comparative analysis, laboratory experiments, heuristic evaluation, cognitive
walkthroughs, surveys, clickstreams, and help-desk. Course may be offered online.
Prerequisite: IN4MATX 280.
IN4MATX 284. Advanced Design and Prototyping . 4 Units.
Develop and communicate interactive technology design prototypes. Moving concepts from brainstorming and paper prototypes to wireframe and limited
functionality mock-ups. Course may be offered online.
Prerequisite: IN4MATX 282.
IN4MATX 285. Interactive Technology Studio . 4 Units.
Technologies, languages, and skills required for creating prototypes to communicate interactive technology concepts. Topics include HTTP, CSS, CSS
scripting, AJAX, Design Patterns, Javascript, Javascript libraries such as jQuery, SQL, MVC, and cloud architectures. Course may be offered online.
Prerequisite: IN4MATX 280.
IN4MATX 286. Innovations in HCI and Design . 4 Units.
Recent social and technological developments in human-computer interaction and design. Topics will vary as the field progresses but include novel input
techniques, novel platforms, and innovations in theory and methods of design. Course may be offered online.
Prerequisite: IN4MATX 280.
IN4MATX 287. Capstone Project in HCI and Design . 6 Units.
Group project that reinforces all concepts learned in this program, including knowing where user experience work is most appropriate and essential, and
executing these steps. Course may be offered online.
Prerequisite: IN4MATX 283 and IN4MATX 284.
IN4MATX 288. Capstone Project and Portfolio . 2 Units.
Completion of capstone projects and development of portfolios. Ideation, critique, development, and critique. Course may be offered online.
Prerequisite: IN4MATX 287.
IN4MATX 290. Research Seminar. 2 Units.
Forum for presentation and criticism by students of research work in progress. Presentation of problem areas and related work. Specific goals and
progress of research.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
IN4MATX 291S. Literature Survey in Software Engineering. 2 Units.
Reading and analysis of relevant literature in Software Engineering under the direction of a faculty member.
Repeatability: May be repeated for credit unlimited times.
IN4MATX 295. Special Topics in Informatics. 4 Units.
Studies in selected areas of informatics. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
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University of California, Irvine 2016-2017 1095
IN4MATX 298. Thesis Supervision. 2-12 Units.
Individual research or investigation conducted in preparation for the M.S. thesis option or the dissertation requirements for the Ph.D. program.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
IN4MATX 299. Individual Study. 2-12 Units.
Individual research or investigation under the direction of an individual faculty member.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
Department of Statistics
Jessica Utts, Department Chair
2019 Donald Bren Hall
949-824-3276
Fax: 949-824-9863
http://www.stat.uci.edu/
[email protected]
Overview
Statistics is the science concerned with developing and studying methods for collecting, analyzing, interpreting, and presenting empirical data. Statistical
principles and methods are important for addressing questions in public policy, medicine, industry, and virtually every branch of science. Interest in
statistical methods has increased dramatically with the abundance of large databases in fields like computer science (Internet and Web traffic), business
and marketing (transaction records), and biology (the human genome and related data). It is the substantive questions in such areas of application that
drive the development of new statistical methods and motivate the mathematical study of the properties of these methods.
Undergraduate Major in Data Science
The Data Science Major prepares students for a career in data analysis, combining foundational statistical concepts with computational principles
from computer science. In the first two years of the program students will take core courses in both the Statistics and Computer Science Departments,
providing a strong foundation in the principles of each field. In the 3rd and 4th years of the program, students will take more specialized courses, on
topics such as design of algorithms, machine learning, information visualization, and Bayesian statistics. A major component of this degree is the final
year capstone project course, a 2-quarter course that teaches students how to apply statistical and computational principles to solve large-scale real-
world data analysis problems.
Admissions
Freshman Applicants: See the Undergraduate Admissions section.
Transfer Applicants: Junior-level applicants who satisfactorily complete course requirements will be given preference for admission. Applicants must
satisfy the following requirements:
1. Completion of one year of college level mathematics (calculus or discrete math) and one semester of college level statistics.
2. Completion of one year of transferable Computer Science courses*; at least one of these should involve concepts such as those found in the
Python and C++ programming languages, or another high-level programming language.
*NOTE: Additional Computer Science and Statistics courses beyond those above are strongly recommended, particularly those that align with the
major(s) of interest. Python, C++ and R are used extensively in the curriculum; therefore, transfer students should plan to learn these by studying on
their own or by completing Python, C++, and R-related programming courses prior to their first quarter at UCI. Additional courses beyond those required
for admission must be taken to fulfill the lower-division degree requirements, as many are prerequisites for upper-division courses. For some transfer
students, this may mean that it will take longer than two years to complete their degree.
Major and Minor Restrictions
Bren School of ICS majors (including shared majors, BIM and CSE) pursuing minors within the Bren School of ICS may not count more than five
courses toward both the major and minor. Some ICS majors and minors outside of the School are not permitted due to significant overlap. Visit the ICS
Student Affairs Office website for Majors and Minors restrictions. (http://www.ics.uci.edu/ugrad/degrees/MajorMinor_Restrictions_Chart.pdf) All students
should check the Double Major Restrictions Chart (http://www.ics.uci.edu/ugrad/degrees/Dbl_Major_Restr_Chart.pdf) and view our information page
(http://www.ics.uci.edu/ugrad/degrees/Double_Majors.php) on double majoring to see what degree programs are eligible for double majoring.
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Requirements for the Bachelor's Degree in Data Science
All students must meet the University Requirements.
Data Science Major Requirements
Lower-division:
WRITING 39A- 39B- 39C Introduction to Writing and Rhetoric
and Critical Reading and Rhetoric
and Argument and Research
I&C SCI 6B Boolean Algebra and Logic
I&C SCI 6D Discrete Mathematics for Computer Science
I&C SCI 31 Introduction to Programming
I&C SCI 32 Programming with Software Libraries
I&C SCI 33 Intermediate Programming
I&C SCI 45C Programming in C/C++ as a Second Language
I&C SCI 46 Data Structure Implementation and Analysis
I&C SCI 51 Introductory Computer Organization
IN4MATX 43 Introduction to Software Engineering
MATH 2A Single-Variable Calculus
MATH 2B Single-Variable Calculus
MATH 2D Multivariable Calculus
MATH 3A Introduction to Linear Algebra
or I&C SCI 6N Computational Linear Algebra
STATS 5 Seminar in Data Science
STATS 7 Basic Statistics
STATS 68 Statistical Computing and Exploratory Data Analysis
Upper-division:
A. Data Science core requirements:
STATS 110 Statistical Methods for Data Analysis I
STATS 111 Statistical Methods for Data Analysis II
STATS 112 Statistical Methods for Data Analysis III
STATS 115 Introduction to Bayesian Data Analysis
STATS 120A Introduction to Probability and Statistics
STATS 120B Introduction to Probability and Statistics
STATS 120C Introduction to Probability and Statistics
I&C SCI 139W Critical Writing on Information Technology
COMPSCI 122A Introduction to Data Management
COMPSCI 161 Design and Analysis of Algorithms
COMPSCI 178 Machine Learning and Data-Mining
IN4MATX 143 Information Visualization
B. Three elective courses from the list below:
MATH 130B Probability and Stochastic Processes
MATH 130C Probability and Stochastic Processes
STATS 140 Multivariate Statistical Methods
I&C SCI 53 Principles in System Design
COMPSCI 111 Digital Image Processing
COMPSCI 115 Computer Simulation
COMPSCI 121 Information Retrieval
COMPSCI 122B Project in Databases and Web Applications
COMPSCI 122C Principles of Data Management
COMPSCI 125 Next Generation Search Systems
COMPSCI 131 Parallel and Distributed Computing
COMPSCI 134 Computer and Network Security
COMPSCI 163 Graph Algorithms
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COMPSCI 165 Project In Algorithms And Data Structures
COMPSCI 169 Introduction to Optimization
COMPSCI 171 Introduction to Artificial Intelligence
COMPSCI 172B Neural Networks and Deep Learning
IN4MATX 131 Human Computer Interaction
IN4MATX 141 Information Retrieval
IN4MATX 161 Social Analysis of Computing
C. Data Science capstone team-based project courses: STATS 170A and STATS 170B
Sample Program of Study — Data Science
Freshman
Fall Winter Spring
I&C SCI 31 I&C SCI 32 I&C SCI 33
MATH 2A MATH 2B MATH 2D
WRITING 39A STATS 5 STATS 7
WRITING 39B WRITING 39C
Sophomore
Fall Winter Spring
I&C SCI 6B I&C SCI 45C I&C SCI 46
STATS 120A I&C SCI 51 I&C SCI 6D
MATH 3A STATS 120B STATS 68
General Education III STATS 120C
Junior
Fall Winter Spring
STATS 110 STATS 111 STATS 112
IN4MATX 43 COMPSCI 178 COMPSCI 122A
COMPSCI 161 I&C SCI 139W IN4MATX 143
General Education IV/VIII General Education III/VII General Education VI
Senior
Fall Winter Spring
STATS 115 STATS 170A STATS 170B
General Education III General Educaiton IV Data Science Major Elective
General Education IV Data Science Major Elective Data Science Major Elective
Additional Information
Career Opportunities
A wide variety of careers and graduate programs are open to graduates of the Data Science major. Demand for graduates with skills in both statistics
and computer science currently outpaces supply - thus, students with these skills typically find employment quickly, across a wide variety of sectors,
including internet companies, finance, engineering, business, medicine, and more. Data Science graduates are well-qualified for job titles such as “data
scientist,” “data analyst,” or “statistician,” both in the public and private sectors. Graduate school in area such as Computer Science or Statistics is also a
possible career path.
Undergraduate Program in Statistics
The Department of Statistics offers lower-division undergraduate courses designed to introduce students to the field of statistics
(STATS 7, STATS 8, STATS 67) and upper-division undergraduate courses on the theoretical foundations of probability and statistics
(STATS 120A-STATS 120B-STATS 120C) and statistical methodology (STATS 110-STATS 111-STATS 112). The Department is in the process of
planning an undergraduate degree program in Statistics. In the interim, students interested in focusing on statistics are encouraged to consider a minor
in Statistics along with a major in a field of interest.
Minor in Statistics
The minor in Statistics is designed to provide students with exposure to both statistical theory and practice. The minor requires a total of seven courses.
These include a mathematics course, five core statistics courses, and an elective that may be taken from among several departments. Some of the
courses used to complete the minor may include prerequisites that may or may not be part of a student’s course requirements for their major. Because
of this, the minor is somewhat intensive, but it is a useful complement to a variety of undergraduate fields for mathematically inclined students. The
minor, supplemented with a few additional courses (mathematics and computing), would provide sufficient background for graduate study in statistics.
Students considering a minor in Statistics should meet with the academic counselor of their major as early as possible to plan their course work and
incorporate the required courses into their four-year academic plan.
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1098 Donald Bren School of Information and Computer Sciences
NOTE: Students may not receive both a minor in Statistics and a specialization in Statistics within the Mathematics major.
Requirements for the Minor
Required Courses
MATH 3A Introduction to Linear Algebra
or I&C SCI 6N Computational Linear Algebra
STATS 110- 111 Statistical Methods for Data Analysis I
and Statistical Methods for Data Analysis II
STATS 120A- 120B- 120C Introduction to Probability and Statistics
and Introduction to Probability and Statistics
and Introduction to Probability and Statistics
1
Select one elective from the following:
I&C SCI 21 Introduction to Computer Science I
I&C SCI 31 Introduction to Programming
MATH 130B Probability and Stochastic Processes
or MATH 130C Probability and Stochastic Processes
2
STATS 7 Basic Statistics (or equivalent course)
STATS 112 Statistical Methods for Data Analysis III
STATS 115 Introduction to Bayesian Data Analysis
STATS 140 Multivariate Statistical Methods
1
Or can substitute another course with approval of the Director of Undergraduate Studies.
2
Only if taken prior to STATS 110
NOTE: A maximum of two courses can be taken Pass/Not Pass toward a minor. Visit the ICS Student Affairs Office website for Majors and Minors
restrictions. (http://www.ics.uci.edu/ugrad/degrees/MajorMinor_Restrictions_Chart.pdf)
On This Page:
• Graduate Programs in Statistics
• Master of Science in Statistics
• Doctor of Philosophy in Statistics
• Master of Science in Statistics for Students Enrolled in a Doctoral Program at UCI
Graduate Programs in Statistics
Research in statistics can range from mathematical studies of the theoretical underpinnings of a statistical model or method to the development of novel
statistical models and methods and a thorough study of their properties. Frequently, statistics research is motivated and informed by collaborations with
experts in a particular substantive field. Their scientific studies and data collection efforts may yield complex data that cannot be adequately handled
using standard statistical methodology. Statisticians aim to develop methods that address the scientific or policy questions of the researcher. In doing
so, statisticians must consider how efficiently and effectively the proposed methodology can be implemented and what guarantees can be provided as to
the performance of the proposed methods. Such questions can often be answered using a combination of mathematical, analytical, and computational
techniques.
Background: Individuals from a variety of backgrounds can make significant contributions to the field of statistics as long as they have sufficient
background in statistics, mathematics, and computing. Undergraduate preparation in statistics, mathematics, and computing should include
multivariate calculus (the equivalent of UCI courses MATH 2A-MATH 2B, MATH 2D-MATH 2E), linear algebra (MATH 121A), elementary analysis
(MATH 140A-MATH 140B), introductory probability and statistics (STATS 120A-STATS 120B-STATS 120C), and basic computing (I&C SCI 21). For
students with undergraduate majors outside of mathematics and statistics, it is possible to make up one or two missing courses during the first year in
the program.
Students may be admitted to either the master’s program or the doctoral program. For additional information about the Bren School of ICS's graduate
programs and admissions information, click here.
Master of Science in Statistics
Statistics Course Requirements: Intermediate Probability & Statistical Theory (STATS 200A-STATS 200B-STATS 200C); Statistical Methodology
(STATS 202, STATS 203, STATS 210); STATS 205; three quarters of Seminar in Statistics (STATS 280); five other graduate courses in or related
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to statistics, at least two of which are offered by the Department of Statistics. STATS 211 and STATS 212 may be substituted for STATS 202 and
STATS 203.
At most one of the five elective courses may be an Individual Study (STATS 299), and only with prior approval of the Department Graduate Committee.
The entire program of courses must be approved by the Statistics Department Graduate Committee. Students with previous graduate training
in statistics may petition the Committee to substitute other courses for a subset of the required courses. Students are required to pass a written
comprehensive examination ordinarily at the end of the first year, covering the material from STATS 200A-STATS 200B-STATS 200C, and either
STATS 202, STATS 203, and STATS 210 or STATS 210, STATS 211, and STATS 212.
Doctor of Philosophy in Statistics
Statistics Course Requirements: Intermediate Probability and Statistics (STATS 200A-STATS 200B-STATS 200C); Statistical Methodology (STATS 210,
STATS 211, STATS 212); Advanced Probability & Statistics Topics (STATS 220A-STATS 220B); Bayesian Statistical Analysis (STATS 225); Statistical
Computing Methods (STATS 230); Statistical Consulting STATS 275; four other graduate courses in or related to statistics, at least two of which are
offered by the Department of Statistics. These courses must be completed prior to candidacy.
In addition, continual enrollment in Seminar in Statistics (STATS 280) is required in all quarters.
Additional Ph.D. requirements:
Each Ph.D. student is required to take a written comprehensive examination, ordinarily at the end of the first year, covering the material from
STATS 200A-STATS 200B-STATS 200C, STATS 210, STATS 211, and STATS 212. In addition, each student is required to take a written
comprehensive examination after completion of the second year course work, covering material from STATS 220A-STATS 220B, STATS 225, and
STATS 230.
Ph.D. students who have passed the written comprehensive examinations are required to give a post-comprehensive research presentation each year.
Ph.D. students are required to serve as teaching assistants for at least two quarters.
Ph.D. students are required to demonstrate substantive knowledge of an application area outside of statistics (e.g., computer science, economics,
cognitive sciences, biology, or medicine). Such knowledge can be demonstrated by course work in the application area (three quarter courses), co-
authorship of publishable research in the application area, or other evidence of supervised collaborative work that is substantiated by an expert in the
field. In the case of a theoretically oriented student, the outside application area may be mathematics.
The normative time for advancement to candidacy is three years. The normative time for completion of the Ph.D. is five years, and the maximum time
permitted is seven years.
Master of Science in Statistics for Students Enrolled in a Doctoral Program at UCI
Students who are currently enrolled in a doctoral program at UCI and wish to pursue a Master of Science degree in Statistics at the same time are
required to meet with the Vice Chair of Graduate Affairs in Statistics to register their interest with the Department. If enrollment is approved, the
Vice Chair will assist in developing a program of study and establishing a relationship with a faculty advisor in Statistics. The degree requirements
including the comprehensive examination are the same as those listed under the Master of Science in Statistics. The Statistics Department Graduate
Committee must be petitioned for permission to sit for the comprehensive examination by the end of February in the year of the exam. The petition
should include the proposed plan of study and a current official UCI transcript. A petition for the degree must be filed with the Statistics Department
Graduate Committee for approval two quarters before the degree is awarded.
Faculty
Brigitte Baldi, Ph.D. Massachusetts Institute of Technology, Lecturer of Statistics
Scott Bartell, Ph.D. University of California, Davis, Associate Professor of Program in Public Health; Environmental Health Sciences; Social Ecology;
Statistics
Carter Butts, Ph.D. Carnegie Mellon University, Professor of Sociology; Electrical Engineering and Computer Science; Statistics (mathematical
sociology, social networks, quantitative methodology, human judgment and decision making, economic sociology)
Daniel L. Gillen, Ph.D. University of Washington, Professor of Statistics; Program in Public Health
Stacey A. Hancock, Ph.D. Colorado State University, Lecturer with Potential Security of Employment of Statistics
Ivan G. Jeliazkov, Ph.D. Washington University, Associate Professor of Economics; Statistics
Wesley O. Johnson, Ph.D. University of Minnesota, Professor of Statistics
Hernando C. Ombao, Ph.D. University of Michigan, Professor of Statistics
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Dale J. Poirier, Ph.D. University of Wisconsin-Madison, Professor of Economics; Statistics
Babak Shahbaba, Ph.D. University of Toronto, Associate Professor of Statistics; Computer Science
Patrick J. Smyth, Ph.D. California Institute of Technology, Professor of Computer Science; Statistics
Hal S. Stern, Ph.D. Stanford University, Dean of the Donald Bren School of Information and Computer Sciences, Ted and Janice Smith Family
Foundation Endowed Chair in Information and Computer Science, and Professor of Statistics; Cognitive Sciences
Jessica Utts, Ph.D. Pennsylvania State University, Department Chair and Professor of Statistics
Joachim S. Vandekerckhove, Ph.D. University of Leuven, Assistant Professor of Cognitive Sciences; Statistics (response time modeling, model fitting,
computational statistics, psychometrics, Bayesian statistics)
Yaming Yu, Ph.D. Harvard University, Associate Professor of Statistics
Zhaoxia Yu, Ph.D. William Marsh Rice University, Associate Professor of Statistics
Courses
STATS 5. Seminar in Data Science. 1 Unit.
An introduction to the field of Data Science; intended for entering freshman and transfers.
Grading Option: Pass/no pass only.
Restriction: Information and Computer Science majors only.
STATS 7. Basic Statistics. 4 Units.
Introduces basic inferential statistics including confidence intervals and hypothesis testing on means and proportions, t-distribution, Chi Square,
regression and correlation. F-distribution and nonparametric statistics included if time permits. Course may be offered online.
Overlaps with STATS 8, MGMT 7, SOCECOL 13.
Restriction: STATS 7 may not be taken for credit concurrently with or after STATS 110, STATS 111, STATS 112.
(Va)
STATS 8. Introduction to Biological Statistics . 4 Units.
Introductory statistical techniques used to collect and analyze experimental and observational data from health sciences and biology. Includes
exploration of data, probability and sampling distributions, basic statistical inference for means and proportions, linear regression, and analysis of
variance. Course may be offered online.
Overlaps with SOCECOL 13, MGMT 7, STATS 7.
Restriction: STATS 8 may not be taken for credit concurrently with or after STATS 110, STATS 111, STATS 112.
(Va)
STATS 67. Introduction to Probability and Statistics for Computer Science. 4 Units.
Introduction to the basic concepts of probability and statistics with discussion of applications to computer science.
Prerequisite: MATH 2B.
Restriction: STATS 67 may not be taken for credit concurrently with or after STATS 120B.
(Va)
STATS 68. Statistical Computing and Exploratory Data Analysis. 4 Units.
Introduces key concepts in statistical computing. Techniques such as exploratory data analysis, data visualization, simulation, and optimization methods,
will be presented in the context of data analysis within a statistical computing environment.
Prerequisite: STATS 7 and I&C SCI 31.
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University of California, Irvine 2016-2017 1101
STATS 110. Statistical Methods for Data Analysis I. 4 Units.
Introduction to statistical methods for analyzing data from experiments and surveys. Methods covered include two-sample procedures, analysis of
variance, simple and multiple linear regression.
Prerequisite: (STATS 7 or STATS 8) or (a score of 3 or higher on the AP Statistics Exam) or (STATS 120A and STATS 120B and STATS 120C).
Restriction: School of Information and Computer Science majors have first consideration of enrollment
STATS 111. Statistical Methods for Data Analysis II. 4 Units.
Introduction to statistical methods for analyzing data from surveys or experiments. Emphasizes application and understanding of methods for categorical
data including contingency tables, logistic and Poisson regression, loglinear models.
Prerequisite: STATS 110.
Concurrent with STATS 202.
STATS 112. Statistical Methods for Data Analysis III. 4 Units.
Introduction to statistical methods for analyzing longitudinal data from experiments and cohort studies. Topics covered include survival methods for
censored time-to-event data, linear mixed models, non-linear mixed effects models, and generalized estimating equations.
Prerequisite: STATS 111.
Concurrent with STATS 203.
STATS 115. Introduction to Bayesian Data Analysis. 4 Units.
Basic Bayesian concepts and methods with emphasis on data analysis. Special emphasis on specification of prior distributions. Development for one-
two samples and on to binary, Poisson, and linear regression. Analyses performed using free OpenBugs software.
Prerequisite: STATS 120C. Recommended: STATS 110.
Concurrent with STATS 205.
STATS 120A. Introduction to Probability and Statistics. 4 Units.
Introduction to basic principles of probability and statistical inference. Axiomatic definition of probability, random variables, probability distributions,
expectation.
Prerequisite: MATH 2A and MATH 2B and (MATH 2D or MATH 4).
Overlaps with MATH 130A.
STATS 120B. Introduction to Probability and Statistics. 4 Units.
Introduction to basic principles of probability and statistical inference. Point estimation, interval estimating, and testing hypotheses, Bayesian approaches
to inference.
Prerequisite: STATS 120A.
STATS 120C. Introduction to Probability and Statistics. 4 Units.
Introduction to basic principles of probability and statistical inference. Linear regression, analysis or variance, model checking.
Prerequisite: STATS 120B and (Math 3A or Math 6G or I&C SCI 6N).
STATS 140. Multivariate Statistical Methods. 4 Units.
Theory and application of multivariate statistical methods. Topics include statistical inference for the multivariate normal model and its extensions to
multiple samples and regression, use of statistical packages for data visualization and reduction, discriminant analysis, cluster analysis, and factor
analysis.
Prerequisite: STATS 120C and (MATH 3A or I&C SCI 6N).
Concurrent with STATS 240.
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STATS 170A. Project in Data Science. 4 Units.
Problem definition and analysis, data representation, algorithm selection, solution validation, and results presentation. Students do team projects and
lectures cover analysis alternatives, project planning, and data analysis issues. First quarter emphasizes approach selection, project planning, and
experimental design.
Prerequisite:
Grading Option: In progress only.
Restriction: Seniors only. Data Science majors have first consideration for enrollment.
STATS 170B. Project in Data Science. 4 Units.
Problem definition and analysis, data representation, algorithm selection, solution validation, and results presentation. Students do team projects
and lectures cover analysis alternatives, project planning, and data analysis issues. Second quarter emphasizes project execution and analysis, and
presentation of results.
Prerequisite: STATS 170A.
Restriction: Seniors only. Data Science majors have first consideration for enrollment.
STATS 199. Individual Study. 2-5 Units.
Individual research or investigations under the direction of an individual faculty member.
Repeatability: May be repeated for credit unlimited times.
STATS 200A. Intermediate Probability and Statistical Theory. 4 Units.
Basics of probability theory, random variables and basic transformations, univariate distributions—discrete and continuous, multivariate distributions.
Prerequisite: STATS 120C.
STATS 200B. Intermediate Probability and Statistical Theory. 4 Units.
Random samples, transformations, limit laws, normal distribution theory, introduction to stochastic processes, data reduction, point estimation (maximum
likelihood).
Prerequisite: STATS 200A.
STATS 200C. Intermediate Probability and Statistical Theory. 4 Units.
Interval estimation, hypothesis testing, decision theory and Bayesian inference, basic linear model theory.
Prerequisite: STATS 200B.
STATS 201. Statistical Methods for Data Analysis I. 4 Units.
Introduction to statistical methods for analyzing data from experiments and surveys. Methods covered include two-sample procedures, analysis of
variance, simple and multiple linear regression.
Prerequisite: STATS 7 or STATS 8.
Restriction: STATS 201 cannot be taken for credit after taking STATS 210.
STATS 202. Statistical Methods for Data Analysis II. 4 Units.
Introduction to statistical methods for analyzing data from surveys or experiments. Emphasizes application and understanding of methods for categorical
data including contingency tables, logistic and Poisson regression, loglinear models.
Prerequisite: STATS 201 or STATS 210.
Concurrent with STATS 111.
STATS 203. Statistical Methods for Data Analysis III. 4 Units.
Introduction to statistical methods for analyzing longitudinal data from experiments and cohort studies. Topics covered include survival methods for
censored time-to-event data, linear mixed models, non-linear mixed effects models, and generalized estimating equations.
Prerequisite: STATS 202.
Concurrent with STATS 112.
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STATS 205. Introduction to Bayesian Data Analysis. 4 Units.
Basic Bayesian concepts and methods with emphasis on data analysis. Special emphasis on specification of prior distributions. Development for one-
two samples and on to binary, Poisson and linear regression. Analyses performed using free OpenBugs software.
Prerequisite: STATS 120C. Recommended: STATS 201 or STATS 210.
Concurrent with STATS 115.
STATS 210. Statistical Methods I: Linear Models. 4 Units.
Statistical methods for analyzing data from surveys and experiments. Topics include randomization and model-based inference, two-sample methods,
analysis of variance, linear regression and model diagnostics.
Prerequisite: Knowledge of basic statistics, calculus, linear algebra.
STATS 211. Statistical Methods II: Generalized Linear Models. 4 Units.
Development of the theory and application of generalized linear models. Topics include likelihood estimation and asymptotic distributional theory
for exponential families, quasi-likelihood and mixed model development. Emphasizes methodological development and application to real scientific
problems.
Corequisite: STATS 200B.
Prerequisite: STATS 210.
STATS 212. Statistical Methods III: Methods for Correlated Data. 4 Units.
Development and application of statistical methods for analyzing corrected data. Topics covered include repeated measures ANOVA, linear mixed
models, non-linear mixed effects models, and generalized estimating equations. Emphasizes both theoretical development and application of the
presented methodology.
Prerequisite: STATS 211.
STATS 220A. Advanced Probability and Statistics Topics. 4 Units.
Advanced topics in probability and statistical inference including measure theoretic probability, large sample theory, decision theory, resampling and
Monte Carlo methods, nonparametric methods.
Prerequisite: STATS 200C.
STATS 220B. Advanced Probability and Statistics Topics. 4 Units.
Advanced topics in probability and statistical inference, including measure theoretic probability, large sample theory, decision theory, resampling and
Monte Carlo methods, nonparametric methods.
Prerequisite: STATS 220A and MATH 140B.
STATS 225. Bayesian Statistical Analysis. 4 Units.
Introduction to the Bayesian approach to statistical inference. Topics include univariate and multivariate models, choice of prior distributions, hierarchical
models, computation including Markov chain Monte Carlo, model checking, and model selection.
Prerequisite: STATS 205 and STATS 230.
STATS 226. Advanced Topics in Modern Bayesian Statistical Inference. 4 Units.
Modern Bayesian Statistics: selected topics from theory of Markov chains, application of theory to modern methods of Markov chain Monte Carlo
sampling; Bayesian non-parametric and semiparametric modeling, including Dirichlet Process Mixtures; Mixtures of Polya Trees.
Prerequisite: STATS 200C and STATS 225.
STATS 230. Statistical Computing Methods. 4 Units.
Numerical computations and algorithms with applications in statistics. Topics include optimization methods including the EM algorithm, random number
generation and simulation, Markov chain simulation tools, and numerical integration.
Prerequisite: Two quarters of upper-division or graduate training in probability and statistics.
Overlaps with COMPSCI 206.
UCI General Catalogue 2016-2017 1103
1104 Donald Bren School of Information and Computer Sciences
STATS 235. Modern Data Analysis Methods . 4 Units.
Introduces selected modern tools for data analysis. Emphasizes use of computational and resampling techniques for data analyses when the data do
not conform to standard toolbox of regression models and/or complexity of modeling problem threatens validity of standard methods.
Prerequisite: STATS 120C and STATS 205 and (STATS 201 or STATS 210).
Restriction: Graduate students only.
STATS 240. Multivariate Statistical Methods. 4 Units.
Theory and application of multivariate statistical methods. Topics include statistical inference for the multivariate normal model and its extensions to
multiple samples and regression, use of statistical packages for data visualization and reduction, discriminant analysis, cluster analysis, and factor
analysis.
Prerequisite: STATS 120C and (MATH 3A or I&C SCI 6N).
Concurrent with STATS 140.
STATS 245. Time Series Analysis. 4 Units.
Statistical models for analysis of time series from time and frequency domain perspectives. Emphasizes theory and application of time series data
analysis methods. Topics include ARMA/ARIMA models, model identification/estimation, linear operators, Fourier analysis, spectral estimation, state
space models, Kalman filter.
Corequisite: STATS 200C.
Prerequisite: STATS 201 or STATS 210.
STATS 246. Spectral Analysis . 4 Units.
Spectral methods that are most commonly utilized for analyzing univariate and multivariate time series and signals. These methods include spectral and
coherence estimation, transfer function modeling, classification and discrimination of time series, non-stationary time series, time-frequency analysis,
and wavelets analysis.
Prerequisite: STATS 200B and (STATS 201 or STATS 210).
STATS 250. Biostatistics. 4 Units.
Statistical methods commonly used to analyze data arising from clinical studies. Topics include analysis of observational studies and randomized clinical
trials, techniques in the analysis of survival and longitudinal data, approaches to handling missing data, meta-analysis, nonparametric methods.
Prerequisite: STATS 210.
STATS 255. Statistical Methods for Survival Data. 4 Units.
Statistical methods for analyzing survival data from cohort studies. Topics include parametric and nonparametric methods, the Kaplan-Meier estimator,
log-rank tests, regression models, the Cox proportional hazards model and accelerated failure time models, efficient sampling designs, discrete survival
models.
Corequisite: STATS 202 or STATS 211.
Prerequisite: STATS 210.
STATS 257. Introduction to Statistical Genetics. 4 Units.
Provides students with knowledge of the basic principles, concepts, and methods used in statistical genetic research. Topics include principles of
population genetics, and statistical methods for family- and population-based studies.
Prerequisite: Two quarters of upper-division or graduate training in statistical methods.
Same as EPIDEM 215.
STATS 260. Inference with Missing Data. 4 Units.
Statistical methods and theory useful for analysis of multivariate data with partially observed variables. Bayesian and likelihood-based methods
developed. Topics include EM-type algorithms, MCMC samplers, multiple imputation, and general location model. Applications from economics,
education, and medicine are discussed.
Corequisite: STATS 200C and STATS 230.
Prerequisite: STATS 210.
1104 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1105
STATS 262. Theory and Practice of Sample Surveys. 4 Units.
Basic techniques and statistical methods used in designing surveys and analyzing collected survey data. Topics include simple random sampling,
ratio and regression estimates, stratified sampling, cluster sampling, sampling with unequal probabilities, multistage sampling, and methods to handle
nonresponse.
Prerequisite: STATS 120C.
STATS 265. Causal Inference. 4 Units.
Various approaches to causal inference focusing on the Rubin causal model and propensity-score methods. Topics include randomized experiments,
observational studies, non-compliance, ignorable and non-ignorable treatment assignment, instrumental variables, and sensitivity analysis. Applications
from economics, politics, education, and medicine.
Prerequisite: STATS 200C and STATS 210.
STATS 270. Stochastic Processes. 4 Units.
Introduction to the theory and application of stochastic processes. Topics include Markov chains, continuous-time Markov processes, Poisson
processes, and Brownian motion. Applications include Markov chain Monte Carlo methods and financial modeling (for example, option pricing).
Prerequisite: STATS 120C.
Overlaps with MATH 271A, MATH 271B, MATH 271C.
STATS 275. Statistical Consulting. 4 Units.
Training in collaborative research and practical application of statistics. Emphasis on effective communication as it relates to identifying scientific
objectives, formulating a statistical analysis plan, choice of statistical methods, and interpretation of results and their limitations to non-statisticians.
Prerequisite: STATS 203 or STATS 212.
Repeatability: May be taken for credit 2 times.
STATS 280. Seminar in Statistics. 0.5 Units.
Periodic seminar series covering topics of current research in statistics and its application.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
STATS 281. Topics in Astrostatistics. 1-4 Units.
Topics in statistical methods for astronomy, astrophysics, particle physics, and solar physics, typically including spectral analysis, image processing and
analysis, time series, classification, clustering, massive data, etc. Emphasizes computationally intensive methods, Bayesian and frequentist methods,
machine learning, and signal processing.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
STATS 295. Special Topics in Statistics. 4 Units.
Studies in selected areas of statistics. Topics addressed vary each quarter.
Repeatability: Unlimited as topics vary.
STATS 298. Thesis Supervision. 2-12 Units.
Individual research or investigation conducted in preparation for the M.S. thesis option or the dissertation requirements for the Ph.D. program.
Repeatability: May be repeated for credit unlimited times.
STATS 299. Individual Study. 2-12 Units.
Individual research or investigation under the direction of an individual faculty member.
Repeatability: May be repeated for credit unlimited times.
UCI General Catalogue 2016-2017 1105
1106 Interdisciplinary Studies
Interdisciplinary Studies
UCI offers a variety of interdisciplinary programs of study which span the boundaries of traditional academic scholarship and provide students with
opportunities to pursue subject areas deriving from the interaction of different disciplines. Faculty participation is determined by research and teaching
interests and, as such, faculty may be drawn from various departments and schools across the campus.
This section presents information about the following:
Business Information Management (major)
Computer Science and Engineering (major)
Civic and Community Engagement (minor)
Global Middle East Studies (major, minor)
Global Sustainability (minor)
History and Philosophy of Science (minor)
Native American Studies (minor)
Pharmacological Sciences (graduate program)
Networked Systems (graduate program)
Transportation Science (graduate program)
The School of Humanities section presents information about the following:
African American Studies (major, minor)
Archaeology (minor)
Asian American Studies (major, minor, graduate emphasis)
Asian Studies (minor)
Medical Humanities (minor)
Jewish Studies (minor)
Latin American Studies (minor, graduate emphasis)
Religious Studies (major, minor)
Gender and Sexuality Studies (major, minor, graduate emphasis)
The School of Law section presents information about the following:
Program in Law and Graduate Studies
The School of Social Sciences section presents information about the following:
Chicano/Latino Studies (major, minor, graduate emphasis)
Conflict Resolution (minor)
Faculty
Zahra G. Ahmed, Ph.D. University of California, Irvine, Senior Lecturer of Undergraduate Education
Brittany M. Betancourt, B.A. University of California, Irvine, Senior Lecturer of Undergraduate Education
De Gallow, Ph.D. University of Southern California, Senior Lecturer of Undergraduate Education
Paula Garb, Ph.D. Russian Academy of Sciences, Lecturer of Social Sciences; International Studies; Undergraduate Education
Natalie B. Schonfeld, Ph.D. Claremont Graduate University, Senior Lecturer of Undergraduate Education
Tracie A. Welser, M.A. University of South Florida, Senior Lecturer of Undergraduate Education
Graduate Program in Mathematical, Computational, and Systems
Biology
John S. Lowengrub, Director
Qing Nie, Associate Director
Arthur D. Lander, Associate Director
Center for Complex Biological Systems
2624 Biological Sciences III
949-824-4120
[email protected] ( [email protected])
1106 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1107
Overview
The graduate program in Mathematical, Computational, and Systems Biology (MCSB) is designed to meet the interdisciplinary training challenges of
modern biology and function in concert with existing departmental programs (Departmental option) or as an individually tailored program (stand-alone
option) leading to a M.S. or Ph.D. degree.
The degree program provides students with both opportunity for rigorous training toward research careers in areas related to systems biology and
flexibility through individualized faculty counseling on curricular needs, and access to a diverse group of affiliated faculty and research projects from
member departments. Current member departments include Biomedical Engineering, Biological Chemistry, Computer Science, Developmental and Cell
Biology, Ecology and Evolutionary Biology, Mathematics, Microbiology and Molecular Genetics, Molecular Biology and Biochemistry, Chemistry, and
Physics.
Mathematical, Computational, and Systems Biology M.S., Ph.D.
Admission
Students interested in the MCSB Program apply to the Office of Graduate Studies (OGS). Applicants must specify that they wish to pursue a M.S. or a
Ph.D. degree. Upon completion of the M.S., students who may wish to pursue a Ph.D. may request to be evaluated together with the pool of prospective
Ph.D. candidates for admission to the Ph.D. program.
Applicants are expected to hold a Bachelor’s degree in one of the Science, Technology, Engineering, and Mathematics (STEM) fields. Applicants are
evaluated on the basis of their prior academic record and their potential for creative research and teaching, as demonstrated in submitted application
materials (official university transcripts, letters of recommendation, GRE scores, and statement of purpose).
Required Core Courses
DEV BIO 203A Graduate Tutorial in Developmental and Cell Biology
PHYSICS 230A Biophysics of Molecules and Molecular Machines
DEV BIO 232 Systems Cell and Developmental Biology
ECO EVO 251 Population Dynamics in Ecology, Epidemiology, and Medicine
or DEV BIO 203C Graduate Tutorial in Developmental and Cell Biology
1
MATH 227A Mathematical and Computational Biology
or BME 233 Dynamic Systems in Biology and Medicine
MATH 227B Mathematical and Computational Biology
COMPSCI 284C Computational Systems Biology
or MATH 227C Mathematical and Computational Biology
1
BME 233 may be taken only if MATH 227A has been completed.
Master of Science Program
Students pursuing the M.S. degree may choose either Plan I (Research Thesis Option) or Plan II (Literature Thesis Option). Students following Plan I
must complete the seven required core courses (listed above), plus two electives. Students in Plan II must complete the seven required core courses,
plus five elective courses selected from Breadth Categories I, II, and II. Students in Plan I and Plan II must attend first-year bootcamp.
In both plans, students must be supervised by a training faculty participating in the MCSB Ph.D. program and the student's choice of Plan I or Plan
II must be approved by the MCSB Executive Committee in consultation with the Program Director and their faculty supervisor. The normative time to
degree is two years.
Doctor of Philosophy Program
Enrolled students participate in a common first-year “gateway” program and must complete the seven required core courses (listed above). Students are
assigned an MCSB Advisory Committee consisting of two participating faculty members to oversee course and laboratory work. Subsequently, students
select a thesis advisor and choose between the Departmental or Interdisciplinary (Stand-Alone) options for the remainder of their Ph.D. training.
Departmental Option
For students who select the Departmental option, a faculty member in a participating department must agree to serve as the student’s thesis advisor.
Completion of the Ph.D. is subject to the degree requirements of the departmental Ph.D. program in which the student enrolls. Participating departments
accept both the course work and research conducted during the “gateway” year in partial fulfillment of such requirements. Students are encouraged to
consult with the department of choice for specific information on additional requirements. All department student advisory committees are established
according to the rules of the participating department. In addition, the student’s MCSB Advisory Committee meets annually to follow progress and
provide additional guidance. The normative time to degree for students in the Departmental option is five years.
To complete the coursework requirements for the Departmental option, students must:
UCI General Catalogue 2016-2017 1107
1108 Interdisciplinary Studies
• Attend first-year bootcamp
• Perform at least two laboratory rotations; one in an experimental (wet) lab and one in a computational (dry) lab
• Complete the seven required core courses, in addition to any departmental requirements.
Interdisciplinary (Stand-Alone) Option
For students who select the stand-alone option, the student’s thesis advisor assumes the role of the Committee Chair when a participating MCSB faculty
member agrees to accept that role. Adjustments to the MCSB Advisory Committee may be made based on the area of the student’s research, or by
request of the student, thesis advisor, or committee members. The student meets biannually with the Advisory Committee until an Advancement to
Candidacy Committee has formed, which then assumes the duties until the M.S. or Ph.D. defense. The normative time to degree for students in the
Stand-Alone option is five years.
To complete the coursework requirements for the Stand-Alone option, students must:
• Attend first-year bootcamp
• Perform at least two laboratory rotations; one in an experimental (wet) lab and one in a computational (dry) lab
• Complete the seven required core courses, plus five elective courses selected from Breadth Categories I and II.
Graduate Program in Networked Systems
On This Page:
• Overview
• Admission
• Master of Science Program
• Doctor of Philosophy Program
Athina Markopoulou, Co-Director
Nalini Venkatasubramanian, Co-Director
949-824-0357
http://www.networkedsystems.uci.edu/
Overview
The graduate program in Networked Systems is administered by faculty from two academic units: the Department of Computer Science (CS) in the
Donald Bren School of Information and Computer Sciences, and the Department of Electrical Engineering and Computer Science (EECS) in The Henry
Samueli School of Engineering. The program offers M.S. and Ph.D. degrees in Networked Systems.
The Networked Systems program provides education and research opportunities to graduate students in the areas of computer and telecommunication
networks. Networked Systems include telephone, cable TV networks, wireless, mobile, ad hoc, and cellular phone networks, as well as the Internet.
Networked Systems, as a field, is inherently interdisciplinary since it combines technology in software, hardware, and communications. As a result, it
transcends traditional departmental boundaries. Networked Systems draws primarily from Computer Science, Computer Engineering, and Electrical
Engineering. At UCI, these areas are housed in two departments: CS and EECS. The Networked Systems program unites the respective strengths of
these two departments and provides integrated M.S. and Ph.D. degrees in this area.
Program requirements include core, breadth, and concentration courses. Core courses are taken by all Networked Systems students and form a
foundation for networking topics. Breadth courses may be selected from technical courses (including distributed systems, algorithms, data structures,
operating systems, databases, random processes, and linear systems) and management and applications of technology (including educational
technology, management of information technology, and social impact). Concentration courses may be selected from a long list including courses
on networks, performance, middleware, communications, and operations research. Core, breadth, and concentration course lists are available on the
Networked Systems website (http://www.networkedsystems.uci.edu) or from the Networked Systems Program Office.
Admission
Prospective graduate students apply directly to the Networked Systems program, specifying M.S. or Ph.D. degree goal. Applicants who do not hold a
bachelor’s degree in Computer Science, Computer Engineering, or Electrical Engineering may be required to take supplementary course work to obtain
and demonstrate sufficient background in the field.
Applicants are evaluated on the basis of prior academic record and potential for creative research and teaching, as demonstrated in their application
materials including official university transcripts, letters of recommendation, GRE test scores, and statement of purpose.
Master of Science Program
Students pursuing the M.S. degree may choose either Plan I (Thesis Plan) or Plan II (Comprehensive Examination Plan). Students following Plan I must
complete the three core courses, two courses chosen from the breadth course list with at most one chosen from the Management and Applications of
1108 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1109
Technology list, three courses chosen from the concentration course lists with at least one course chosen from at least two different concentrations, two
additional courses chosen with the approval of the advisor, and a thesis. In addition, students pursuing Plan I must enroll in two courses of thesis-related
research: COMPSCI 298 or EECS 296.
Students following Plan II must complete the three core courses, three courses chosen from the breadth course list with at most two chosen from the
Management and Applications of Technology list, four courses chosen from the concentration course lists with at least one course chosen from at
least three different concentrations, and two additional courses chosen with the approval of the advisor. Students pursuing this option must also pass
a comprehensive examination which will be administered through NET SYS 295 and will consist of a term paper on a topic relevant to the student’s
educational program and that term’s speakers.
Doctor of Philosophy Program
The Ph.D. degree requires the following 13 courses: three core courses; three courses chosen from the breadth course list, with at most two chosen
from the Management and Applications of Technology list; four courses chosen from the concentration course lists, with at least one course chosen from
at least three different concentrations; and three additional courses, chosen with the approval of the research advisor. Students must also complete two
teaching practicum courses (I&C SCI 399) and a dissertation.
Courses applied to the M.S. degree can also be applied to the Ph.D. degree. Students who have taken similar graduate-level courses at another
university may petition to apply these courses to the Ph.D. requirements. Ph.D. students who have served as teaching assistants, readers, or tutors at
another university may petition to apply this experience toward the teaching practicum requirement. Normative time for advancement to candidacy is
three years (two for students who entered with a master’s degree). Normative time for completion of the Ph.D. is six years (five for students who entered
with a master’s degree), and maximum time permitted is seven years.
Courses
NET SYS 201. Computer and Communication Networks. 4 Units.
Network architecture of the Internet, telephone networks, cable networks, and cell phone networks. Network performance models. Network performance
models. Advanced concepts and implementations of flow and congestion control, addressing, internetworking, forwarding, routing, multiple access,
streaming, and quality-of-service.
Prerequisite: EECS 148 or COMPSCI 132.
Same as COMPSCI 232, EECS 248A.
Restriction: Graduate students only.
NET SYS 202. Networking Laboratory. 4 Units.
A laboratory-based introduction to basic networking concepts such as addressing, sub-netting, bridging, ARP, and routing. Network simulation and
design. Structured around weekly readings and laboratory assignments.
Prerequisite: EECS 148 or COMPSCI 132.
Same as COMPSCI 233.
NET SYS 210. Advanced Networks. 4 Units.
Design principles of networked systems, advanced routing and congestion control algorithms, network algorithms, network measurement, management,
security, Internet economics, and emerging networks.
Prerequisite: NET SYS 201 or COMPSCI 232 OR EECS 248A.
Same as COMPSCI 234.
NET SYS 230. Wireless and Mobile Networking. 4 Units.
Introduction to wireless networking. The focus is on layers 2 and 3 of the OSI reference model, design, performance analysis, and protocols. Topics
covered include: an introduction to wireless networking, digital cellular, next generation cellular, wireless LANs, and mobile IP.
Prerequisite: EECS 148 or COMPSCI 132.
Same as COMPSCI 236.
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1110 Interdisciplinary Studies
NET SYS 240. Network and Distributed Systems Security. 4 Units.
Modern computer and networks security: attacks and countermeasures, authentication, identification, data secrecy, data integrity, authorization, access
control, computer viruses, network security. Group communication and multicast security techniques. Covers secure e-commerce and applications of
public key methods, digital certificates, and credentials.
Prerequisite: EECS 148 or COMPSCI 132.
Same as COMPSCI 203.
NET SYS 256. Network Coding: Theory and Applications. 4 Units.
Theoretical frameworks for network coding: linear, algebraic and random network coding; linear programming and combinatorial frameworks. Network
code design. Benefits and costs. Practical network coding. Applications to wireless networks, content distribution, security, and other areas.
Prerequisite: EECS 248A or NET SYS 201 or COMPSCI 232.
Same as EECS 246.
Restriction: Graduate students only.
NET SYS 260. Middleware for Networked and Distributed Systems. 4 Units.
Discusses concepts, techniques, and issues in developing distributed systems middleware that provides high performance and Quality of Service for
emerging applications. Also covers existing standards (e.g., CORBA, DCOM, Jini, Espeak) and their relative advantages and shortcomings.
Prerequisite: An undergraduate-level course in operating systems and networks.
Same as COMPSCI 237.
NET SYS 270. Topics in Networked Systems. 4 Units.
Study of Networked concepts.
Repeatability: Unlimited as topics vary.
NET SYS 295. Networked Systems Seminar. 1 Unit.
Current research in networked systems. Includes talks by UCI faculty, visiting researchers, and Networked Systems graduate students.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Graduate Program in Pharmacological Sciences
Andrej Luptak, Graduate Program Director/Advisor for the Interdisciplinary Program
Graduate Student Affairs: 949-824-1991 (Program administered by the Department of Pharmaceutical Sciences)
http://www.pharmsci.uci.edu and http://www.pharmacology.uci.edu
Overview
The Departments of Pharmacology and Pharmaceutical Sciences offer an interdisciplinary program leading to a Ph.D. degree in Pharmacological
Sciences. The Ph.D. degree prepares students for careers in academic research institutions, in the biotechnology and pharmaceutical industry, in
federal and state agencies, and in private research institutions by providing a research-intensive approach to the study of pharmacology. Students
applying to the Ph.D. program choose either a Concentration in Pharmaceutical Sciences or a Concentration in Pharmacology .
Faculty research programs in Pharmacological Sciences include molecular and cellular pharmacology, circadian rhythms, epigenetic modifications,
neuropharmacology, psychopharmacology, cardiovascular pharmacology, the pharmacology of aging, structure-based drug design, screening-based
drug discovery, medicinal chemistry, structural biology, natural product biosynthesis, and synthase engineering, cancer detection, prevention and
therapy, gene regulation and intercellular signaling, computational biology and bioinformatics, and nanomedicine for targeted drug and gene delivery
testing.
On This Page:
• Program Requirements
• Course Requirements
• Coursework Requirements - Pharmacology Concentration
• Coursework Requirements - Pharmaceutical Sciences Concentration
• Comprehensive Exam
• Advancement Candidacy
1110 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1111
• Dissertation
• Final Examination
Program Requirements
Admission
A strong background in the physical and biological sciences is required for admission, including courses in mathematics, physics, chemistry, and
biochemistry, with laboratory experience. The Graduate Record Examination (GRE) and Subject Test in Biology or Chemistry are required for direct
admission into the Pharmacology Concentration. The Pharmaceutical Sciences Concentrations requires the GRE test and recommends a Subject Test
in Biology, Chemistry, Biochemistry, or Cell & Molecular Biology. Students admitted into the one-year INP gateway program and who complete all of its
requirements may transfer into the Pharmacology Concentration in the Pharmacological Sciences Ph.D. program at the end of their first academic year.
Similarly, students completing all MCP gateway requirements may transfer into the Pharmacological Sciences Ph.D. program, either concentration, at
the end of their first year of study. All gateway students must have chosen a Doctoral Advisor by mutual agreement no later than the end of the first year,
prior to transferring into the Pharmacological Sciences program.
Course Requirements
The primary difference between the two concentrations are the first-year course requirements, which in the Pharmacology Concentration focuses on
mainline pharmacology topics while the Pharmaceutical Sciences Concentration encompasses a broad range of allied fields. Courses are offered by
faculty from both departments in the Pharmacological Sciences program.
Coursework Requirements - Pharmacology Concentration: New students admitted directly into the Pharmacology Concentration are subject to the
coursework requirement as listed below.
Required Courses:
PHARM 241 Advanced Topics in Pharmacology
PHARM 251 Experimental Pharmacology
PHARM 254 Introduction to Pharmacology
PHARM 255 Chemical Transmission
PHARM 256 Experimental Design for Pharmacologists
PHARM 257 Ethics in Research
PHARM 298 Seminar
PHARM 299 Research
PHYSIO 206A Introduction to Medical Physiology
PHYSIO 206B Introduction to Medical Physiology
BIOCHEM 210A Medical Biochemistry and Molecular Biology (Requirement of this course is
determined by the Graduate Program Advisor.)
Courses from in the Pharmaceutical Sciences Concentration required course list may be substituted for some of the Pharmacology Concentration
required courses with the consent of the Concentration Advisor, according to the interests of the student.
Students who complete all requirements of the one-year INP or MCP gateway programs qualify to transfer into the Pharmacology Concentration at the
end of their first academic year. These gateways have different first year requirements. Students entering the concentration from a gateway are required
to pass the Comprehensive Exam.
Coursework Requirements - Pharmaceutical Sciences Concentration: New students admitted directly into the Pharmaceutical Sciences
Concentration are required to take three courses chosen from the list below, and three electives chosen from 1) the same list, 2) from the Pharmacology
Concentration required courses above, and/or 3) from the MCP electives list. Electives must be approved by the Pharmaceutical Sciences Concentration
Advisor. Coursework must also include training in the ethical conduct of research (e.g., PHARM 257 or equivalent).
Required course list (must choose three from the following list, plus three electives):
Choose three of the following plus three electives:
PHARM 254 Introduction to Pharmacology
PHARM 255 Chemical Transmission
PHRMSCI 223 Biological Macromolecules
PHRMSCI 270 Advanced Pharmacology
PHRMSCI 272 Special Topics in Pharmaceutical Sciences
PHRMSCI 274 Nanomedicine
PHRMSCI 277 Medicinal Chemistry
UCI General Catalogue 2016-2017 1111
1112 Interdisciplinary Studies
PHRMSCI 278 Stem Cell Therapy
PHRMSCI 298 Research Seminar
Students who complete all requirements of the one-year MCP gateway program qualify to transfer into the Pharmaceutical Sciences Concentration
at the end of their first academic year. The MCP gateway has different first-year requirements. Students entering the concentration from a MCP
gateway are required to pass the Pharmacological Sciences Comprehensive Exam. In addition, MCP students who have passed fewer than
the six courses required for the concentration during the first-year must bring the total up to six by the end of the second year (the full year of
PHRMSCI 250A-PHRMSCI 250B-PHRMSCI 250C may be counted as one course for this purpose).
Comprehensive Exam
After completion of first year courses (whether in the concentration itself or one of the gateways), each student must pass a Comprehensive Exam
covering first year coursework subjects. It will be offered once per year during the summer and normally will taken prior to the second year. It may
be deferred to the following year only under unusual circumstances and with the prior approval of the Graduate Advisor. There will be a single
Comprehensive Exam offered, covering subjects appropriate for students in either concentration. Each candidate for the Ph.D. degree must pass the
Comprehensive Exam or equivalent no later than the end of their second year.
Advancement to Candidacy
Upon completion of first-year course requirements, in order to be recommended for candidacy, each student will take a written qualifying examination set
by the program faculty to determine competence in pharmacological sciences. After completing this requirement successfully, the student will complete
an oral qualifying examination in accordance with Graduate Council procedures. Advancement normally will take place no earlier than the sixth quarter
or later than the ninth; exceptions must be approved by the Pharmacological Sciences and Concentration Advisor. For each student, the Graduate
Advisor will assign four Advancement-to-Candidacy Committee members chosen from faculty of both departments/concentrations, plus the required
outside member.
Dissertation
A three-member Doctoral Committee formed from the Advancement to Candidacy Committee will meet with the candidate annually to assess and guide
the student's progress toward completion of the dissertation. When the student's research advisor and Doctoral Committee members determine that a
sufficient body of original research has been completed, the student will prepare the dissertation for a public defense before the Doctoral Committee.
Final Examination
Upon completion of the dissertation the student will take a public oral examination on the content of his or her dissertation or related topics. The
examination will be conducted by the student's Doctoral Committee.
Faculty
Geoffrey W. Abbott, Ph.D. University of London, Professor of Pharmacology; Physiology and Biophysics
James D. Belluzzi, Ph.D. University of Chicago, Adjunct Professor of Pharmacology
Claudia Benavente, Ph.D. University of Arizona, Assistant Professor of Pharmaceutical Sciences; Developmental and Cell Biology (genetics,
epigenetics, cancer, pediatric cancer, retinoblastoma, osteosarcoma)
Stephen C. Bondy, Ph.D. University of Birmingham, Professor of Medicine; Environmental Health Sciences; Pharmacology; Program in Public Health
Emiliana Borrelli, Ph.D. University of Strasbourg, Professor of Microbiology and Molecular Genetics; Pharmacology
Catherine M. Cahill, Ph.D. Dalhousie University, Acting Associate Professor of Anesthesiology and Perioperative Care; Anesthesiology and
Perioperative Care; Pharmacology
A. Richard Chamberlin, Ph.D. University of California, San Diego, Department Chair and Professor of Pharmaceutical Sciences; Chemistry;
Pharmacology (chemical biology, organic and synthetic)
John Charles Chaput, Ph.D. University of California, Riverside, Professor of Pharmaceutical Sciences
Olivier Civelli, Ph.D. Swiss Federal Institute of Technology in Zurich, Department Chair and Eric L. and Lila D. Nelson Chair in Neuropharmacology and
Professor of Pharmacology; Developmental and Cell Biology; Pharmaceutical Sciences (novel neuroactive molecules)
Sue P. Duckles, Ph.D. University of California, San Francisco, Professor Emerita of Pharmacology
Frederick J. Ehlert, Ph.D. University of California, Irvine, Professor of Pharmacology
Pietro R. Galassetti, Ph.D. Vanderbilt University, Associate Professor of Pediatrics; Pharmacology
Kelvin W. Gee, Ph.D. University of California, Davis, Professor of Pharmacology
1112 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1113
Daniel W. Gil, Ph.D. University of Pennsylvania, Associate Adjunct Professor of Pharmaceutical Sciences
Celia Goulding, Ph.D. King's College London, Professor of Molecular Biology and Biochemistry; Pharmaceutical Sciences
Stephen Hanessian, Ph.D. Ohio State University, Director of Medicinal Chemistry and Pharmacology Graduate Program and Professor of
Pharmaceutical Sciences; Chemistry; Pharmacology (organic chemistry)
Naoto Hoshi, Ph.D. Kanazawa University, Assistant Professor of Pharmacology; Physiology and Biophysics
Mahtab F. Jafari, Ph.D. University of California, San Francisco, Vice Chair of the Undergraduate Program in Pharmaceutical Sciences and Associate
Professor of Pharmaceutical Sciences; Ecology and Evolutionary Biology; Pharmacology
Diana N. Krause, Ph.D. University of California, Los Angeles, Adjunct Professor of Pharmacology
Young Jik Kwon, Ph.D. University of Southern California, Professor of Pharmaceutical Sciences; Biomedical Engineering; Chemical Engineering and
Materials Science; Molecular Biology and Biochemistry (gene therapy, drug delivery, cancer-targeted therapeutics, combined molecular imaging and
therapy, cancer vaccine)
Arthur D. Lander, Ph.D. University of California, San Francisco, Donald Bren Professor and Professor of Developmental and Cell Biology; Biomedical
Engineering; Logic and Philosophy of Science; Pharmacology (systems biology of development, pattern formation, growth control)
Frances L. Leslie, Ph.D. University of Aberdeen, Professor of Pharmacology; Anatomy and Neurobiology
Ellis Levin, M.D. Thomas Jefferson University, Jefferson Medical College, Professor in Residence of Medicine; Biological Chemistry; Pharmacology
John C. Longhurst, Ph.D. University of California, Davis, Susan Samueli Chair in Integrative Medicine and Professor of Medicine; Pharmacology;
Physiology and Biophysics
Sandra E. Loughlin-Burkhead, B.A. University of California, San Diego, Specialist of Pharmacology
Zhigang D. Luo, Ph.D. State University of New York at Buffalo, Professor of Anesthesiology and Perioperative Care; Pharmacology
Andrej Luptak, Ph.D. Yale University, Associate Professor of Pharmaceutical Sciences; Chemistry; Molecular Biology and Biochemistry (chemical
biology)
David L. Mobley, Ph.D. University of California, Davis, Associate Professor of Pharmaceutical Sciences; Chemistry (chemical biology, physical chemistry
and chemical physics, theoretical and computational)
Daniele Piomelli, Ph.D. Columbia University, Louise Turner Arnold Chair in the Neurosciences and Professor of Anatomy and Neurobiology; Biological
Chemistry; Pharmacology
Lawrence Plon, PHAR University of Southern California, Assistant Adjunct Professor of Pharmaceutical Sciences
Thomas L. Poulos, Ph.D. University of California, San Diego, UCI Chancellor's Professor of Molecular Biology and Biochemistry; Chemistry;
Pharmaceutical Sciences; Physiology and Biophysics (chemical biology)
Ralph E. Purdy, Ph.D. University of California, Los Angeles, Professor Emeritus of Pharmacology
Samuel E. Schriner, Ph.D. University of Washington, Lecturer with Potential Security of Employment of Pharmaceutical Sciences
Stefano Sensi, M.D. Gabriele D'Annunzio University of Chieti Pescara, Associate Adjunct Professor of Neurology; Pharmacology
Robert Spitale, Ph.D. University of Rochester, Assistant Professor of Pharmaceutical Sciences
Larry Stein, Ph.D. University of Iowa, Professor Emeritus of Pharmacology
Jeffrey R. Suchard, M.D. University of California, Los Angeles, Professor of Emergency Medicine; Pharmacology
Sun (Coco) Yang, Pharm D. Chinese Academy of Medical Science & Peking Union Medical College, Assistant Adjunct Professor of Pharmaceutical
Sciences
Weian Zhao, Ph.D. McMaster University, Assistant Professor of Pharmaceutical Sciences; Biomedical Engineering (stem cell therapy, diagnostics,
biosensors, nano- and microtechnology, aptamers)
Qun-Yong Zhou, Ph.D. Oregon Health & Science University, Professor of Pharmacology
Xiaolin Zi, Ph.D. Shanghai University, Associate Professor of Urology; Pharmacology
UCI General Catalogue 2016-2017 1113
1114 Interdisciplinary Studies
Affiliate Faculty
Bruce Blumberg, Ph.D. University of California, Los Angeles, Professor of Developmental and Cell Biology; Biomedical Engineering; Environmental
Health Sciences; Pharmaceutical Sciences (gene regulation by nuclear hormone receptors in vertebrate development physiology, endocrine disruption)
Olivier Civelli, Ph.D. Swiss Federal Institute of Technology in Zurich, Department Chair and Eric L. and Lila D. Nelson Chair in Neuropharmacology and
Professor of Pharmacology; Developmental and Cell Biology; Pharmaceutical Sciences (novel neuroactive molecules)
Melanie Cocco, Ph.D. Pennsylvania State University, Associate Professor of Molecular Biology and Biochemistry; Pharmaceutical Sciences
John P. Fruehauf, M.D. Rush University, Professor of Medicine; Biomedical Engineering; Pharmaceutical Sciences (in-vitro cancer models using 3-D
tissue systems to predict drug response)
Anthony D. Long, Ph.D. McMaster University, Professor of Ecology and Evolutionary Biology; Pharmaceutical Sciences
Jennifer A. Prescher, Ph.D. University of California, Berkeley, Assistant Professor of Chemistry; Molecular Biology and Biochemistry; Pharmaceutical
Sciences (chemical biology, organic and synthetic)
Paolo Sassone-Corsi, Ph.D. University of Naples Federico II, Donald Bren Professor and Professor of Biological Chemistry; Microbiology and Molecular
Genetics; Pharmaceutical Sciences
Shiou-Chuan (Sheryl) Tsai, Ph.D. University of California, Berkeley, Professor of Molecular Biology and Biochemistry; Chemistry; Pharmaceutical
Sciences
Graduate Program in Transportation Science
On This Page:
• Admission
• Master of Science Degree
• Doctor of Philosophy Degree
• Research Facilities
Amelia Regan, Director
949-824-2611
[email protected] ( [email protected])
http://www.transci.uci.edu/
Overview
The graduate program in Transportation Science includes faculty from four academic units: the Department of Civil and Environmental Engineering
in The Henry Samueli School of Engineering, the Department of Economics in the School of Social Sciences, the Department of Planning, Policy,
and Design in the School of Social Ecology, and the Department of Computer Science in the Bren School of Information and Computer Sciences.
The program is designed to educate students in a broad set of competencies and perspectives that mirror the actual practice of current transportation
research. The M.S. and Ph.D. degrees in Transportation Science are offered.
Admission
Admission is limited to a small number of exceptionally talented, independent, and self-disciplined students. The deadline for application for admission
is March 1 for fall quarter. A second window for application for admission for winter or spring quarters is open from April 15 through June 1 but funding
options for this second window may be very limited. All applicants must take the Graduate Record Exam (GRE) prior to the application deadline.
Applicants whose first language is not English must also submit Test of English as a Foreign Language (TOEFL) scores.
Master of Science Degree
The M.S. degree program has two options: (1) thesis; and (2) comprehensive examination. Students will choose one of these two options. For both
options, no more than 12 credit hours of non-transportation courses can count toward the required number of course-work units. Exceptions must be
approved by the student’s advisor and the Director of the Transportation Science program. Opportunities are available for part-time study toward the
M.S. degree. The normative time for completion of the M.S. is one year, and the maximum time permitted is four years, as part-time status is allowed.
Transportation courses must be chosen from lists in each of the three program areas. Each student must choose (1) at least three graduate courses
from Area 1 (Transportation Systems Engineering), and (2) at least one graduate course from each of Area 2 (Urban and Transportation Economics)
and Area 3 (Transportation Planning), and at least one additional graduate courses from either of these two areas.
Specific courses in each of these areas are shown below (transportation courses are indicated with an asterisk):
1114 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1115
Area 1 (Transportation Systems Engineering)
*
ENGRCEE 220A Travel Demand Analysis I
*
ENGRCEE 221A Transportation Systems Analysis I
*
ENGRCEE 224A Transportation Data Analysis I
*
ENGRCEE 225A Transportation Planning Models I
*
ENGRCEE 225B Transportation Planning Models II
*
ENGRCEE 226A Traffic Flow Theory I
*
ENGRCEE 228A Urban Transportation Networks I
ENGRCEE 229A Traffic Systems Operations and Control I
1
Area 2 (Urban and Transportation Economics)
ECON 210A- 210B Microeconomic Theory I
and Microeconomic Theory II
ECON 281A- 281B Urban Economics I
*
and Urban Economics II
ECON 282A- 282B Transportation Economics I
*
and Transportation Economics II
Economics 289 A–Z*
Area 3 (Transportation Planning)
PP&D 202 History of Urban Planning
PP&D 207 Land Use Law
*
PP&D 212 Transportation Planning
PP&D 223 Regional Analysis
*
PP&D 231 Transportation and Environmental Health
PP&D 235 Geographic Information Systems (GIS) Problem Solving in Planning
PP&D 237 Introduction to Geographic Information Systems
PP&D 242 Regional Development Theory
PP&D 244 Land-Use Policy
PP&D 252 Issues in Environmental Law and Policy
Pre-approved upper-division undergraduate courses, independent study units, or seminars:
A. Pre-approved upper-division undergraduate courses:
ECON 105A- 105B Intermediate Quantitative Economics I
and Intermediate Quantitative Economics II
ECON 123A- 123B Econometrics I
and Econometrics II
ECON 149 Special Topics in Economics of Public and Private Organizations
ENGRCEE 121 Transportation Systems I: Analysis and Design
ENGRCEE 122 Transportation Systems II: Operations & Control
ENGRCEE 123 Transportation Systems III: Planning and Forecasting
ENGRCEE 124 Transportation Systems IV: Freeway Operations and Control
ENGRCEE 125 Transportation and the Environment
B. Independent study units:
ECON 299 Independent Study
ENGRCEE 296 Master of Science Thesis Research
ENGRCEE 298 Special Topics in Civil Engineering
ENGRCEE 299 Individual Research
PP&D 298 Directed Studies in Urban Planning
PP&D 299 Independent Study in Urban Planning
C. Seminars:
ECON 285A Colloquium for Transportation Science I (At most two of these classes may
count toward the required units.)
D. Students who choose the thesis option may also select up to eight units of the following:
ENGRCEE 296 Master of Science Thesis Research (4 to 12 units)
UCI General Catalogue 2016-2017 1115
1116 Interdisciplinary Studies
PP&D 298 Directed Studies in Urban Planning (2 to 4 units)
1
NOTE: ECON 281A-ECON 281B and ECON 282A-ECON 282B require ECON 210A or consent of the instructor. Students can only count one
ECON 289 course toward the required number of units.
Substitutions must be approved by the Transportation Science executive committee. Alternatively, students may petition the Director of the
Transportation Science program after approval by their advisor.
Plan I: Thesis Option
Students who select the thesis option must complete at least 36 units of study, up to eight of which can be taken in conjunction with the thesis research
topic (thesis units should be taken in the home department of the faculty advisor); they must also complete at least 28 units of course work with no
more than eight units of pre-approved upper-division undergraduate courses, independent study units, or seminars. The thesis should reflect an
original research investigation and it must be approved by a thesis committee of at least three full-time faculty members (a majority of which must be
Transportation Science faculty) with primary appointments in at least two of the following departments: Civil and Environmental Engineering, Economics,
and Planning, Policy and Design. Thesis research findings must be presented in a public seminar.
Plan II: Comprehensive Examination Option
Students who select the comprehensive examination option must successfully complete 36 units of course work and pass a comprehensive
examination. These units may include no more than six units of pre-approved upper-division undergraduate courses, independent study units, or
seminars. The comprehensive examination requirements may be met with a 20-page paper dealing with a transportation topic; this paper must be
approved by the student’s advisor and the Director of the Transportation Science program.
Doctor of Philosophy Degree
The Ph.D. degree indicates attainment of an original and significant research contribution to the state-of-the-art in the candidate’s field, and an ability
to communicate advanced concepts to a non-specialized audience. All students must complete a core curriculum consisting of eight courses from Civil
Engineering, Economics, and Social Ecology plus the graduate colloquium. Students may apply to the Director of Enrollment and Graduate Academic
Affairs for exemption from specific courses based upon the evidence of prior course work. Students also must successfully complete at least six courses
from among the four specialization areas: (1) Methods and Analysis; (2) Transportation Systems Economics; (3) Traffic Analysis; and (4) Planning and
Policy Analysis.
At least four of these six courses must be from one specialization.
Students must complete the following general theory core courses:
Civil Engineering:
ENGRCEE 220A Travel Demand Analysis I
ENGRCEE 225A Transportation Planning Models I
ENGRCEE 225B Transportation Planning Models II
Urban Planning:
PP&D 202 History of Urban Planning
or PP&D 212 Transportation Planning
PP&D 223 Regional Analysis
or PP&D 242 Regional Development Theory
Economics:
ECON 123A- 123B Econometrics I
and Econometrics II
ECON 282A- 282B Transportation Economics I
and Transportation Economics II
Transportation Science:
ECON 285A Colloquium for Transportation Science I
It is expected that all students will have sufficient background in one of the core disciplines to be exempted from some of the courses. Substitutions may
be approved by the program director.
In addition to the general theory core courses, students must take at least six additional courses chosen from among the four specialization areas below.
Methods and Analysis Specialization
ECON 220A- 220B- 220C Statistics & Econometrics I
and Statistics & Econometrics II
and Statistics & Econometrics III
1116 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1117
ECON 223A Discrete Choice Econometrics
ECON 224A Time Series Econometrics
ENGRCEE 220B Travel Demand Analysis II
ENGRCEE 224A Transportation Data Analysis I
ENGRCEE 225A- 225B Transportation Planning Models I
and Transportation Planning Models II
ENGRCEE 228A Urban Transportation Networks I
ENGRCEE 283 Mathematical Methods in Engineering Analysis
PP&D 206 Microeconomic Analysis for Urban Planning
PP&D 223 Regional Analysis
PP&D 237 Introduction to Geographic Information Systems
PP&D 242 Regional Development Theory
SOCECOL 264A- 264B Data Analysis
and Data Analysis
SOCECOL 266B Applied Logistic Regression
SOCECOL 272A Structural Equation Modeling I
Transportation Systems Economics Specialization
ECON 241A- 241B Industrial Organization I
and Industrial Organization II
ECON 281A- 281B Urban Economics I
and Urban Economics II
Traffic Analysis Specialization
ENGRCEE 221A- 221B Transportation Systems Analysis I
and Transportation Systems Analysis II
ENGRCEE 226A- 226B Traffic Flow Theory I
and Traffic Flow Theory II
ENGRCEE 228A Urban Transportation Networks I
ENGRCEE 229A- 229B Traffic Systems Operations and Control I
and Traffic Systems Operations and Control II
Transportation Planning and Policy Analysis Specialization
ECON 282A Transportation Economics I
ENGRCEE 225A- 225B Transportation Planning Models I
and Transportation Planning Models II
PP&D 202 History of Urban Planning
PP&D 207 Land Use Law
PP&D 212 Transportation Planning
PP&D 235 Geographic Information Systems (GIS) Problem Solving in Planning
PP&D 242 Regional Development Theory
PP&D 244 Land-Use Policy
PP&D 252 Issues in Environmental Law and Policy
PP&D 275 Special Topics in Urban Planning
Other requirements include a replication project, in which students replicate the empirical work of a published paper from a major transportation journal;
the qualifying examination, which consists of the oral defense of the student’s dissertation proposal; and completion of the dissertation.
The normative time for advancement to candidacy is three years. The normative time for completion of the Ph.D. is five years, and the maximum time
permitted is seven years.
Replication Project
Prior to preparing a dissertation proposal, each student who has not completed a master’s thesis (or otherwise independently published) must replicate
the empirical work of a published paper from a major transportation journal, chosen by the student and approved by the advisor. This replication may
involve the collection of new data, the use of better statistical techniques, additional simulations, or the identification and correction of theoretical errors.
Through the replication project, students gain direct experience in reducing a general problem to a manageable research project, in using data, and in
carrying out a research project.
UCI General Catalogue 2016-2017 1117
1118 Interdisciplinary Studies
Qualifying Examination
Upon completion of the general theory core courses, the specialization area courses, and the replication requirements, each student must develop a
dissertation proposal defining the research problem, related literature, research methods, and data resources. The Ph.D. qualifying examination consists
of an oral defense of that proposal before a candidacy committee chosen according to normal campus regulations, upon the recommendation of the
Graduate Director. Typically, this is a committee of at least three members of the Transportation Science faculty and at least one faculty member who is
not associated with Transportation Science.
Dissertation Requirement
Following advancement to candidacy, the dissertation is supervised by a doctoral committee ordinarily consisting of at least three members of the
candidacy committee, a majority of which must be Transportation Science faculty. The dissertation must demonstrate the student’s ability to originate
interesting and significant research problems, to investigate such problems both broadly and deeply, and to write scholarly material of publishable
quality. Certification of the dissertation will be by the student’s doctoral committee. Dissertation research units should be earned in the department
selected by the chair of the candidacy committee (e.g., ECON 290, ENGRCEE 297, or SOCECOL 296).
Research Facilities
UCI is a major research university and has an excellent library collection, as well as special interlibrary loan arrangements with other University of
California libraries including the Transportation Library at Berkeley. Research is coordinated with the Irvine branch of the Institute of Transportation
Studies (ITS). Approximately 30 to 40 graduate students are employed as research assistants each year in ITS. Research covers a broad spectrum
of transportation issues. Current funded research projects focus upon intelligent transportation systems (ITS), particularly advanced transportation
management systems; planning and analysis of transportation systems; transportation systems operation and control; transportation engineering;
transportation safety; road and congestion pricing; environmental and energy issues and demand for alternative fuel vehicles; public transit operations,
transportation-land use interactions, demand for autos, and travel demand.
ITS is part of the University of California Transportation Center, one of ten federally designated centers of excellence for transportation research. The
transportation research program at UCI is also supported by the Advanced Transportation Management Systems (ATMS) Laboratories. The Institute
maintains a regular publications series documenting research conducted within its programs and is the editorial headquarters of the Journal of Regional
Science.
Minor in Civic and Community Engagement
Overview
The minor in Civic and Community Engagement is an interdisciplinary program that provides students with the knowledge, skills, attitudes, and values to
engage as citizens and active community members in the 21st century. The minor is distinguished both by what students learn, and by how they learn it.
Teaching and learning. The minor introduces students from majors across the campus to the traditions and public movements of service and their
historical and contemporary philosophical underpinnings. The minor provides a theoretical and empirical framework to increase students’ understanding
of public problems (environmental, social, and other) from multiple disciplinary perspectives. Students learn about strategies to address public problems,
including through public policy; through the involvement of community-based and nonprofit organizations; and through the cultivation of leadership. The
minor helps students build on their major programs of study to make connections between public problems and issues of equity and social justice.
Research. The minor increases students’ knowledge of the epistemological and methodological underpinnings of community-based research as a
strategy for understanding and addressing public problems.
Service. The minor helps students to ground their understanding of public problems by participating in service-learning opportunities and by reflecting
critically on those experiences.
The minor is open to all UCI students. Course descriptions are available in the academic department sections of the Catalogue.
More information about the minor in Civic and Community Engagement is available from the Division of Undergraduate Education, at [email protected],
or view the Minor in Civic and Community Engagement website (http://engage.uci.edu).
Requirements for the Minor
Completion of eight courses (28 units total). A maximum of two courses for the minor may overlap with courses required for a student’s major or for
another minor.
A. Complete:
UNI STU 10 Introduction to Civic and Community Engagement
B. Complete:
UNI STU 100 Doing Research in the Community
C. Select four upper-division elective courses related to public problems and civic and community engagement from the following:
Environmental Stewardship:
1118 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1119
BIO SCI E150 Conservation Biology
BIO SCI E181 Conservation in the American West
BIO SCI E189 Environmental Ethics
BIO SCI 191A- 191B Senior Seminar on Global Sustainability I
and Senior Seminar on Global Sustainability II
EARTHSS 180 Environmental Sustainability I
EARTHSS 182 Environmental Sustainability II
EARTHSS 190A- 190B Senior Seminar on Global Sustainability I
and Senior Seminar on Global Sustainability II
ECON 145E Economics of the Environment
PP&D 131 Environmental Sustainability I
PP&D 132 Environmental Sustainability II
PP&D 139 Water Resource Policy
SOCECOL 186A- 186B Senior Seminar on Global Sustainability I
and Senior Seminar on Global Sustainability II
SOCECOL 186CW Writing/Senior Seminar on Global Sustainability III
Educational Equity:
ASIANAM 139 Asian Americans and Education
ECON 158 Economics of Education
EDUC 104E Multimedia and the Arts in the Multicultural Classroom
EDUC 124 Multicultural Education in K-12 Schools
EDUC 128 Exceptional Learners
EDUC 132 Reading and Writing Enrichment for After-School Programs
EDUC 150 Changing the High School Experience
EDUC 160 Foundations of Out-of-School Learning
Health and Communities:
ANTHRO 128B Race, Gender, and Science
ANTHRO 134G HIV/AIDS in a Global Context
ASIANAM 134 Asian American Community Public Health
CHC/LAT 176 Race, Gender, and Science
IN4MATX 171 Introduction to Medical Informatics
INTL ST 122 Nuclear Environments
NUR SCI 170 Community-Based Health Care
PHILOS 131C Medical Ethics
PP&D 112 Foundations of Community Health
PP&D 170 Health Policy
PUBHLTH 122 Health Policy
PUBHLTH 147 Drug Abuse and Its Prevention
PUBHLTH 167 Air Pollution, Climate, and Health
PUBHLTH 168 Nuclear Environments
PUBHLTH 173 Health and Global Environmental Change
SOCECOL E127 Nuclear Environments
GEN&SEX 165B Sexuality, Health and Medicine
Public History and Public Art:
AFAM 111A Modern African American Art
AFAM 111B Contemporary African American Art
AFAM 138 Topics in African American History
ART HIS 140A History of Contemporary Art
ART HIS 140B Topics in Contemporary Art
ART HIS 163 Asian American Art, Contemporary
ART HIS 164A Modern African American Art
ART HIS 164B Contemporary African American Art
ART HIS 164C Topics in African American Art
UCI General Catalogue 2016-2017 1119
1120 Interdisciplinary Studies
ASIANAM 137 Asian American Labor
CHC/LAT 132A Chicana/Chicano History: Pre-Colonial to 1900
CHC/LAT 132B Chicana/Chicano History: Twentieth Century
CHC/LAT 134 U.S. Latino Literature and Cultures
CHC/LAT 135 Latinas in the Twentieth Century U.S.
COM LIT 100A Nations, Regions, and Beyond
COM LIT 105 Topics in Comparative Multiculturalism
COM LIT 107 Colonialisms and Postcolonialisms
COM LIT 140 Critical Cultural Studies
DANCE 110 World Dance
DRAMA 103 Lectures in Dramatic Literature
DRAMA 122 Asian American Theatre
ENGLISH 105 Multicultural Topics in Literatures in English
HISTORY 130B Modern Jewish History
HISTORY 142A California Dreaming: Conquest, Conflict, and Globalization in the Golden
State
HISTORY 148B Topics in Multicultural U.S. History
HISTORY 150 Topics in African American History
HISTORY 151A Chicana/Chicano History: Pre-Colonial to 1900
HISTORY 151B Chicana/Chicano History: Twentieth Century
HISTORY 151C Latinas in the Twentieth Century U.S.
HISTORY 152 Topics in Asian-American History
MUSIC 148 Studies in Ethnomusicology
REL STD 106 Topics in Gender and Religion
REL STD 120 Topics in Asian Religious Traditions
REL STD 130 Jewish, Islamic, and Middle Eastern Religious Traditions
SPANISH 110C U.S. Latino Literature and Cultures
Global Citizenship:
ANTHRO 125X Transnational Migration
ANTHRO 136D Conflict Resolution in Cross-Cultural Perspective
CHC/LAT 161 Transnational Migration
CHC/LAT 163 U.S. Immigration Policy
GLBLCLT 191 Senior Seminar:Topics in Global Cultures
INTL ST 121 Social Ecology of Peace
POL SCI 126C U.S. Immigration Policy
POL SCI 153E Human Rights
POL SCI 154G Conflict Resolution in Cross-Cultural Perspective
POL SCI 172A International Law
SOCECOL E113 Social Ecology of Peace
Social Justice:
AFAM 115 Race and Visual Representation
AFAM 117 Asian American and African American Relations
AFAM 128 Topics in Gender/Sexuality
ANTHRO 121D Cross-Cultural Studies in Gender
ASIANAM 138 Race and Urban Space
ASIANAM 161 Ethnic and Racial Communities
ASIANAM 167 Asian American and African American Relations
CHC/LAT 148 Racial and Ethnic Relations in the United States
COM LIT 130 Gender, Sexuality, Race, Class
CRM/LAW C120 Law and Inequality
FLM&MDA 130 Multicultural Topics in the Media
HISTORY 146D Sex in the U.S. to 1860
1120 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1121
HISTORY 146H Topics in Women and Gender Relations in the United States
HISTORY 152B Asian American and African American Relations
PHILOS 131A Applied Ethics
PP&D 102 Urban Inequality
PP&D 113 Poverty in Developing Countries
PSY BEH 114D Gerontology
SOC SCI 175B Ethnic and Racial Communities
SOCIOL 167A Racial and Ethnic Relations in the United States
GEN&SEX 110A Gender, State, and Nation
GEN&SEX 110B Money, Sex, and Power
GEN&SEX 157B Topics in Queer Lives and Knowledge
Leadership and Public Policy:
AFAM 151 Comparative Minority Politics
ANTHRO 136D Conflict Resolution in Cross-Cultural Perspective
ASIANAM 132 Comparative Minority Politics
CHC/LAT 147 Comparative Minority Politics
CHC/LAT 152A Race, Ethnicity, and Social Control
INTL ST 152A Non-Government Organization (NGO) Fundamentals
PP&D 166 Urban Public Policy
PP&D 169 Public Policy Analysis
POL SCI 121E Public Policy Analysis
POL SCI 124A The Politics of Protest
POL SCI 124C Comparative Minority Politics
POL SCI 126D Urban Politics and Policy
POL SCI 154G Conflict Resolution in Cross-Cultural Perspective
SOC SCI 184A Sage Leader Research I
SOC SCI 184B Sage Leader Research II
Additional elective courses may be substituted by petition.
D. Select eight units of an approved internship related to civic and community engagement. Internships will typically be completed over one or more
quarters. Internships must be approved for credit toward the minor.
The internship can be completed through the following courses:
ANTHRO 197 Field Study
ARTS 199 Independent Study
BIO SCI 14 California Teach 1: Introduction to Science and Mathematics Teaching
BIO SCI 101 California Teach 2: Middle School Science and Mathematics Teaching
CHEM 191 Chemistry Outreach Program
EDUC 100 Educational Strategies for Tutoring and Teacher Aiding
EDUC 141A- 141B- 141C Jumpstart I: Early Language, Literacy, and Social Development
and Jumpstart I: Early Language, Literacy, and Social Development
and Jumpstart I: Early Language, Literacy, and Social Development
EDUC 160L After-school Programs Fieldwork
ENGR 197A Educational Strategies for Tutoring and Teacher Aiding
HUMAN 195 Humanities Out There (H.O.T.) Practicum
IN4MATX 117 Project in Software System Design
IN4MATX 132 Project in Human-Computer Interaction Requirements and Evaluation
IN4MATX 163 Project in the Social and Organizational Impacts of Computing
IN4MATX 191A- 191B Senior Design Project
and Senior Design Project
MATH 192 Studies in the Learning and Teaching of Secondary Mathematics
PHY SCI 5 California Teach 1: Introduction to Science and Mathematics Teaching
PHY SCI 105 California Teach 2: Middle School Science and Mathematics Teaching
PHYSICS 191 Field Experience in Physics Education
UCI General Catalogue 2016-2017 1121
1122 Interdisciplinary Studies
PSYCH 141J- 141K- 141L Jumpstart I: Early Language, Literacy, and Social Development
and Jumpstart I: Early Language, Literacy, and Social Development
and Jumpstart I: Early Language, Literacy, and Social Development
PSYCH 145P- 145Q- 145R Attention and Learning Deficits in Children I
and Attention and Learning Deficits in Children II
and Attention and Learning Deficits in Children III
SOCECOL 195 Field Study
SOC SCI 193B- 193C Field Studies in Public and Community Service
and Field Studies in Public and Community Service
SOC SCI 194A Public Service Internship
SOC SCI 194B Community Internship
SOC SCI 195A-195B-195C
SOC SCI 196 Global Connect
SOC SCI 197 Professional Internship
UCDC 170 Washington DC Internship
UNI STU 181 Internship in Civic and Community Engagement
Residence Requirement for the Minor: Students must complete at least four of the required courses for the minor in residence at UCI.
Minor in Global Sustainability
321 Steinhaus Hall
949-824-6006
Fax 949-824-2181
http://environment.uci.edu/degree/minor-gs
Peter A. Bowler, Faculty Advisor for the UCI Arboretum and Herbarium, the UC Natural Reserve System Burns Pinon Ridge and San Joaquin Marsh
Reserves, Faculty Co-Advisor for the UCI Ecological Preserve, Director of the Minor of Global Sustainability, and Teaching Professor (Senior Lecturer
SOE), Ecology and Evolutionary Biology
The interdisciplinary minor in Global Sustainability prepares students to consider the challenges of meeting the needs of the present without
compromising the ability of future generations to meet their own needs, with emphasis upon addressing the extreme poverty that afflicts at least 20
percent of the world’s current population. The Earth is a complex system comprised of interactions between its various physical, biological, social,
and political components, and human populations have initiated many global trends that cannot be sustained indefinitely. Some of these trends are
physiochemical or biological in nature (the depletion of fossil fuels, the accumulation of ozone-depleting chemicals, the destruction of wildlife habitat,
and high rates of species extinction), while others are social and political (accelerating urbanization, population displacement, and regional economic
imbalance).
As a result, the vitality of the Earth depends upon interdisciplinary and collaborative approaches that draw on the strengths of multiple fields. In this
program, students will become aware of the main drivers of climate change, both natural and human-induced, the intrinsic as well as the resource values
of species, ecosystems, and communities, and how the loss of cultural diversity and a growing income gap between nations leads to additional pressure
for biological resource exploitation. Students will become familiar with foundational sustainability concepts in social practice, governance and allocation,
the physical sciences, and the biological sciences to better understand and effectively deal with contemporary environmental and social equity crises.
The minor is open to all UCI students. Courses in addition to those already approved for the minor (below) may be petitioned to the Director, and the list
of accepted courses is updated on an annual basis.
Requirements for the Minor
Students are required to complete three introductory courses (12 units), three electives (12 units), one methods course (4 units), and three quarters of a
senior capstone sequence (8 units).
A. Introductory Course
Select one of the following:
EARTHSS 1 Introduction to Earth System Science
EARTHSS 3 Oceanography
EARTHSS 5 The Atmosphere
EARTHSS 15 Introduction to Global Climate Change
UNI STU 13A Introduction to Global Sustainability I
B. Introductory Course B
1122 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1123
Select one of the following:
BIO SCI 9K/EARTHSS 13 Global-Change Biology
BIO SCI 55 Introduction to Ecology
UNI STU 13B Introduction to Global Sustainability II
C. Introductory Course C
Select one of the following:
ANTHRO 20A People, Cultures, and Environmental Sustainability
ANTHRO 30A Global Issues in Anthropological Perspective
ANTHRO 41A Global Cultures and Society
POL SCI 41A Introduction to International Relations
PUBHLTH 30 Human Environments
PUBHLTH 60 Environmental Quality and Health
SOCECOL E8 Introduction to Environmental Analysis and Design
SOCIOL 44 Births, Deaths, and Migration
UNI STU 13C Introduction to Global Sustainability III
D. Electives
Select three courses from among a list of quarterly approved courses, with each elective course drawn from a different category. Two of the three
courses must be upper-division and none of the three courses may overlap with selected introductory courses. As per university policy, students may
overlap a maximum of two courses between their major and minor.
Category 1 - Social Practice (Ethics, Identity, Culture, Wellness, Education Business):
AFAM 128 Topics in Gender/Sexuality
ANTHRO 20A People, Cultures, and Environmental Sustainability
ANTHRO 30A Global Issues in Anthropological Perspective
HISTORY 12 Introductory Topics in History
HISTORY 100W Writing About History
HISTORY 190 Colloquium
PHILOS 131A Applied Ethics
PUBHLTH 60 Environmental Quality and Health
PUBHLTH 90 Natural Disasters
PUBHLTH 124 Environmental and Public Health Policy
PUBHLTH 125 Foundations of Community Health
PUBHLTH 167 Air Pollution, Climate, and Health
PUBHLTH 173 Health and Global Environmental Change
Category 2 - Governance and Allocation (Natural Resource Management, Economics, Development, Poverty Alleviation, Social Justice):
ANTHRO 125A Economic Anthropology
ECON 145E Economics of the Environment
ECON 145FW Economics of the Environment II
ECON 152A Economic Anthropology
ECON 164A The Industrial Revolution in Western Europe
PP&D 4 Introduction to Urban Studies
PP&D 40 PPD 40/SOCIOL 43 Urban Sociology
PP&D 113 Poverty in Developing Countries
PP&D 131 PPD 131/EARTHSS 180 Environmental Sustainability I
PP&D 132 PPD 132/EARTHSS 182 Environmental Sustainability II
PP&D 134 Human Ecology
PP&D 139 Water Resource Policy
PP&D 155 Urban Design Principles
SOC SCI 5D US & World Geography
SOC SCI 118G Regional Geography of California
SOC SCI 119 Special Topics in Geography
SOCECOL E8 Introduction to Environmental Analysis and Design
SOCIOL 44 Births, Deaths, and Migration
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1124 Interdisciplinary Studies
UNI STU 13C Introduction to Global Sustainability III
Category 3- Physical Sciences (Earth System Science, Engineering, Computing):
EARTHSS 1 Introduction to Earth System Science
EARTHSS 3 Oceanography
EARTHSS 5 The Atmosphere
EARTHSS 13/BIO SCI 9K Global-Change Biology
EARTHSS 15 Introduction to Global Climate Change
EARTHSS 17 Hurricanes, Tsunamis, and Other Catastrophes
EARTHSS 19 Introduction to Modeling the Earth System
EARTHSS 21 On Thin Ice: Climate Change and the Cryosphere
EARTHSS 23 Air Pollution: From Urban Smog to Global Change
EARTHSS 51 Land Interactions
EARTHSS 55 Earth's Atmosphere
EARTHSS 60B Local and Regional Environmental Issues
EARTHSS 60C Global Environmental Issues
EARTHSS 110 Environmental Controversies
EARTHSS 146 Consequences of Air Pollution
EARTHSS 164/BIO SCI E118 Ecosystem Ecology
EARTHSS 174 Ice in the Climate System
EARTHSS 178 Solving the Energy-Carbon-Climate Problem
EARTHSS 180/PP&D 131 Environmental Sustainability I
EARTHSS 182/PP&D 132 Environmental Sustainability II
ENGRCEE 60 Contemporary and Emerging Environmental Challenges
ENGRCEE 125 Transportation and the Environment
ENGRCEE 160 Environmental Processes
ENGRCEE 171 Water Resources Engineering
ENGRMAE 118 Sustainable Energy Systems
ENGRMAE 164 Air Pollution and Control
I&C SCI 5 Global Disruption and Information Technology
IN4MATX 161 Social Analysis of Computing
UNI STU 13A Introduction to Global Sustainability I
Category 4 - Biological Sciences (Biology, Ecology, Evolutionary Sciences):
BIO SCI 9E Horticulture Science
BIO SCI 23 Sustainable Landscaping: Design and Practices
BIO SCI 55 Introduction to Ecology
BIO SCI 94 From Organisms to Ecosystems
BIO SCI E106 Processes in Ecology and Evolution
BIO SCI E118/EARTHSS 164 Ecosystem Ecology
BIO SCI E120 Marine Biology
BIO SCI E127/EARTHSS 168 Physiological Plant Ecology
BIO SCI E150 Conservation Biology
BIO SCI E172 Plant Diversity in a Changing World
BIO SCI E175 Restoration Ecology
BIO SCI E179 Limnology and Freshwater Biology
BIO SCI E182 Mediterranean Ecosystems: Biodiversity and Conservation
BIO SCI E186 Population and Community Ecology
BIO SCI E189 Environmental Ethics
UNI STU 13B Introduction to Global Sustainability II
E. Methods
Select one of the following:
ANTHRO 30B Ethnography and Anthropological Methods
BIO SCI E166L Field Biology
1124 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1125
EARTHSS 19 Introduction to Modeling the Earth System
EARTHSS 114 Earth System Science Laboratory and Field Methods
EARTHSS 116 Data Analysis for Earth Sciences
ENGRCEE 11 Methods II: Probability and Statistics
ENGRCEE 20 Introduction to Computational Problem Solving
PP&D 107 Urban and Regional Planning
SOCECOL E8 Introduction to Environmental Analysis and Design
SOCECOL 10 Research Design
SOCECOL 13 Statistical Analysis in Social Ecology
SOCIOL 10A- 10B- 10C Probability and Statistics
and Probability and Statistics
and Probability and Statistics
F. Senior Capstone Sequence
BIO SCI 191A- 191B- 191CW Senior Seminar on Global Sustainability I
and Senior Seminar on Global Sustainability II
and Writing/Senior Seminar on Global Sustainability III
or
EARTHSS 190A- 190B- 190CW Senior Seminar on Global Sustainability I
and Senior Seminar on Global Sustainability II
and Writing/Senior Seminar on Global Sustainability III
or
SOCECOL 186A- 186B- 186CW Senior Seminar on Global Sustainability I
and Senior Seminar on Global Sustainability II
and Writing/Senior Seminar on Global Sustainability III
Minor in Native American Studies
Minor in Native American Studies
The minor in Native American Studies is an interdisciplinary, interschool program, hemispheric in scope. Focusing on North America and Mesoamerica,
the three core courses provide an overview respectively of: pre-Columbian history, worldviews, social organization, religion, and the centrality of place;
American Indian diplomacy, law and history since 1776; and a critical assessment of colonialism, evolutionary theory, and ethnography. Upper division
offerings, drawing upon research and teaching specializations of faculty from different departments, further enrich the minor with analysis of Native
American literature and histories of native Latin America.
The minor is open to all UCI students. Advising information is available from the undergraduate counseling offices in the Schools of Humanities and
Social Sciences.
Requirements for the Minor
A. Core Courses:
HISTORY 12 Introductory Topics in History
HISTORY 15A Native American History
SOCIOL 65/ANTHRO 85A Cultures in Collision: Indian-White Relations Since Columbus
B. Select four upper-division courses from the following:
ANTHRO 121D Cross-Cultural Studies in Gender
ANTHRO 135A Religion and Social Order
ANTHRO 162A Peoples and Cultures of Latin America
ART HIS 175 Studies in Native and Tribal Art
EDUC 124 Multicultural Education in K-12 Schools
SOC SCI 175B Ethnic and Racial Communities
Students may also select from the following courses when the topics presented relate to Native American Studies:
ANTHRO 149 Special Topics in Archaeology
ANTHRO 169 Special Topics in Area Studies
COM LIT 105 Topics in Comparative Multiculturalism
ENGLISH 105 Multicultural Topics in Literatures in English
HISTORY 169 Topics in Latin American History
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1126 Interdisciplinary Studies
SOCIOL 149 Special Topics: Structures
SOCIOL 169 Special Topics: Age, Gender, Race, and Ethnicity
Minor in the History and Philosophy of Science
Brian Skyrms, Director
949-824-1520
Minor in the History and Philosophy of Science
The minor in the History and Philosophy of Science is intended for students who wish to study the history of science, the philosophical foundations
of scientific inquiry, and the relationship between science and other fields. The history of science explores how science is actually done and how it
has influenced history. This may involve tracking down an idea’s source or its influences, evaluating the cultural forces at work in the generation of
a scientific theory or the reaction of culture to science, or taking a detailed look at the work of a particular scientist or movement within science. The
philosophy of science is concerned with determining what science and mathematics are, accounting for their apparent successes, and resolving
problems of philosophical interest that arise in the sciences. Philosophy of science courses cover such topics as the role of logic and language
in science and in mathematics, scientific explanation, evidence, and probability. These courses may also cover work that has been done on the
philosophical problems in specific sciences—for example, the direction of time in physics, the model of mind in psychology, the structure of evolution
theory in biology, and the implications of Gödel’s incompleteness theorems for mathematics.
The minor is available to all UCI students.
Requirements for the Minor
A. Select two of the following:
LPS 31 Introduction to Inductive Logic
LPS 40 The Nature of Scientific Inquiry
HISTORY 60 The Making of Modern Science
B. Select two of the following:
HISTORY 135B Crossing the World's Oceans: From Sail to Steam
HISTORY 135D Maps from Prehistory to the Present
HISTORY 135E Topics in the History of Science and Technology
PHILOS 110–115 (when topic is science)
PSYCH 120H History of Psychology
C. Select three of the following:
LINGUIS 141 Topics in Philosophy of Language
LPS 106 Topics in Logic
LPS 108 Topics in Induction, Probability, and Decision Theory
LPS 140 Topics in Philosophy of Science
LPS 141A Topics in Philosophy of Physics
LPS 141B Geometry and Spacetime
LPS 141C Philosophy of Quantum Mechanics
LPS 141D Probability and Determinism
LPS 142W Writing/Philosophy of Biology
LPS 143 Topics in Philosophy of Psychology
LPS 145 Topics in Philosophy of Language
LPS 146 Topics in Philosophy of Logic
LPS 147 Topics in Philosophy of Mathematics
Undergraduate Major in Business Information Management
On This Page:
• Overview
• Admissions
• Requirements for the B.S Degree in Business Information Management
• Sample Program of Study - Business Information Management
1126 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1127
Overview
As the business environment becomes increasingly global and information-centric, the need has increased for graduates who understand and can use
technology that gathers and provides information, who are able to distill and recognize patterns in that information, and who can apply those analyses to
achieve business objectives.
The undergraduate Business Information Management major administered by the Donald Bren School of Information and Computer Sciences is a
collaborative, interdisciplinary degree program between the Bren School and The Paul Merage School of Business. The program seeks to educate
students to understand and then apply the theories and concepts of a broad, integrated curriculum covering computing, informatics, business
fundamentals, and analytical decision-making. The major prepares students for a wide variety of careers and life experiences. Business Information
Management majors can pursue careers in the for-profit and not-for-profit sectors or can proceed to graduate school in several disciplines, including
information systems, computing, economics, business, and law.
The curriculum is presented across three general academic areas: Computing (computer science, informatics, and software); Business Foundations
(accounting, finance, marketing, strategy, and operations); and Analytical Methods (mathematics, statistics, economics, management science, and
decision analysis). The fundamentals of information and computer science, including the rudiments of software design and construction with an
emphasis on data management, provide the foundation for understanding, describing, and evaluating the technology through which most business
information is gathered and presented. The business fundamentals, covering all the functional areas in the Merage School, provide a background and
context in which information and its analysis will be applied.
Admissions
If the number of Business Information Management applicants exceeds the number of positions available, applicants may be subject to screening
beyond minimum University of California admissions requirements.
Freshmen Applicants: See the Undergraduate Admissions section.
Transfer Applicants: Junior-level applicants who satisfactorily complete the following requirements will be given preference for admission:
1. Completion of one year of approved college-level math, preferably courses in calculus equivalent to UCI’s MATH 2A-MATH 2B; if not available, one
year of coursework equivalent to other major-related math courses is acceptable.
*
2. Completion of one year of transferable computer science courses such as those found in Java, Python, C++, data structures, or other object-
oriented or high-level programming language.
3. Completion of one year of introductory accounting theory and practice equivalent to UCI’s MGMT 30A-MGMT 30B.
4. Completion of one year of micro- and macro-economics theory equivalent to UCI’s ECON 20A-ECON 20B.
*NOTE: The introductory sequence in ICS has moved to Python. The Bren School of ICS strongly encourages all participants to become familiar with
this programming language prior to matriculation. Additional computer science courses beyond the two required are strongly recommended, particularly
those that align with the major(s) of interest. Java is used extensively in the curriculum; therefore, transfer students should plan to learn it by studying on
their own or by completing a Java-related programming course prior to their first quarter at UCI.
Additional courses beyond those required for admission must be taken to fulfill the lower-division degree requirements, as many are prerequisites for
upper-division courses. For some transfer students, this may mean that it will take longer than two years to complete their degree.
More information is available at the Bren School of ICS Student Affairs Office website (http://www.ics.uci.edu/ugrad); or at the Bren School of ICS
Student Affairs Office; telephone 949-824-5156; email: [email protected].
Requirements for the B.S. Degree in Business Information Management
All students must meet the University Requirements.
Major Requirements
A. Lower-Division: Select one of the following course groups:
Group 1
I&C SCI 31 Introduction to Programming
I&C SCI 32 Programming with Software Libraries
I&C SCI 33 Intermediate Programming
I&C SCI 45J Programming in Java as a Second Language
Group 2
IN4MATX 41 Informatics Core Course I
IN4MATX 42 Informatics Core Course II
and either
1
IN4MATX 45 Patterns of Software Construction
or I&C SCI 46 Data Structure Implementation and Analysis
UCI General Catalogue 2016-2017 1127
1128 Interdisciplinary Studies
Group 3
I&C SCI 21 Introduction to Computer Science I
I&C SCI 22 Introduction to Computer Science II
and either
1
IN4MATX 45 Patterns of Software Construction
or I&C SCI 46 Data Structure Implementation and Analysis
B. Complete the following:
IN4MATX 43 Introduction to Software Engineering
or I&C SCI 52 Introduction to Software Engineering
MATH 2A- 2B Single-Variable Calculus
and Single-Variable Calculus
I&C SCI 6D Discrete Mathematics for Computer Science
I&C SCI 6N Computational Linear Algebra
C. Select one of the following:
2
STATS 7 Basic Statistics
or STATS 8 Introduction to Biological Statistics
or STATS 67 Introduction to Probability and Statistics for Computer Science
D. Complete the following:
ECON 20A- 20B Basic Economics I
and Basic Economics II
MGMT 30A- 30B Principles of Accounting I
and Principles of Accounting II
E. Upper-Division Core:
MGMT 101 Management Science
MGMT 102 Managing Organizational Behavior
MGMT 105 Introduction to Marketing
MGMT 107 Introduction to Management Information Systems
MGMT 109 Introduction to Managerial Finance
MGMT 110 Strategic Management
MGMT 173 Business Intelligence for Analytical Decisions
MGMT 178 Management of Information Technology
MGMT 189 Operations Management
COMPSCI 121/IN4MATX 141 Information Retrieval
COMPSCI 122A/EECS 116 Introduction to Data Management
IN4MATX 113 Requirements Analysis and Engineering
IN4MATX 143 Information Visualization
STATS 110 Statistical Methods for Data Analysis I
F. Electives:
Select five upper-division courses, except independent study and internships, with at least three of the five courses to be taken within the Bren School.
Upper-division courses completed via the UC Education Abroad Program may also be utilized toward this requirement upon prior approval by the Bren
School of ICS Student Affairs Office.
1. The prerequisite for I&C SCI 46 is I&C SCI 45C. Students completing this sequence must meet course prerequisites as indicated in the UCI General
Catalogue.
2. MGMT 7 or any other Statistics course will not be accepted as a substitute for the STATS 7, STATS 8, or STATS 67 requirement. Please check with
the ICS Student Affairs Office if considering a course outside of these options.
NOTE: Students majoring in Business Information Management may not double major in Business Administration nor minor in Management, Informatics,
or Information and Computer Science.
Sample Program of Study — Business Information Management
Freshman
Fall Winter Spring
I&C SCI 31 I&C SCI 32 I&C SCI 33
MATH 2A ECON 20A I&C SCI 6B
1128 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1129
WRITING 39A MATH 2B ECON 20B
WRITING 39B WRITING 39C
Sophomore
Fall Winter Spring
I&C SCI 45J COMPSCI 122A IN4MATX 43
I&C SCI 6D MGMT 30B MGMT 102
MGMT 30A I&C SCI 6N STATS 7 or 8
General Education IV General Education IV or STATS 8 or STATS 67
General Education IV
Junior
Fall Winter Spring
STATS 110 IN4MATX 113 IN4MATX 143
MGMT 107 MGMT 101 MGMT 105
I&C SCI U-D Elective MGMT 178 General Education VI
General Education III U-D Writing
Senior
Fall Winter Spring
I&C SCI U-D Elective IN4MATX 141 I&C SCI U-D Elective
MGMT 109 MGMT 110 U-D Elective
MGMT 173 MGMT 189 General Education VIII
General Education VII U-D Elective
NOTES:
1. Students are advised that this sample program lists the minimum requirements; it is possible that students may have to take additional courses to
prepare for required courses.
2. The lower-division writing requirement must be completed by the end of the seventh quarter at UCI.
3. This is only a sample plan. Course offerings may be moved due to unforeseen circumstances. It is strongly recommended that students meet with an
academic advisor to create an academic plan tailored to meet their specific areas of interest.
4. ICS upper-division electives may be satisfied by courses offered by the Donald Bren School of Information and Computer Sciences only.
Undergraduate Major in Computer Science and Engineering
Overview
The undergraduate program in Computer Science and Engineering is administered by faculty from two academic units: the Department of Computer
Science (CS) in the Donald Bren School of Information and Computer Sciences, and the Department of Electrical Engineering and Computer Sciences
(EECS) in The Henry Samueli School of Engineering. Successful completion of the program leads to a B.S. degree in Computer Science and
Engineering.
Program Educational Objectives: Graduates of the program will: (1) establish a productive Computer Science and Engineering career in industry,
government, or academia; (2) engage in professional practice of computer systems engineering and software systems engineering; (3) promote the
development of innovative systems and solutions using hardware and software integration; (4) promote design, research, and implementation of
products and services in the field of Computer Science and Engineering through strong communication, leadership, and entrepreneurial skills.
(Program educational objectives are those aspects of computer science and engineering that help shape the curriculum; achievement of these
objectives is a shared responsibility between the student and UCI.)
This program is designed to provide students with the fundamentals of computer science, both hardware and software, and the application of
engineering concepts, techniques, and methods to both computer systems engineering and software system design. The program gives students access
to multidisciplinary problems in engineering with a focus on total systems engineering. Students learn the computer science principles that are critical to
development of software, hardware, and networking of computer systems. From that background, engineering concepts and methods are added to give
students exposure to circuit design, network design, and digital signal processing. Elements of engineering practice include systems view, manufacturing
and economic issues, and multidisciplinary engineering applications.
Career Paths. Most likely careers will involve building the computer-based infrastructure—computers, networks, embedded devices, as well as
operating systems, compilers, and networking software. The focus is on cooperation between hardware and software to yield the highest performance.
Examples of such problem areas would be in traffic management, flight control, earthquake monitoring, automotive control, and smart homes.
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1130 Interdisciplinary Studies
Admissions
High School Students: Students must have completed four years of mathematics through pre-calculus or math analysis and are advised to have
completed one year each of chemistry and physics. One semester of programming coursework is also advised. That preparation, along with honors
courses and advanced placement courses, is fundamental to success in the program.
The Henry Samueli School of Engineering recommends that freshmen applicants in Engineering majors take the SAT Subject Test, Math Level 2.
Transfer Students. Students are encouraged to complete as many of the lower-division degree requirements as possible prior to transfer, including
one year of approved calculus; one year of calculus-based physics with laboratories (mechanics, electricity and magnetism); one year of transferable
1
computer science courses involving concepts such as those found in Java, Python, C++, or other object-oriented, high-level programming language,
and one additional approved transferable course for the major (an approved math, science, or CSE course).
1
Additional computer science courses beyond the two required are strongly recommended, particularly those that align with the major of interest.
Java and C++ are used in the curriculum; therefore, transfer students should plan to learn these languages by studying on their own or by
completing related programming courses prior to their first quarter at UCI.
Students who enroll at UCI in need of completing lower-division coursework may find that it will take longer than two years to complete their degrees.
For further information, contact the Donald Bren School of Information and Computer Sciences at 949-824-5156 or The Henry Samueli School of
Engineering at 949-824-4334.
Change of Major
Students interested in changing their major to Computer Science and Engineering should contact the Student Affairs Office in the Bren School of ICS
or The Henry Samueli School of Engineering for information about change-of-major requirements. Information is also available at UCI Change of Major
Criteria website (http://www.changeofmajor.uci.edu).
Requirements for the B.S. Degree in Computer Science and Engineering
All students must meet the University Requirements.
Major Requirements
Mathematics and Basic Science Courses
Mathematics Courses: Students must complete a minimum of 32 units of mathematics including:
I&C SCI 6B Boolean Algebra and Logic
I&C SCI 6D Discrete Mathematics for Computer Science
MATH 2A- 2B Single-Variable Calculus
and Single-Variable Calculus
MATH 2D Multivariable Calculus
MATH 3A Introduction to Linear Algebra
MATH 3D Elementary Differential Equations
STATS 67 Introduction to Probability and Statistics for Computer Science
Basic Science Courses: Students must complete a minimum of 18 units of basic science courses including:
PHYSICS 7C- 7LC Classical Physics
and Classical Physics Laboratory
PHYSICS 7D- 7LD Classical Physics
and Classical Physics Laboratory
Students select, with the approval of a faculty advisor, two additional basic science courses needed to satisfy school and department requirements.
Engineering and Computing Topics Courses
Students must complete a minimum of 72 units of engineering topics, 24 units of engineering design, and 63 units of computing topics. All courses
below qualify as engineering topics; those marked with an asterisk (*) qualify as computing topics also. The following courses must be completed:
*
COMPSCI 132/EECS 148 Computer Networks
*
COMPSCI 143A Principles of Operating Systems
or EECS 111 System Software
*
CSE 31 Introduction to Digital Systems
*
CSE 31L Introduction to Digital Logic Laboratory
*
CSE 41 Introduction to Programming
*
CSE 42 Programming with Software Libraries
*
CSE 43 Intermediate Programming
*
CSE 45C Programming in C/C++ as a Second Language
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University of California, Irvine 2016-2017 1131
*
CSE 46 Data Structure Implementation and Analysis
CSE 50 Discrete-Time Signals and Systems
CSE 70A Network Analysis I
CSE 90 Systems Engineering and Technical Communications
CSE 112 Electronic Devices and Circuits
*
CSE 132 Organization of Digital Computers
*
CSE 132L Organization of Digital Computers Laboratory
CSE 135A Digital Signal Processing
CSE 135B Digital Signal Processing Design and Laboratory
*
CSE 141 Concepts in Programming Languages I
*
CSE 142 Compilers and Interpreters
CSE 145 Embedded Software
CSE 145L Embedded Software Laboratory
*
CSE 161 Design and Analysis of Algorithms
CSE 181A- 181B- 181CW Senior Design Project I
and Senior Design Project II
and Senior Design Project III
*
IN4MATX 43 Introduction to Software Engineering
Students select, with the approval of a faculty advisor, any additional engineering and computer topics courses needed to satisfy school and department
requirements.
Technical Elective Courses:
Students must complete a minimum of two courses (with 3 or more units each) of technical electives. A technical elective may be any upper-division
course from the Departments of Computer Science, Electrical Engineering and Computer Science, or Informatics, not otherwise used for the CSE
degree, chosen from the following ranges:
Computer Science: 100–189
Electrical Engineering and Computing Science: 100–189
Informatics: 100–139
(The nominal Computer Science and Engineering program will require 188 units of courses to satisfy all university and major requirements. Because
each student comes to UCI with a different level of preparation, the actual number of units will vary).
NOTE: Students majoring in Computer Science and Engineering may not complete the major in Computer Engineering, the major in Computer Science,
the major or minor in Information and Computer Science, or the minor in Informatics.
Sample Program of Study — Computer Science and Engineering
Freshman
Fall Winter Spring
MATH 2A MATH 2B MATH 2D
CSE 41 CSE 42 CSE 43
General Education PHYSICS 7C- 7LC PHYSICS 7D- 7LD
General Education General Education CSE 31
Sophomore
Fall Winter Spring
MATH 3A MATH 3D CSE 50
CSE 31L CSE 46 CSE 90
CSE 45C CSE 70A I&C SCI 6D
I&C SCI 6B Science Elective General Education
Junior
Fall Winter Spring
IN4MATX 43 STATS 67 COMPSCI 143A
CSE 112 CSE 132L CSE 142
CSE 132 CSE 141 CSE 145- 145L
CSE 161 General Education
Senior
Fall Winter Spring
CSE 181A CSE 181B CSE 181CW
CSE 135A CSE 135B Technical Elective
EECS 148 Technical Elective Science Elective
UCI General Catalogue 2016-2017 1131
1132 Interdisciplinary Studies
General Education General Education General Education
General Education
Courses
CSE 21. Introduction to Computer Science I . 6 Units.
Introduces fundamental concepts related to computer software design and construction. Develops initial design and programming skills using a high-
level language. Fundamental concepts of control structures, data structures, and object-oriented programming.
Same as I&C SCI 21.
Overlaps with I&C SCI H21, I&C SCI 31, EECS 10, EECS 12, ENGRMAE 10.
Restriction: CSE 21 or I&C SCI 21 may not be taken for credit if taken after IN4MATX 42.
(II, Vb)
CSE 22. Introduction to Computer Science II. 6 Units.
Abstract behavior of classic data structures (stacks, queues, sorted and unsorted maps), alternative implementations, analysis of time, and space
efficiency.
Prerequisite: CSE 21 or I&C SCI 21 or I&C SCI H21. CSE 21 with a grade of C or better. I&C SCI 21 with a grade of C or better. I&C SCI H21 with a
grade of C or better.
Same as I&C SCI 22.
Overlaps with I&C SCI H22, CSE 42, I&C SCI 32, CSE 43, I&C SCI 33.
(II, Vb)
CSE 31. Introduction to Digital Systems. 4 Units.
Digital representation of information. Specification, analysis, design and optimization or combinational and sequential logic, register-transfer components
and register-transfer systems with datapaths and controllers. Introduction to high-level and algorithmic state-machines and custom processors. Course
may be offered online.
(Design units: 2)
Prerequisite: CSE 41 or I&C SCI 31 or EECS 10 or EECS 12 or ENGRMAE 10 or CSE 21 or I&C SCI 21 or I&C SCI H21.
Same as EECS 31.
Restriction: Computer Engineering, Computer Science and Engineering, Electrical Engineering majors have first consideration for enrollment.
CSE 31L. Introduction to Digital Logic Laboratory. 3 Units.
Introduction to common digital integrated circuits: gates, memory circuits, MSI components. Operating characteristics, specifications, applications.
Design of simple combinational and sequential digital systems (arithmetic processors game-playing machines). Construction and debugging techniques
using hardware description languages and CAD tools. Materials fee. Course may be offered online.
(Design units: 3)
Prerequisite: (EECS 31 or CSE 31) and (EECS 10 or EECS 12 or (CSE 22 or I&C SCI 22) or (CSE 42 or I&C SCI 32)).
Same as EECS 31L.
Restriction: Computer Engineering, Computer Science and Engineering, and Electrical Engineering majors have first consideration for enrollment.
CSE 41. Introduction to Programming. 4 Units.
Introduction to fundamental concepts and techniques for writing software in a high-level programming language. Covers the syntax and semantics of
data types, expressions, exceptions, control structures, input/output, methods, classes, and pragmatics of programming.
Same as I&C SCI 31.
Overlaps with I&C SCI 21, CSE 21, I&C SCI H21, EECS 10, EECS 12.
(II, Vb)
1132 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1133
CSE 42. Programming with Software Libraries. 4 Units.
Construction of programs for problems and computing environments more varied than in CSE41. Using library modules for applications such as
graphics, sound, GUI, database, Web, and network programming. Language features beyond those in CSE41 are introduced as needed.
Prerequisite: I&C SCI 31 or CSE 41. I&C SCI 31 with a grade of C or better. CSE 41 with a grade of C or better.
Same as I&C SCI 32.
Overlaps with I&C SCI 22, CSE 22, I&C SCI H22, IN4MATX 42.
(II and (VA or VB) ).
CSE 43. Intermediate Programming. 4 Units.
Intermediate-level language features and programming concepts for larger, more complex, higher-quality software. Functional programming, name
spaces, modules, class protocols, inheritance, iterators, generators, operator overloading, reflection. Analysis of time and space efficiency.
Prerequisite: I&C SCI 32 or CSE 42. I&C SCI 32 with a grade of C or better. CSE 42 with a grade of C or better.
Same as I&C SCI 33.
Overlaps with I&C SCI 33, I&C SCI 22, CSE 22, I&C SCI H22, IN4MATX 42.
(II, Vb)
CSE 45C. Programming in C/C++ as a Second Language. 4 Units.
An introduction to the lexical, syntactic, semantic, and pragmatic characteristics of the C/C++ languages for experienced programmers. Emphasis on
object-oriented programming, using standard libraries, and programming with manual garbage collection. Formerly ICS 65.
Prerequisite: I&C SCI 22 or CSE 22 or IN4MATX 42 or I&C SCI 33 or CSE 43. I&C SCI 22 with a grade of C or better. CSE 22 with a grade of C or
better. IN4MATX 42 with a grade of C or better. I&C SCI 33 with a grade of C or better. CSE 43 with a grade of C or better.
Same as I&C SCI 45C.
CSE 46. Data Structure Implementation and Analysis. 4 Units.
Focuses on implementation and mathematical analysis of fundamental data structures and algorithms. Covers storage allocation and memory
management techniques.
Prerequisite: CSE 45C or I&C SCI 45C. CSE 45C with a grade of C or better. I&C SCI 45C with a grade of C or better.
Same as I&C SCI 46.
Overlaps with I&C SCI H23.
(Vb)
CSE 50. Discrete-Time Signals and Systems. 4 Units.
Analysis of discrete-time linear-time-invariant (DTLTI) systems in the time domain and using z-transforms. Introduction to techniques based on Discrete-
Time, Discrete, and Fast Fourier Transforms. Examples of their application to digital signal processing and digital communications.
(Design units: 0)
Prerequisite: EECS 70A or CSE 70A.
Same as EECS 50.
Restriction: Computer Engineering, Computer Science and Engineering, and Electrical Engineering majors have first consideration for enrollment.
CSE 70A. Network Analysis I. 4 Units.
Modeling and analysis of electrical networks. Basic network theorems. Sinusoidal steady state and transient analysis of RLC networks and the
impedance concept. Course may be offered online.
(Design units: 1)
Corequisite: MATH 3D.
Prerequisite: PHYSICS 7D and (EECS 10 or EECS 12 or ENGRMAE 10 or CSE 41 or I&C SCI 31).
Same as EECS 70A.
Overlaps with ENGRMAE 60.
Restriction: Aerospace Engineering, Biomedical Engineering, Civil Engineering, Computer Engineering, Electrical Engineering, Environmental
Engineering, Materials Science Engineering, and Mechanical Engineering majors have first consideration for enrollment.
UCI General Catalogue 2016-2017 1133
1134 Interdisciplinary Studies
CSE 90. Systems Engineering and Technical Communications . 2 Units.
Introduces systems engineering concepts, including specifications and requirements, hardware and software design, integration, testing, and
documentation. Emphasizes organization and writing of reports and effective presentations.
Restriction: Computer Science and Engineering majors have first consideration for enrollment.
CSE 112. Electronic Devices and Circuits. 4 Units.
A first course in the design of Very Large Scale Integrated (VLSI) systems. Introduction to CMOS technology; MOS transistors and CMOS circuits.
Analysis and synthesis of CMOS gates. Layout design techniques for building blocks and systems. Introduction to CAD tools.
(Design units: 4)
Prerequisite: PHYSICS 7D and (CSE 70A or EECS 70A).
Overlaps with EECS 119, EECS 170D.
Restriction: Computer Science and Engineering majors have first consideration for enrollment.
CSE 132. Organization of Digital Computers. 4 Units.
Building blocks and organization of digital computers, the arithmetic, control, and memory units, and input/out devices and interfaces. Microprogramming
and microprocessors.
(Design units: 4)
Prerequisite: EECS 31L or CSE 31L.
Same as EECS 112.
Overlaps with COMPSCI 152.
Restriction: Computer Engineering, Computer Science and Engineering, and Electrical Engineering majors have first consideration for enrollment.
CSE 132L. Organization of Digital Computers Laboratory. 3 Units.
Specification and implementation of a processor-based system using a hardware description language such as VHDL. Hands-on experience with design
tools including simulation, synthesis, and evaluation using testbenches.
(Design units: 3)
Prerequisite: EECS 112 or CSE 132.
Same as EECS 112L.
Restriction: Computer Engineering and Computer Science and Engineering majors have first consideration for enrollment.
CSE 135A. Digital Signal Processing. 3 Units.
Nature of sampled data, sampling theorem, difference equations, data holds, z-transform, w-transform, digital filters, Butterworth and Chebychev filters,
quantization effects.
(Design units: 2)
Prerequisite: EECS 50 or CSE 50.
Same as EECS 152A.
Restriction: Computer Engineering, Electrical Engineering, and Computer Science and Engineering majors have first consideration for enrollment.
CSE 135B. Digital Signal Processing Design and Laboratory. 3 Units.
Design and implementation of algorithms on a DSP processor and using computer simulation. Applications in signal and image processing,
communications, radar, etc. Materials fee.
(Design units: 3)
Prerequisite: EECS 152A or CSE 135A.
Same as EECS 152B.
Restriction: Computer Engineering, Electrical Engineering, and Computer Science and Engineering majors have first consideration for enrollment.
1134 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1135
CSE 141. Concepts in Programming Languages I. 4 Units.
In-depth study of several contemporary programming languages stressing variety in data structures, operations, notation, and control. Examination of
different programming paradigms, such as logic programming, functional programming and object-oriented programming; implementation strategies,
programming environments, and programming style. Course may be offered online.
Prerequisite: (I&C SCI 51 or CSE 31 or EECS 31) and (I&C SCI 46 or CSE 46). I&C SCI 51 with a grade of C or better. CSE 31 with a grade of C or
better. EECS 31 with a grade of C or better. I&C SCI 46 with a grade of C or better. CSE 46 with a grade of C or better.
Same as IN4MATX 101, COMPSCI 141.
Restriction: School of Information and Computer Science majors and Computer Science and Engineering majors in School of Engineering have first
consideration for enrollment.
CSE 142. Compilers and Interpreters. 4 Units.
Introduction to the theory of programming language processors covering lexical analysis, syntax analysis, semantic analysis, intermediate
representations, code generation, optimization, interpretation, and run-time support.
Prerequisite: CSE 141 or COMPSCI 141 or IN4MATX 101.
Same as COMPSCI 142A.
CSE 145. Embedded Software. 4 Units.
Principles of embedded computing systems: embedded systems architecture, hardware/software components, system software and interfacing, real-
time operating systems, hardware/software co-development, and communication issues. Examples of embedded computing in real-world application
domains. Simple programming using an embedded systems development environment.
Corequisite: COMPSCI 145L.
Prerequisite: (CSE 46 or I&C SCI 46) and (I&C SCI 51 or CSE 132 or EECS 112).
Same as COMPSCI 145.
Restriction: Computer Science and Engineering majors and Computer Science majors have first consideration for enrollment.
CSE 145A. Embedded Computing Systems. 4 Units.
Principles of embedded computing systems: embedded systems architecture, hardware/software components, system software and interfacing, real-
time operating systems, hardware/software co-development, and communication issues. Examples of embedded computing in real-world application
domains. Simple programming using an embedded systems development environment. (Design units: 0).
Prerequisite: (CSE 46 or I&C SCI 46 or I&C SCI 23 or CSE 23) and (I&C SCI 51 or CSE 31 or EECS 31) and (CSE 132 or EECS 112)
Same as COMPSCI 145A.
Restriction: Prerequisite required
CSE 145L. Embedded Software Laboratory. 2 Units.
Laboratory section to accompany CSE 145 or COMPSCI 145.
(Design units: 0)
Corequisite: CSE 145 or COMPSCI 145.
Same as COMPSCI 145L.
CSE 161. Design and Analysis of Algorithms. 4 Units.
Techniques for efficient algorithm design, including divide-and-conquer and dynamic programming, and time/space analysis. Fast algorithms for
problems applicable to networks, computer games, and scientific computing, such as sorting, shortest paths, minimum spanning trees, network flow, and
pattern matching.
Prerequisite: (I&C SCI 23 or CSE 23 or I&C SCI 46 or CSE 46) and I&C SCI 6B and I&C SCI 6D and MATH 2B. I&C SCI 23 with a grade of C or better.
CSE 23 with a grade of C or better. I&C SCI 46 with a grade of C or better. CSE 46 with a grade of C or better.
Same as COMPSCI 161.
UCI General Catalogue 2016-2017 1135
1136 Interdisciplinary Studies
CSE 181A. Senior Design Project I. 3 Units.
Teaches problem definition, detailed design, integration, and testability with teams of students specifying, designing, building, and testing complex
systems. Lectures include engineering values, discussions, and ethical ramifications of engineering decisions. Materials fee.
(Design units: 3)
Prerequisite: EECS 113 or EECS 170C or CSE 145A or COMPSCI 145A.
Same as EECS 159A.
Restriction: Electrical Engineering, Computer Engineering, and Computer Science and Engineering majors have first consideration for enrollment.
EECS 159A-EECS 159B-EECS 159CW/CSE 181A-CSE 181B-CSE 181CW must be taken in the same academic year.
CSE 181B. Senior Design Project II. 3 Units.
Teaches problem definition, detailed design, integration and testability with teams of students specifying, designing, building, and testing complex
systems. Lectures include engineering values, discussions, and ethical ramifications of engineering decisions Materials fee.
(Design units: 3)
Prerequisite: EECS 159A or CSE 181A.
Same as EECS 159B.
Restriction: Electrical Engineering, Computer Engineering, and Computer Science and Engineering majors have first consideration for enrollment.
EECS 159A-EECS 159B-EECS 159CW/CSE 181A-CSE 181B-CSE 181CW must be taken in the same academic year.
CSE 181CW. Senior Design Project III. 3 Units.
Completion, documentation, and presentation of senior design projects. Teaches engineering documentation and presentation skills. Students write
comprehensive project reports individually and participate in a presentation of project results.
(Design units: 0)
Prerequisite: (EECS 159A and EECS 159B) or (CSE 181A and CSE 181B). Satisfactory completion of the Lower-Division Writing requirement.
Same as EECS 159CW.
Overlaps with ENGR 190W.
Restriction: Electrical Engineering, Computer Engineering, and Computer Science and Engineering majors have first consideration for enrollment.
EECS 159A-EECS 159B-EECS 159CW/CSE 181A-CSE 181B-CSE 181CW must be taken in the same academic year.
(Ib)
CSE 198. Group Study. 1-4 Units.
Group study of selected topics in computer science and engineering.
(Design units: 0-4)
Prerequisite: Prerequisites vary.
Repeatability: May be repeated for credit unlimited times.
Restriction: Computer Science and Engineering majors only.
CSE H198. Honors Research in CSE. 4 Units.
Directed independent research in computer science and engineering for honors students.
Repeatability: May be repeated for credit unlimited times.
Restriction: Computer Science and Engineering majors only. Upper-division students only. Bren School of ICS Honors Program or Campuswide Honors
Program students only.
CSE 199. Individual Study. 1-4 Units.
Supervised independent reading, research, or design for undergraduate Engineering majors. Students taking individual study for design credit are to
submit a written paper to the instructor and to the Undergraduate Student Affairs Office in the School of Engineering.
(Design units: 1-4)
Repeatability: May be taken for credit for 8 units.
1136 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1137
CSE 199P. Individual Study. 1-4 Units.
Supervised independent reading, research, or design for undergraduate Engineering majors. Students taking individual study for design credit are to
submit a written paper to the instructor and to the Undergraduate Student Affairs Office in the School of Engineering.
(Design units: 1-4)
Grading Option: Pass/no pass only.
Repeatability: May be repeated for credit unlimited times.
Undergraduate Program in Global Middle East Studies
Mark LeVine, Director
400 Murray Krieger Hall
949-824-6521
[email protected] ( [email protected])
The Global Middle East Studies major and minor offer students an in-depth, interdisciplinary grounding in the histories and present-day realities of
the Middle East in a global context. The goal is to ensure students have a well-developed and competitive foundation to continue their studies at the
graduate level in the U.S. and globally, and/or begin a career in law, business, consulting, foreign affairs, humanitarian affairs, medicine, science, or
security studies, in which both theoretical and practical/first-hand knowledge of the regions we study are equally important.
Global Middle East Studies is both an attractive program and the perfect complement to numerous other programs on campus, particularly those with
a disciplinary focus such as history, comparative literature, anthropology, political science, sociology, art history, international studies, global cultures,
business, pre-law and criminology, pre-med, computer and information sciences, engineering, and other physical sciences. The Global Middle East
Studies minor can be combined with any major.
Requirements for the B.A. in Global Middle East Studies
All students must meet the University Requirements.
All students must meet the School Requirements.
Requirements for the Major
A. Complete the following:
GLBL ME 60A- 60B- 60C Humanities and Arts: Problems and Methods for Global Middle East
Studies
and Social Sciences: Problems and Methods for Global Middle East
Studies
and Social Ecology and Sciences: Problems and Methods for Global Middle
East Studies
GLBL ME 100W Research and Writing for Global Middle East Studies
B. Complete course work equivalent to UCI's sixth quarter of study (2C level) in one of the following single languages: Arabic, Persian, or Hebrew.
Students may also petition to complete the requirement in other languages.
1
C. Complete four upper-division courses, selected from two of the following emphases (eight total):
1. Environment, Economies, and Conflicts
2. Histories, Cultures, and Identities
3. Geographies, Migrations, and Politics
1
Courses must be selected from the approved lists published on the Global Middle East Studies website (http://www.humanities.uci.edu/gmes).
Residence Requirement for the Major: A minimum of five upper-division courses required for the major must be completed successfully at UCI.
Requirements for the Minor in Global Middle East Studies
A. Complete:
GLBL ME 60A- 60B- 60C Humanities and Arts: Problems and Methods for Global Middle East
Studies
and Social Sciences: Problems and Methods for Global Middle East
Studies
and Social Ecology and Sciences: Problems and Methods for Global Middle
East Studies
1
B. Complete four upper-division courses selected from an approved list.
UCI General Catalogue 2016-2017 1137
1138 Interdisciplinary Studies
1
Courses must be selected from the approved lists published on the Global Middle East Studies website. (http://www.humanities.uci.edu/gmes)
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.
Courses
GLBL ME 60A. Humanities and Arts: Problems and Methods for Global Middle East Studies. 4 Units.
Introduces students to the broad set of humanities and arts approaches to studying the Middle East as a global zone of cultural, political, and economic
interaction.
(IV, VIII)
GLBL ME 60B. Social Sciences: Problems and Methods for Global Middle East Studies. 4 Units.
Introduces students to the broad set of social sciences approaches to studying the Middle East as a global zone of cultural, political, and economic
interaction.
(III, VIII)
GLBL ME 60C. Social Ecology and Sciences: Problems and Methods for Global Middle East Studies. 4 Units.
Introduces students to the broad set of approaches to studying the Middle East as a global zone of cultural, political, and economic interaction, focusing
on the disciplines related to Social Ecology.
(III, VIII)
GLBL ME 100W. Research and Writing for Global Middle East Studies. 4 Units.
Research and writing course for Global Middle East Studies majors. The primary focus is to refine the skills necessary for students to engage in
independent research and writing in Global Middle East Studies.
Prerequisite: Prerequisite or corequisite: GLBL ME 60A or GLBL ME 60B or GLBL ME 60C. Satisfactory completion of the Lower-Division Writing
requirement.
Restriction: Global Middle East Studies majors have first consideration for enrollment.
(Ib)
1138 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1139
School of Law
Erwin Chemerinsky, Dean
General Information
http://www.law.uci.edu/
[email protected]
Overview
The University of California, Irvine, School of Law offers the Juris Doctor (J.D.) degree through an innovative curriculum that includes in-depth study
of legal doctrine, emphasizes experiential learning and clinical experience, and provides the professional training in lawyering skills necessary for the
practice of law at the highest level of the profession. A hallmark of the School is that every student is required to have a clinical experience or equivalent
in order to graduate.
Notably, the School of Law also participates in the UC Irvine Program in Law and Graduate Studies, a concurrent degree program that enables qualified
students to pursue a doctoral or master’s degree in a cognate field at the same time they are pursuing their law degree. Several current students, for
example, are pursuing concurrent J.D./Ph.D. degrees, J.D./M.A. degrees, or J.D./M.B.A. degrees.
The School of Law builds on UC Irvine’s existing strengths in emerging technology, social policy, international business, environmental science and
policy, health care, and other fields to produce leaders in law, government, and business for the 21st century. UC Irvine Law graduates are encouraged
to pursue careers in public service, including non-governmental organizations and philanthropic agencies. The School works aggressively to place
students on their chosen career path whether that be with a private law firm, public interest or legal services office, government agency, and/or in a
judicial clerkship. A wide array of employers from both the public and private sectors come to interview students on campus for summer positions and
externships.
UC Irvine School of Law is fully accredited by the American Bar Association. It seeks to enroll outstanding students who reflect a wide diversity of life
experiences. Further information about admission requirements, application deadlines, tuition and fees, and curriculum is updated regularly on the
School of Law website (http://www.law.uci.edu).
Degree
Law J.D.
In addition, concurrent degree study (J.D./Ph.D. and J.D./Master’s) is available under the auspices of UC Irvine’s Program in Law and Graduate Studies,
which is described later in the School of Law section.
On This Page:
• Graduation Requirements
• First-Year Course Work Requirements
• Upper-Level Academic Requirements
Juris Doctor (J.D.) Requirements
Graduation Requirements
To earn the Juris Doctor, students must complete six semesters of study, earn 86 law semester credits, pass all required classes, complete the upper-
level writing requirement, and have a minimum 2.5 (C+) grade point average.
All students must complete at least 68 credits in regularly scheduled Law School classes.
“Regularly scheduled Law School classes” include
• Law School courses and seminars, including courses cross-listed at the Law School but originating in another school or department at the University;
• Law School clinics and clinical placements approved by the Associate Dean for Clinical Education and Service Learning;
• Credits from another ABA-approved law school or from approved study in a foreign exchange program.
"Regularly scheduled Law School classes" do not include
• independent study work;
• non-law classes;
• research tutorials;
• externships (other than those deemed to meet the Law School’s clinical requirement);
UCI General Catalogue 2016-2017 1139
1140 School of Law
• designated advanced clinics (see Course Catalogue for designations).
No more than 8 units of optional credit/no credit course work will count toward the 86-unit degree requirement.
First-Year Course Work Requirements
Students must pass all UCI Law School first-year courses, or their substantial equivalents, with grades of 1.0 (D) or higher. The Assistant Dean for
Student Services will determine whether classes taken at another law school are sufficient for transfer students to meet the UCI Law first-year course
work requirement. If not, the student will be notified which courses are needed to complete the requirement.
Upper-Level Academic Requirements
1. Writing Requirement
Students must complete at least one course where they are required to produce a major writing project with frequent feedback from a faculty
member. This might include seminars, independent studies, or other work, so long as it involves substantial original analysis and research, multiple
drafts, and is certified by the faculty members as meeting this requirement.
a. At the completion of the first-year lawyering skills course, students will have a meeting with their professor and receive advice on the type of
writing assistance they need and approaches they should consider in meeting the upper-level writing requirement.
b. Students are strongly encouraged to develop a portfolio over the course of law school that will include all of their major written work and other
forms of presentation.
2. Clinical Requirement
All students are required to complete at least one semester of clinical education, either in a Law School clinic or at a clinical placement that is
approved by the Associate Dean of Clinical Education and Service Learning. This shall involve a live client or other real-life practical experience,
appropriately supervised and designed to encourage reflection by students on their experiences and on the values and responsibilities of the legal
profession, and the development of one’s ability to assess his or her performance and level of competence.
On This Page:
• First-Year Curriculum
• Upper-Level Courses
• General Courses
• Business Law
• Colloquium
• Criminal Law
• Employment Law
• Entertainment Law
• Family Law
• Intellectual Property
• International and Comparative Law
• Law and Medicine
• Perspective Courses
• Procedural Courses
• Public Law
• Real Estate Law
• Skills Courses
• Tax Law
• Clinical/Externships
First-Year Curriculum
UCI School of Law has an innovative curriculum designed to prepare students for the practice of law at the highest levels of the profession. Traditional
areas of legal doctrine are covered in the first year, but in a novel way that focuses on training students in five methods of legal analysis: statutory,
common law, procedural, constitutional, and international. The course on Statutory Analysis, for example, uses criminal law as the vehicle for teaching
students to read and interpret statutes.
One of UCI’s signature first-year courses, Legal Profession, exposes students to the economics, sociology, and psychology of a legal career. The
course also emphasizes professional ethics. Panels of attorneys from a wide range of practice areas speak to students throughout the year about ethical
dilemmas they confront as well as their work and careers.
1140 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1141
Throughout both the first-year and upper-level curriculum there is great emphasis on incorporating skills training into traditional classes. The first-year
Legal Skills class teaches fact investigation, interviewing, legal writing and analysis, extensive legal research, negotiation and oral advocacy. In addition,
all first-year students are assigned a lawyer mentor and are required to spend a specified number of hours observing that lawyer at work.
UCI has an active pro bono program in which students engage in volunteer legal work on behalf of underserved populations as early as their first year.
All first-year students enroll in the courses below. Additional information is available at the School of Law Curriculum website (http://www.law.uci.edu/
academics/curriculum.html).
Common Law Analysis: Contracts (4). This course will focus primarily on the common law of contracts to teach this method of analysis, in which the
law is derived from judicial decisions rather than statutes or the Constitution.
Statutory Analysis (3). This course will use criminal law as a basis for teaching students the methods employed in all areas of law for analyzing
statutes.
Procedural Analysis (4). This course will use civil procedure as the foundation for teaching students about areas of law in which there are procedural
rules, and how analysis and arguments are made in such contexts.
Lawyering Skills I (3). This course, which will be part of both semesters, will focus on teaching skills that all lawyers use, such as fact investigation,
interviewing, legal writing and analysis, legal research, negotiation and oral advocacy.
Legal Profession I (2). This course, which will be part of both semesters, is designed to prepare students to chart rewarding and responsible careers
in law. Drawing from various disciplines, including economics, history, sociology, and psychology, we will teach students about the variety of practice
settings in which lawyers work and the professional opportunities and challenges of each.
Common Law Analysis: Torts (4). This course will use torts as a way of further examining the common law, and how lawyers reason and develop
arguments in this area.
Constitutional Analysis (4). This course will teach students basic areas of constitutional law such as separation of powers, federalism, and individual
liberties. It will focus on how constitutional arguments are made, and how courts and lawyers analyze constitutional issues.
International Legal Analysis (3). This course will introduce students to international law and the ways that analyses in this area are similar to and
different from analysis in other areas of law.
Lawyering Skills II (3). In the spring semester of this two-semester course, all students will gain experience in a legal clinic setting, where they will
conduct intake interviews of actual clients at one or more legal services organization such as: The Learning Rights Center of Los Angeles, the Legal Aid
Foundation of Los Angeles, the Legal Aid Society of Orange County, the Public Law Center, the United States Marines Corp Base at Camp Pendleton,
and the UCI Consumer Protection Clinic.
Legal Profession II (2). Continuation of fall semester course.
Legal Research (1). This course prepares students to take on varied and challenging research assignments typically encountered at school and in the
workplace.
Upper-Level Courses
Below is an overview of the upper-level courses taught at UC Irvine School of Law. Not every course will be offered each year, and additional courses
not listed may be offered. Additional information is available at School of Law Curriculum website (http://www.law.uci.edu/academics/curriculum.html).
Course descriptions, content, and requirements are subject to change.
General Courses
Administrative Law
Business Associations
Constitutional Law: First Amendment
Criminal Procedure
Evidence
Federal Courts
Federal Criminal Law
Federal Income Taxation
Property
Remedies
The Federal Judge
Business Law
Accounting and Finance for Lawyers
Advanced Legal Writing: Business Drafting
UCI General Catalogue 2016-2017 1141
1142 School of Law
Antitrust
Antitrust Law & IP Rights
Bankruptcy Law
Business and Economics of Law Firm Practice
Business and Regulation of Fund Investors
Business Torts
Commercial Transactions
Corporate Finance
Insurance Law and Policy
Investment Management Regulation
Law and Theory Relating to the 2008 Financial Crisis
Mergers and Acquisitions
Organizations, Operations, and Tax Aspects of Public Charities and Private Foundations
Public Companies
Representing Business Clients
SEC Enforcement Process
Secured Credit
Securities Regulation
Statistics for Lawyers
Colloquium
Writing for Publication in the Law Review
Advanced Writing for Publication in the Law Review
Criminal Law
Advanced Criminal Law, Practice, & Procedure
Memory & The Law
Documents and Artifacts in Socio-Legal Research
Topics in White Collar Crime
Employment Law
Employment Discrimination Law
Employment Law
Labor Law
Entertainment Law
Entertainment Law
Sports Law
Family Law
Children and the Law
Community Property
Family Law
Gifts, Wills, and Trusts
Advocating for Vulnerable Children: From Foster Care to Juvenile Justice
Intellectual Property
Copyright Law
Digital Copyright Law
Cross-Border Trade in IP
Intellectual Property Law
Patent Law
Technical Protection of Author's Rights
Trademark and Unfair Competition Law
International and Comparative Law
China Law
Comparative Law
International Business Transactions
International Contracts
International Environmental Law
International Human Rights Law
1142 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1143
International Trade Law
Islamic Law
Japanese Law
Jewish Law
Korean Law
Law and Medicine
Biomedical Ethics
Drug Discovery, Development & Commercialization
Health Care Law
Reproductive Technologies
Perspective Courses
American Legal History
Cause Lawyering
Spanish for Lawyers
Conflict of Laws
Critical Race Theory
Feminist Jurisprudence and the Law
Human Rights & Protest in 20th and 21st Century China
Jurisprudence
Law and Economics
Law and Literature
Law and Social Movements
Race and the Law
Sexual Orientation and the Law
Procedural Courses
Arbitration
Civil Rights Litigation
Complex Litigation
Conflicts of Law
Dispute Resolution
Negotiations and Mediation
Public Law
Animal Law
Civil Rights Law
Education Law
Election Law
Federal Public Land and Natural Resources Law
Race and the Law
Environmental Law
Immigration Law
Land Use and Development Control Law
Legislation
Local Government Law
Organizations, Operations and Tax Aspects of Public Charities and Private Foundations
Media Law
National Security Law
Natural Resources Law
Poverty Law
Regulatory Design and Innovation
White Collar Crime
Real Estate Law
Land Use Law
Real Estate Transactions
Skills Courses
Advanced Legal Research
Advanced Legal Writing
UCI General Catalogue 2016-2017 1143
1144 School of Law
Global Justice Summit
Appellate Litigation
Appellate Advocacy
Negotiations
Spanish for Lawyers
Trial Advocacy
Tax Law
Basic Tax
Corporate Tax
Estate and Gift Taxation
Partnership & LLC Taxation
Taxation of Business Enterprises
Clinical/Externships
Appellate Litigation Clinic
Advanced Community & Economic Development Clinic
Advanced Environmental Law Clinic
Advanced International Human Rights Clinic
Advanced Immigrant Rights Clinic
Advanced Consumer Protection Clinic
Advanced Domestic Violence Clinic
Advanced International Justice Clinic
Civil Rights Litigation Clinic
Community & Economic Development Clinic
Consumer Protection Clinic
Domestic Violence Clinic
Environmental Law Clinic
Fair Employment & Housing Clinic
Immigrant Rights Clinic
Intellectual Property, Arts & Technology Clinic
International Human Rights Clinic
International Justice Clinic
Reproductive Justice Clinic
Veterans Clinic
Externships
Program in Law and Graduate Studies (J.D./Ph.D.; J.D./Master’s)
Shauhin Talesh, Director
949-824-9214
http://www.law.uci.edu/plgs/
[email protected] ([email protected])
Highly qualified students interested in combining the study of law with graduate research and/or professional qualifications in cognate disciplines
are invited to undertake concurrent degree study under the auspices of UC Irvine’s Program in Law and Graduate Studies (PLGS). Students in this
program pursue a coordinated curriculum leading to a J.D. degree from the School of Law in conjunction with a Master’s or Ph.D. degree from any of the
graduate professional or research degree programs at UCI that have been approved for this concurrent degree program. The objective of the program
is to promote interdisciplinary study of law while also enabling students to obtain both a J.D. and a graduate degree in less time than would be required
to acquire both degrees separately. The normative time for completion of the program is four years for J.D./Master’s combinations and seven years for
J.D./Ph.D. combinations. Additional information is available from the PLGS Program Director’s Office, 949-824-4158, or by email to [email protected]. A
full description of the program, with links to all relevant application information, can be found at the School of Law Concurrent Degree Program website
(http://www.law.uci.edu/academics/interdisciplinary-studies/concurrent-degrees.html).
UC Irvine’s PLGS program is well suited to students interested in professional or academic careers focused on the interdisciplinary or multidisciplinary
study of law and legal institutions, policy analysis, and/or applied research in law-related fields (for example, criminal justice and criminology, urban
planning and environmental issues, discrimination, human rights, urban planning, environmental protection, and intellectual property). UC Irvine is
nationally known for its graduate programs in such fields as Criminology, Law and Society; Psychology and Social Behavior; Anthropology; Management
and Business; Literature; History; Performing Arts; and others.
Applicants must submit separate applications for admission to the School of Law and to the graduate program of their choice. Once admitted for study
into both components of their program, concurrent degree students will work with the PLGS director and the director of their graduate program to
develop a program of study that will permit efficient pursuit of both degrees. Ordinarily, students will commence their studies in their chosen graduate
1144 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1145
program and begin their first year of law instruction after one or more years of graduate program study. Upon completion of the first year of law
instruction, students will pursue a coordinated curriculum of upper-level law study and graduate program study and research. Concurrent degree
students’ law enrollments will include a required “Graduate Legal Studies” colloquium and a 3-unit “Interdisciplinary Perspectives on Law” course or
its equivalent. Concurrent degree students will be eligible for financial support through their chosen graduate program while pursuing graduate degree
studies, and through the law school while pursuing law studies.
Required Colloquium
University Studies 296 Graduate Legal Studies (.3). Monthly faculty/student colloquium to present and discuss socio-legal related research/issues.
Course convened by Law School faculty with other faculty participation. Open to graduate students and Law students; required for PLGS students
enrolled in Law portion of degree. Satisfactory/Unsatisfactory only. May be repeated for credit as topics vary.
Law 5655 Interdisciplinary Perspectives on Law. This course is a reading and discussion seminar. Students will read a book each week. For the first
class, students will read the book and come to class prepared to discuss it. For the second class each student will write a 750-word critique (analytic
precis) of the book; discussion of the book will continue in that class. The seminar will be organized into four roughly equal segments. The first will
present four quite distinct accounts of law—law as education, as ideology, as politics, and as organized activism. The second will consider several
distinct scholarly perspectives on law—cultural, rhetorical, sociological. The third will examine applications of interdisciplinarity to legal studies—of
property, recording media, citizenship, and emergency politics. The fourth will continue "applications" and conclude the course by comparing two rather
different studies of law and death.
Faculty
Olufunmilayo B. Arewa, J.D., Ph.D. Harvard University, University of California, Berkeley, Professor of School of Law; Anthropology
Sameer M. Ashar, J.D. Harvard University, Senior Lecturer of School of Law
Mario Barnes, J.D., LL.M. University of California, Berkeley; University of Wisconsin-Madison, Associate Dean of Faculty Research and Development
and Professor of School of Law; Criminology, Law and Society (criminal law, constitutional law, critical race theory)
Dan L. Burk, J.D. Arizona State University, UCI Chancellor's Professor of School of Law
Alejandro E. Camacho, J.D., LL.M. Harvard University, Georgetown University, Professor of School of Law; Political Science
Jennifer M. Chacon, J.D. Yale University, Professor of School of Law
Erwin Chemerinsky, J.D. Harvard University, Dean of the School of Law, Raymond Pryke Professor of First Amendment Law and Distinguished
Professor of School of Law; Political Science
Rachel E. Croskery-Roberts, J.D. University of Michigan, Senior Lecturer of School of Law
R. Seth Davis, J.D. Columbia Law School, Acting Professor of School of Law
Joseph DiMento, Ph.D. University of Michigan, Professor of School of Law; Criminology, Law and Society; Paul Merage School of Business; Planning,
Policy, and Design (planning, land use and environmental law, use of social science in policy making, legal control of corporate behavior)
Catherine Fisk, J.D., LL.M. University of California, Berkeley; University of Wisconsin at Madison, UCI Chancellor's Professor of School of Law;
Criminology, Law and Society; History (labor and employment law, civil rights)
Laura C. Fry, J.D. University of Southern California, Lecturer of School of Law
Bryant G. Garth, J.D. Stanford University, UCI Chancellor's Professor of School of Law
Jonathan D. Glater, J.D. Yale University, Acting Professor of School of Law
Michele B. Goodwin, J.D. Boston College, Chancellor's Professor of School of Law; Program in Public Health
Michael R. Gottfredson, Ph.D. University at Albany, State University of New York, Professor of Criminology, Law and Society; School of Law; Sociology
(criminology, juvenile delinquency, crime theory, public policy)
Daniel A. Green, J.D. , Lecturer of School of Law
Kaaryn Gustafson, J.D., Ph.D. University of California, Berkeley, Professor of School of Law
Richard L. Hasen, J.D. University of California, Los Angeles, UCI Chancellor's Professor of School of Law; Political Science
Carrie Hempel, J.D. Yale University, Associate Dean for Clinical Education and Service Learning and Senior Lecturer of School of Law
Linda Cohen Jennings, Ph.D. California Institute of Technology, Professor of School of Law; School of Law
UCI General Catalogue 2016-2017 1145
1146 School of Law
David A. Kaye, J.D. University of California, Berkeley, Senior Lecturer of School of Law
Christopher M. Klein, J.D. University of Chicago, Lecturer of School of Law
Anne Lai, J.D. New York University, Lecturer of School of Law
Sarah B. Lawsky, J.D. Yale University, Senior Associate Dean for Academic Affairs and Professor of School of Law
Stephen Lee, J.D. University of California, Berkeley, Professor of School of Law; Asian American Studies
Jack I. Lerner, J.D. Harvard University, Senior Lecturer of School of Law
Christopher R. Leslie, J.D. University of California, Berkeley, UCI Chancellor's Professor of School of Law
Elizabeth F. Loftus, Ph.D. Stanford University, UCI Distinguished Professor of Psychology and Social Behavior; Cognitive Sciences; Criminology, Law
and Society; School of Law (cognitive psychology, human memory, psychology and law)
Thomas R. Malcolm, LLB University of California, Berkeley, Lecturer of School of Law
Carrie Menkel-Meadow, J.D. University of Pennsylvania, UCI Chancellor’s Professor of Political Science; School of Law
David K. Min, J.D. Harvard University, Acting Professor of School of Law
Katherine M. Porter, J.D. Harvard University, Professor of School of Law
R. Anthony Reese, J.D. Stanford University, UCI Chancellor's Professor of School of Law
L. Song Richardson, J.D. Yale Law School, Professor of School of Law
Michael J. Robinson-Dorn, J.D. Cornell University, Senior Lecturer of School of Law
Trilby Robinson-Dorn, J.D. Tulane University, Senior Lecturer of School of Law
Ezra A. Ross, J.D. Harvard University, Senior Lecturer of School of Law
Peter Schneider, J.D. University of San Diego, Senior Lecturer of School of Law
Gregory Shaffer, J.D. Stanford University, Professor of School of Law
Kenneth W. Simons, J.D. University of Michigan Law School, Professor of School of Law
Robert A. Solomon, J.D. George Washington University, Senior Lecturer of School of Law
Ann Southworth, J.D. Stanford University, Professor of School of Law; Criminology, Law and Society
Jane K. Stoever, J.D. Harvard University, Senior Lecturer of School of Law
Shauhin A. Talesh, J.D., Ph.D. University of Connecticut, University of California, Berkeley, Acting Professor of School of Law; Criminology, Law and
Society; Sociology (civil procedure, consumer law, insurance, business organizations, empirical legal studies, law and society)
William B. Tate, J.D. Stanford University, Lecturer of School of Law
Beatrice Tice, J.D. Stanford University, Senior Lecturer of School of Law
Christopher L. Tomlins, Ph.D. Johns Hopkins University, UCI Chancellor's Professor of School of Law; Criminology, Law and Society (law and
humanities, law and society, legal history)
Grace Tonner, J.D. Loyola Marymount University, Senior Lecturer of School of Law
Kerry Vandell, Ph.D. Massachusetts Institute of Technology, Professor of Paul Merage School of Business; Planning, Policy, and Design; School of Law
Henry Weinstein, J.D. University of California, Berkeley, Senior Lecturer of School of Law; English
Christopher A. Whytock, J.D. Georgetown University, Professor of School of Law; Political Science
Jessica L. Wimer, J.D. Indiana University, Associate Dean for the Law Library and Senior Lecturer with Security of Employment of School of Law
Marc Winthrop, J.D. University of California, Los Angeles, Lecturer of School of Law
1146 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1147
Benjamin van Rooij, Ph.D., LL.B. Leiden University, John S. and Marilyn Long Chair in U.S.-China Business and Law and Professor of School of Law;
Criminology, Law and Society
UCI General Catalogue 2016-2017 1147
1148 School of Medicine
School of Medicine
On This Page:
• School of Medicine Overview
• School of Medicine Degrees
• Vision Statement
• Health Sciences Complex
• Biomedical Research Center
• Chao Family Comprehensive Cancer Center
• University of California, Irvine Health
• UCI Family Health Center - Santa Ana
• UCI Family Health Center - Anaheim
• Affiliated Hospitals and Clinics
• School of Medicine Alumni Relations
Michael J. Stamos, M.D., Interim Dean
Irvine Hall
Admissions and Outreach: 949-824-5388
http://www.som.uci.edu/
School of Medicine Overview
The UC Irvine School of Medicine became part of the University of California in 1965. Prior to this time it was known as the California College of
Medicine which traces its roots to a private institution founded in 1896.
Mission Statement
The mission of the University of California, Irvine, School of Medicine is to promote biomedical sciences and medicine in Orange County, California, and
beyond, through excellence in research, patient care, education, and community service. This mission is achieved through programs of excellence in the
following:
Education: The School of Medicine is committed to provide educational programs of the highest quality to medical students, M.D./Ph.D. and M.D./
M.B.A. students, residents, fellows, allied health, graduate academic students, practicing physicians and other health care professionals. Educational
programs are offered along the continuum of medical education with programs in undergraduate, graduate, and continuing medical education. These
programs emphasize the most current knowledge in the health sciences and reflect the changing practice of medicine. Further, the School of Medicine’s
educational programs are designed to stimulate life-long self-learning and critical inquiry and to exemplify those human values necessary to fulfill the
professional commitments of a career in the health sciences.
Research: Excellence in research is an essential feature of the School of Medicine. Therefore, the School is committed to develop and maintain
research programs in the health sciences which seek to advance basic scientific knowledge and the prevention, diagnosis, and treatment of human
illness.
Clinical Care: Recognizing its responsibility to meet the educational needs of students and the diverse needs of the patient community, the School of
Medicine is committed to programs of clinical excellence across the spectrum of patient care disciplines.
Service to the Public: As a publicly assisted institution, the School of Medicine is committed to serve the community as a vital resource of expertise and
knowledge. The School further serves the public through the training of health professionals whose backgrounds reflect California’s ethnic and cultural
diversity and whose professional careers address California’s health care needs.
Degrees
Biomedical and Translational Science M.S.
1
Biomedical Sciences M.S., Ph.D.
Environmental Health Sciences M.S., Ph.D.
Epidemiology M.S., Ph.D.
Genetic Counseling M.S.
Medicine M.D.
2
Pharmacological Sciences M.S., Ph.D.
1148 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1149
1
The School of Medicine’s basic medical science departments of Anatomy and Neurobiology, Biological Chemistry, Microbiology and Molecular
Genetics, Pathology and Laboratory Medicine, and Physiology and Biophysics offer graduate instruction leading to the M.S. and Ph.D. degrees
in Biomedical Sciences.
2
Offered in conjunction with the Department of Pharmaceutical Sciences.
The School of Medicine also offers the Medical Scientist Training Program (M.D./Ph.D.), the Program in Medical Education for the Latino Community
(PRIME-LC), an M.D./M.B.A. program in cooperation with The Paul Merage School of Business, an M.D./M.P.H. program in cooperation with the
Program in Public Health, medical residency and fellowship programs, and continuing medical education for physicians and other health care
professionals.
Vision Statement
The University of California, Irvine, School of Medicine will achieve preeminence through the creation, application, and dissemination of new knowledge
in the biomedical sciences and medicine. This will be accomplished through international leadership in biomedical research, development of new
therapies, delivery of state-of-the-art medical care, and innovative biomedical education.
Health Sciences Complex
The Health Sciences Complex is a 121-acre site that houses UCI’s medical school facilities. Twenty-nine acres have been developed to provide space
for teaching, research, and patient care as well as offices for departmental administration.
The School’s basic science instructional programs are located in modern, well-equipped, medical sciences buildings. These units provide space for first-
and second-year classes, lecture halls (including the Dr. S. Jerome and Judith D. Tamkin Student Lecture Hall), offices and laboratories for various basic
and clinical departments. Other buildings house the School’s administration and laboratories.
The Medical Education building symbolizes the University’s ongoing commitment to high-quality medical education and innovation. The $40-million,
65,000-square-foot building serves as the hub for nearly all non-hospital related educational activities for UC Irvine medical students, and incorporates
the latest technology to help prepare tomorrow’s doctors for healthcare in the digital age. The School of Medicine Educational Affairs Office is located in
the Medical Education building, as well as the innovative Program in Medical Education for the Latino Community (PRIME-LC), an acclaimed program to
improve healthcare for the Latino community by training medical students to care for this underserved population in a linguistically competent, culturally
sensitive way.
The Medical Education building’s telemedicine center includes a 60-seat interactive televideo auditorium where students watch UC Irvine physicians
provide expert care over the Internet to patients in rural or other remote locations. Located on the second floor, the Clinical Skills Center is a cutting-
edge facility for teaching and assessment of clinical skills, communication, and professionalism. The Center includes 17 fully equipped patient exam
rooms, a central control room for exam administration and recording of all activities, and a computer software system that focuses on the capture,
debriefing, and assessment of medical training. The building also features an advanced simulation learning center. The Simulation Lab is a four-suite lab
that utilizes high-fidelity human patient simulators with physiologically accurate responses to stimuli to enhance learning and assess competency. The
lab is equipped with a fully operational anesthesia suite, a trauma suite, and a general ward environment. The Simulation Lab has two debriefing rooms
for immediate feedback on performance as well as a large central control room for all simulation activities.
In addition, the 40,000-square-foot Plumwood House is devoted to basic research in the fields of neurological disorders, diagnostic systems and
reagents, and industrial bioreactors. In this facility, faculty from the Department of Biological Chemistry share laboratory space with corporate
researchers.
Outpatient services are available on campus through the Louis A. and Helen C. Gottschalk Medical Plaza and the Beckman Laser Institute. The Plaza
capitalizes upon the broad range of diagnostic and therapeutic programs of the School as well as the extensive clinical expertise of the faculty. The
facility offers primary care and specialty services. Special programs in diabetes, multiple sclerosis, Alzheimer’s disease, and inflammatory bowel
diseases also are offered. The Plaza also houses UC Irvine Corporate Health Services and the Gavin Herbert Eye Institute, which offers the latest in
diagnostic health care for eye diseases, including computerized refraction analysis, glaucoma diagnosis, and ultrasound analysis of eye disorders.
Housing one of the world’s leading programs in medical laser technology, the Beckman Laser Institute offers state-of-the-art treatment for cancer and
dermatological conditions. The Institute specializes in the development and application of laser and other optical technologies for the diagnosis and
treatment of disease.
Biomedical Research Center
UC Irvine’s Biomedical Research Center (BRC) is a landmark public-private collaboration between UCI and businesses involved in biomedical,
biotechnological, and healthcare services. The Center enables UCI researchers and participating companies to work alongside one another, combining
basic science, clinical study, and product development to find new approaches to the diagnosis and treatment of disease. The William J. Gillespie
Neuroscience Research Facility, the first of several BRC buildings, is the home of a core group of prominent scientists investigating the causes and
cures for neurological disorders, including Alzheimer’s disease, Parkinson’s disease, schizophrenia, and spinal cord injury. The second building is
the Robert R. Sprague Family Foundation Hall, where scientists work to reveal the role of genetics in cancer treatment and prevention. The third
building, the Dottie and George Hewitt Research Hall, is home to a state-of-the-art General Clinical Research Center and internationally recognized
investigators studying infectious diseases, molecular medicine, immunology, and complementary and alternative medicine. The Sue and Bill Gross Stem
Cell Research Center is the fourth building in UCI’s Biomedical Research Center. Opened in 2010, this state-of-the art research and clinical building
UCI General Catalogue 2016-2017 1149
1150 School of Medicine
fosters a multi-pronged approach to neurodegenerative repair and basic stem cell biology by supporting basic research, regenerative medicine, and
drug-development programs.
Chao Family Comprehensive Cancer Center
The Chao Family Comprehensive Cancer Center is the only National Cancer Institute-designated facility in Orange County and one of only 41 such
centers in the country. Overall, more than 100 faculty members at the Cancer Center are involved in several major research programs, encompassing
everything from basic research that looks at how cancer cells grow to bone marrow transplantation. Located at the UC Irvine Medical Center in Orange,
the 56,000-square-foot facility provides an ideal setting for the practice of all the basic and clinical subspecialties involved in adult and pediatric
oncology, including the application of the latest techniques for diagnosis and management of patients with cancer.
University of California, Irvine Health
UC Irvine Health comprises the clinical, medical education and research enterprise of the University of California, Irvine. As the only university-based
care provider in Orange County, the multifaceted organization is dedicated to the discovery of new medical frontiers, to the teaching of future healers
and to the delivery of the finest evidence-based care. UC Irvine Medical Center is a 411 bed acute care hospital providing tertiary and quaternary care,
ambulatory and specialty medical clinics, behavioral health and rehabilitation. It is the primary teaching hospital for UC Irvine School of Medicine.
• UC Irvine School of Medicine (http://www.som.uci.edu), one of the top U.S. medical schools for research, is where our groundbreaking research and
treatment advances are imparted to the rising practitioners of tomorrow.
• UC Irvine Medical Center (http://www.ucirvinehealth.org/locations/orange/uc-irvine-medical-center) has been rated among the nation's best
hospitals by (http://www.ucirvinehealth.org/news/2014/07/2014-americas-best-hospitals)U.S. News & World Report for 14 years. It is also ranked
among the top 50 U.S. medical centers in ear, nose, and throat, geriatric, and nephrology care.
• The Chao Family Comprehensive Cancer Center (http://www.ucirvinehealth.org/medical-services/cancer-center) is one of only 41 in the nation —
and the only one in Orange County — designated for excellence by the National Cancer Institute.
• UC Irvine Medical Center is Orange County's only Level I adult and Level II pediatric trauma center, which means trauma and critical care physicians
are fully equipped to treat life-threatening injuries 24 hours a day, seven days a week.
• The Comprehensive Stroke & Cerebrovascular Center is the first in Orange County to be certified as a Comprehensive Stroke Center by the nation's
preeminent healthcare standard-setting organization.
• Numerous health providers throughout Orange County apply the most advanced medical knowledge — for diabetes, neuromuscular disease,
women’s health, and more.
• This union of discovery, teaching and healing has enabled UC Irvine Health to pioneer new therapies and techniques that have been adopted by
institutions across the nation.
More information is available at the UC Irvine Health website (http://www.ucirvinehealth.org).
UCI Family Health Center-Santa Ana
The UCI Family Health Center-Santa Ana is a state-of-the-art primary care facility, conveniently located near the Santa Ana Civic Center. The Center
has two missions—healthcare delivery and medical education.
As a community clinic, the Family Health Center’s multilingual physicians and staff are committed to providing quality health care to patients, including
the medically under-served. It provides primary care services to people of all ages including family medicine, preventive care for children and adults, and
specialty care in pediatrics and obstetrics and gynecology.
As an integral part of the UCI School of Medicine, the Family Health Center provides educational and training opportunities for medical and nurse
practitioner students, including the UCI Family Medicine and Obstetrics and Gynecology residency training programs.
UCI Family Health Center-Anaheim
The UCI Family Health Center-Anaheim provides care for more than 20,000 outpatient visits annually and training programs for resident physicians in
primary care, general internal medicine, and general and adolescent pediatrics. There are additional programs in gynecology, dermatology, general
surgery, podiatry, neurology, ophthalmology, optometry, orthopedics, psychiatry, and multispecialty faculty practice. The Center provides training for
medical students in their primary care, general pediatric, adolescent medicine, and geriatric medicine rotations and electives.
Affiliated Hospitals and Clinics
Additional major teaching and research programs of the School of Medicine are conducted at the Veterans Affairs Long Beach Healthcare System,
Children’s Hospital of Orange County (CHOC), Long Beach Memorial Medical Center, and Miller Children's Hospital (Long Beach). Other academic
programs are conducted in affiliation with Kaiser Foundation Hospital (Anaheim, Bellflower, Irvine, and Riverside), Children’s Hospital of Los Angeles,
Western Medical Center (Tustin/Santa Ana), and St. Jude's Hospital (Fullerton).
School of Medicine Alumni Relations
The UCI School of Medicine is an outgrowth of what began in 1896 as the Pacific College of Osteopathy (PSO). Some years later it became the College
of Osteopathic Physicians and Surgeons, which then evolved into the California College of Medicine in 1962 and subsequently joined the UC system
1150 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1151
in 1965. The Office of Alumni Relations provides programs and services for nearly 5,000 alumni of the School as well as for students. From financial
support to Honor’s Night awards, mentorship to reunions, the Office of Alumni Relations seeks to provide a cornerstone from which students and alumni
can benefit from their relationships to one another and in so doing, strengthen the School of Medicine.
The M.D. Program
On This Page:
• Admissions
• Selection Factors
• Requirements for Admission
• Outreach
• Medical Student Advisor System
• Medical Scientist Training Program
• M.D./M.B.A. Degree Program
• Program in Medical Education for the Latino Community
• M.D./M.P.H. Program
Admissions
All inquiries regarding the UC Irvine School of Medicine’s admission programs and procedures should be directed to:
University of California, Irvine
School of Medicine
Office of Admissions and Outreach
Medical Education Building
Irvine, CA 92697-4089
949-824-5388 or 800-UCI-5388
http://www.meded.uci.edu/admissions/
The UC Irvine School of Medicine is a member of the American Medical College Application Service (AMCAS). All students who seek entrance to the
UC Irvine School of Medicine must complete the AMCAS application (http://www.aamc.org/students/amcas/start.htm). Applications must be submitted
between June 1 and November 1 of the year preceding anticipated admission.
Additional information for the following programs is included below: Medical Scientist Training Program (M.D./Ph.D.), the M.D./M.B.A Program, Program
in Medical Education for the Latino Community (PRIME-LC, and the MD/MPH program (http://www.meded.uci.edu/mdmph/index.asp.html).
Selection Factors
The UC Irvine School of Medicine seeks to admit students who are highly qualified to be trained in the practice of medicine and whose backgrounds,
talents, and experiences contribute to a diverse student body. The Admissions Committee carefully reviews all applicants whose academic record and
MCAT scores indicate that they will be able to handle the rigorous medical school curriculum. In addition to scholastic achievement, applicants are
evaluated on their extent and level of research involvement, exposure and involvement in a health care setting, and community service. Dedication,
reliability altruism, and leadership as well as interpersonal communication skills are attributes that are given high regard when considering applicants for
a position in the class. Careful consideration is given to applicants from disadvantaged backgrounds and those that have demonstrated the potential to
work with the medically underserved, in particular the Latino population in California.
After receipt of the AMCAS application, applicants will be invited to complete a secondary application and will be required to submit a nonrefundable
application fee of $90. Upon further review by the Admissions Committee, approximately 600 applicants will be invited to interview. Regional interviews
are not available. UC Irvine School of Medicine does not accept transfer students.
Requirements for Admission
Students can be considered for admission to the School of Medicine if they meet the following requirements:
1. All applicants must complete the American Medical Colleges Application Service (AMCAS) application (https://www.aamc.org/students/applying/
amcas) between June 1 - November 1, of the application year. Applicants must have a minimum of three years (90 semester units) of undergraduate
coursework at an accredited U.S. college or university at the time the application is submitted. All course work must be verified by AMCAS before
an applicant can be advanced to the admissions process. For purposes of evaluation, letter or numerical grades are preferred for course work,
particularly for the required subjects listed below. All prerequisite courses listed as “in progress” on the AMCAS application and UC Irvine School of
Medicine Secondary Application must be successfully completed by matriculation. Failure to meet the requirements or falsification of information are
grounds for rejection or dismissal.
2. Applicants must complete the following college course requirements prior to matriculation:
UCI General Catalogue 2016-2017 1151
1152 School of Medicine
Subject Requirement Comments
Biology 1.5 Years: 3 semesters or 5 quarters. Must include one upper-division Biology course.
Chemistry 2 Years: 4 semesters or 6 quarters. Must include biochemistry, inorganic and organic
chemistry courses.
Physics 1 Year: 2 semesters or 3 quarters.
3. Applicants are strongly encouraged to have completed their basic science requirements at the time they submit their application. No specific
major is required, however, demonstrated ability in the sciences is of great importance. In addition, applicants are advised to take advantage of
the intellectual maturation afforded by a well-rounded liberal arts education. English, the humanities, and the social and behavioral sciences are
considered particularly important. The following courses are also recommended but not required: molecular biology, cell biology, genetics, vertebrate
embryology, psychology, biostatistics, calculus, English composition, and Spanish.
4. Medical College Admissions Test (MCAT) (https://www.aamc.org/students/applying/mcat) must have been taken within the three years preceding
June 1 of the application year and no later than September 30 of the application year.
5. Three to six letters are suggested. We recommend that at least two of the letters be from senior professors who can evaluate your academic
abilities. If you have been involved in research, clinical, community service, or other significant extracurricular activities, it is recommended that you
submit a letter from your mentor, supervisor or advisor. The Admissions Committee will only be reviewing letters of recommendation from those
applicants who received a secondary application.
6. A criminal background check is conducted on all accepted applicants.
7. All students matriculating to the UC Irvine School of Medicine must be able to meet the Technical Standards available at the School of Medicine
Admissions website (http://www.meded.uci.edu/admissions).
Outreach
Outreach efforts coordinated by this office are designed to introduce students to the medical profession during their high school and undergraduate
education. An additional goal of this office is to build a pipeline of potential candidates for medical school and recruit students from socioeconomically
disadvantaged groups who those that have a desire to serve in the medically underserved communities in California. To reach these goals, programs
are developed and implemented for students in high school, community colleges, and four-year undergraduate institutions. Examples of these activities
include a Post Baccalaureate Program, Premedical Conferences, and Summer Outreach Programs. Outreach staff conduct academic advising related to
the medical school admissions process and develop liaisons with UC Irvine undergraduate academic programs and pre-health advisors.
Medical Student Advisor System
The School of Medicine provides a comprehensive academic advising and assistance program that spans the full duration of the students’ educational
program.
Academic Skills Assessment
All entering students undergo an academic skills assessment during the new student orientation. Students then meet individually with the associate
dean for student affairs, the academic skills coordinator, and the School of Medicine psychologist to discuss study skills, early performance, and overall
adjustment to medical school. Additional services are provided on an as-needed basis by the academic skills coordinator and the SOM psychologist.
Academic Advisors
Julianne Toohey, M.D., Associate Dean Student Affairs; 949-824-5283
Student academic performance during the first two years is monitored on a monthly basis by the Educational Support Committee. The committee
develops specific action plans for each student experiencing academic difficulty. All students are also assigned a faculty advisor beginning early in their
first year. This faculty advisor serves as the student’s Clinical Foundations course small-group leader during years one and two. For years three and
four, academic advisement occurs primarily via continuing interactions with the student’s faculty advisor and the associate dean for student affairs. Also
during years three and four, the Educational Support Committee consisting of the Clinical Clerkship Directors periodically reviews student performance.
The faculty advisor provides semi-annual reviews and formative feedback regarding student performance as well as general counseling relating to
emerging career preferences and year-four scheduling. Students also have access to a group of faculty from various departments who have agreed to
provide specialty-specific academic advice in their disciplines. Several workshops are conducted during the second half of year three and early in year
four to prepare students for the residency application process. All students also meet individually with the associate dean for student affairs to review
their Medical Student Performance Evaluation (dean’s letter) and discuss individual residency application strategies. Additional resources are involved
on an as-needed basis by the associate dean for student affairs.
Career Advisors
Julianne Toohey, M.D., Associate Dean Student Affairs; 949-824-5283
A four-year Career Advising Curriculum has been developed for all medical students. During the new student orientation, the Assistant Dean of Student
Affairs leads a “Career Perspectives” workshop, which provides an overview of the career curriculum and introduces the AAMC Careers in Medicine
program to the students. Monthly specialty workshops are provided to the first and second year classes during lunch at the Irvine campus and a two-
year rotating schedule of specialties has been developed. Similarly, workshops are given at the Medical Center in Orange for the third year students.
Each student entering their third year is assigned a Medical Education Dean to provide more individualized and personal mentorship and career
1152 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1153
guidance. All students will meet with this mentor at least three times during each of their third and fourth years. In addition, several workshops are
provided throughout the third and fourth year to prepare students for the residency application and Match process.
Peer Review and Peer Counseling Program
Julianne Toohey, M.D., Associate Dean Student Affairs; 949-824-5283
The School of Medicine has an informal peer review process, aimed at early detection and assistance for medical students who are experiencing
difficulty such as professional conduct problems, suspected impairment, violation of the honor code, or violation of any University policy, regulation,
or rule. The Peer Review Committee is comprised of two representatives from each class, the student body co-presidents, and two advisory faculty
members. The committee operates within guidelines set jointly by the School of Medicine administration and the student body. Cases involving serious
professional misconduct are referred to the Dean’s Office. The Peer Review Committee conducts hearings and may impose sanctions or provide
assistance to the student.
Medical Scientist Training Program (M.D./Ph.D.)
Alan Goldin, M.D., Ph.D., Director; 949-824-5334
Exceptionally well-qualified students interested in careers in academic medicine and with demonstrated research accomplishments may be considered
for admission to the Medical Scientist Training Program (MSTP). Students in this program pursue a combined curriculum for an M.D. degree from the
School of Medicine and a Ph.D. degree from any of the graduate programs at UCI. The normative time for completion of the program is eight years,
and students holding either degree are not eligible for MSTP. The maximum time for completion of the program is 10 years. Additional information
is available from the MSTP Administrator's Office, 949-824-5264; [email protected]; or visit the Medical Scientist Training Program website (http://
www.mstp.uci.edu).
Applicants must submit a supplementary application (available from the School of Medicine Office of Admissions) to the Medical Scientist Training
Program when they are submitting their secondary application information to the School of Medicine. Students accepted into the program have the
option of pursuing graduate study in any of the graduate programs at UCI. Although a specific graduate department need not be chosen at the time
of admission, students are expected to have selected a field for their graduate studies. Financial support in the form of a fellowship, which includes
a stipend as well as tuition and fees, is provided. Applicants not accepted into MSTP may be considered separately for admission to the School of
Medicine.
M.D./M.B.A. Degree Program
Maria Chandler, M.D./M.B.A., Faculty Advisor; 949-824-7133
The M.D./M.B.A. program requires five or six years for completion. It is aimed at individuals who are exceptional in ability and motivation and who seek a
career as physicians with major responsibility for administration and management in health care organizations and institutions. Students in this program
pursue a combined curriculum for an M.D. degree from the School of Medicine and an M.B.A. degree from The Paul Merage School of Business.
Students must be currently enrolled in the M.D. program in order to apply to the combined M.D./M.B.A. program. During their second or third year of
medical school, interested students submit an application to The Paul Merage School of Business Admissions Committee, after review by the School of
Medicine. Final acceptance to the program is granted by The Paul Merage School of Business, and M.B.A. course work begins following completion of
the student’s third year of medical school. Students should be aware that enrollment in the M.D. program does not guarantee acceptance into the M.B.A.
program.
The MCAT, along with the completion of three years of medical school training in good standing and passage of USMLE Step 1, currently serve as a
waiver for the GMAT entrance examination usually required for application to the M.B.A. program. The total number of units required to graduate from
each program separately are satisfied in the M.D./M.B.A. program.
Program in Medical Education for the Latino Community (PRIME-LC)
Charles Vega, M.D., Director; 949-824-7136
A carefully selected group of students from diverse backgrounds and with superior academic credentials, proven commitment to service, and solid
conversational Spanish will be considered for acceptance to the Program in Medical Education for the Latino Community (PRIME-LC) at the UCI School
of Medicine. PRIME-LC responds to the increasing demand for physician-leaders who are culturally and linguistically competent to address the health
care delivery, research, and policy needs of underserved Latino communities in California. Students in PRIME-LC complete additional value-added
curriculum in addition to their medical training in order to reach their goals of leading communities, and they also complete a Master’s degree program of
their choice. The first residency positions in any UC PRIME opened in the UCI Family Medicine program in 2010.
The PRIME-LC supplemental application is part of the UCI School of Medicine secondary application and must be completed to be considered for
acceptance. Applicants selected for faculty and student interviews are required to undertake a third interview in Spanish to evaluate conversational skills
and commitment to service. All interested applicants, including those who are not currently California residents, are encouraged to complete the PRIME-
LC application. All PRIME-LC students receive a substantial financial award in their fifth year of training. Applicants not accepted into PRIME-LC may be
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1154 School of Medicine
considered separately for admission to the regular School of Medicine M.D. program. For more information contact 949-824-7136; [email protected]; or
visit the PRIME-LC website (http://www.meded.uci.edu/undergraduate-meded/prime-lc.asp).
M.D./M.P.H. Program
Bharath Charkravarthy, M.D., M.P.H., Director
The M.D./M.P.H. program requires five years for completion. It is aimed at individuals who are seeking a career as physicians concerned about making
a significant difference in community disease prevention. Students in this program pursue a combined curriculum for an M.D. degree from the School of
Medicine and an M.P.H. degree from the Program in Public Health.
Students must be currently enrolled in the M.D. program in order to apply to the dual M.D./M.P.H. program. During their second or third year of medical
school, interested students submit both the Application for Graduate Admission and the School of Public Health Application Service (SOPHAS)
application in order to be considered for admission. Final acceptance to the program is granted by the Program in Public Health, and M.P.H. coursework
begins following the student's third year of medical school. Students should be aware that enrollment in the M.D. program does not guarantee
acceptance into the M.P.H. program.
The MCAT, along with the completion of three years of medical school training in good standing, currently serve as a waiver for the GRE entrance
examination usually required for application to the M.P.H. program. The total number of units required to graduate from each program separately are
satisfied in the M.D./M.P.H. program.
Contact the M.D./M.P.H. Student Affairs Officer at 949-824-7095 for more information.
On This Page:
• The M.D. Curriculum
• Curricular Policies
• First and Second Year Course Work
• Third and Fourth Year Course Work
• Curricular Descriptions
The M.D. Curriculum
The UCI medical curriculum continues to meet the changing needs of medical education within all four years of instruction. Indeed, the School of
Medicine faculty views curriculum development as a continual process and feels that medical education and teaching innovations must be encouraged
and supported. The curriculum is designed to encourage medical students to become participants in their education process, to be active rather than
passive learners, to become lifelong learners, and to use cooperative and team-learning principles.
UCI is dedicated to the nurturing of humanistic, caring physicians with top-notch clinical expertise and skills. The School strives for this through a
curriculum that is not only anchored in the science of medicine but also provides meaningful experiences in the humanistic dimensions of medicine.
In this context, the faculty endeavors to provide students with experiences in areas such as communication and empathy, ethics and professionalism,
diversity awareness, and cultural sensitivity and medical humanities. The faculty also feels that the curriculum should strive to integrate basic and clinical
sciences by bringing substantial clinical material into the early phases of medical education.
The School has achieved vertical integration of the curriculum with the development of a series of “Clinical Foundations” courses. The courses
are longitudinal multidisciplinary experiences broadly designed to prepare students for their future careers in medicine through the application of
experiential and self-directed learning principles. First-and second-year students begin to prepare for their clerkships through clinical exposures featuring
standardized patients and clinical shadowing experiences. These courses also utilize small group learning sessions to reinforce core concepts of patient-
physician interactions and introductory clinical reasoning skill development. During the Clinical Foundations course in the third and fourth years, students
explore many of the crucial issues first presented during the introductory courses. During this segment greater emphasis is placed on advanced skill
acquisition and more mature professional role development.
To satisfy the requirement for the M.D. degree, each medical student must successfully complete the full curriculum. Students must also pass both
Step 1 and Step 2 of the United States Medical Licensing Examination (USMLE) and successfully pass a Clinical Practice Examination (CPX) prior to
graduation.
An ongoing academic monitoring program is coordinated by the Office of Student Affairs, which identifies students early who might be experiencing
academic difficulty and provides them with resources to successfully complete their course work. Faculty advisors are assigned to students during their
first and second years. Students have advisory sessions with M.D. faculty prior to the scheduling of their fourth-year course work. A Learning Resources
Program is available to provide tutorial assistance and study skills training.
Curricular Policies
The curricular policies of the School of Medicine are the responsibility of the Curriculum and Educational Policy Committee and the Promotions and
Honors Committee. A listing of these policies, as well as information regarding registration, rules and regulations, grading procedures, and requirements
1154 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1155
for academic advancement, are contained in the School of Medicine Handbook, which is available at the School of Medicine Office of the Medical
Education website (http://www.meded.uci.edu/students).
First and Second Years:
Basic Science and Pre-clinical Course Work
First Year
Clinical Foundations I
Anatomy and Embryology
Behavioral Science and Ethics 1
Histology
Medical Biochemistry and Molecular Biology
Medical Genetics
Neuroscience
Patient-Centered 1 Clerkship
Physiology/Pathophysiology
Second Year
Clinical Foundations II
Behavioral Science and Ethics II
Clinical Pathology
General and Systemic Pathology
Immunology
Medical Microbiology
Medical Pharmacology
Patient-Centered 2 Clerkship
1
Third and Fourth Years :
Clinical Science Course Work
Third Year
Clinical Foundations III
Ambulatory Medicine Clerkship
General Surgery Clerkship
Family Medicine Clerkship
Inpatient Medicine Clerkship
Neuroscience Clerkship
Obstetrics and Gynecology
Pediatrics Clerkship
Psychiatry Clerkship
Radiology Clerkship
Fourth Year
Clinical Foundations IV
Emergency Medicine
Intensive Care Unit
Senior Subinternship
Electives
1
The sequence of third and fourth years varies.
Curricular Descriptions
First-Year Curriculum
Clinical Foundations I
Clinical Foundations I, first of the four-part Clinical Foundations series, serves as the introductory clinical medicine course for first-year medical students.
Participating students learn core skills in physician-patient communication, medical interviewing, physical examination, and health promotion. The
course is horizontally integrated with the basic science curriculum. The series includes a variety of small and large group sessions taught by two types of
UCI General Catalogue 2016-2017 1155
1156 School of Medicine
faculty: core teachers and community preceptors. Students complete multiple medical interviews, physical examinations, and patient write-ups for which
they receive feedback designed to improve proficiency. (Med Ed 554A-B-C)
Anatomy and Embryology
The structure of the human body is taught in Anatomy and Embryology. Emphasis is placed on normal structure as it relates to function, with
consideration of abnormal structures that may be revealed in a clinical setting. Anatomy is taught through a regional approach, with an emphasis on
laboratory dissections and demonstrations, augmented by lectures, radiographic films, discussions, and clinical correlate material. The course includes a
detailed consideration of the embryologic aspects of human development. (Med Ed 500A-B))
Behavioral Science & Ethics I
This clinically oriented course will cover foundation topics in behavioral science and medical ethics, and will introduce clinically relevant social issues
such as dealing with domestic violence as it presents clinically, treating minority or under-served populations and cultural competence. (Med Ed 505A)
Histology
Histology is designed to provide students with knowledge of the major features of the structural organization of cells, tissues and organs, and how that
organization is related to function. Emphasis is placed on normal structure and function, with consideration of abnormalities in clinical cases. (Med Ed
503A-B)
Medical Biochemistry and Molecular Biology
Covers the following topics from a biomedical perspective: protein and nucleic acid biochemistry, carbohydrates, lipids, amino acids, purines and
pyrimidines, genome structure, molecular mechanisms of development, and signal transduction. (Med Ed 522)
Medical Genetics
Medical Genetics reviews the basic principles of human genetics related to disease. Assessment of patterns of genetic risk, screening for genetic
diseases, and cytogenetics and biochemical diagnosis are presented. Utilization of the human gene map and DNA sequence information for molecular
genetic diagnosis are discussed. Students are introduced to the use of genetic databases and bioinformatics. Approaches to treatment of genetic
diseases are presented. Legal, ethical,and social aspects of diagnosis and management of genetic disease are discussed. (Med Ed 511)
Neuroscience
The objective of this course is to provide students with the fundamental concepts, vocabulary, and learning strategies to attain a level of proficiency in
basic integrative neurosciences so that they will develop an understanding in the clinical neurosciences throughout their careers as physicians. The
course is integrative in the sense that the underlying knowledge of molecular, cellular, physiological, developmental, and neuroanatomical organization
of the nervous system is brought together in each lecture block with clinical themes and examples in lectures, and which is further reinforced by
clinical correlates given by clinicians. The course emphasizes knowledge of the nervous system using lessons from clinical neuroanatomy, systems
neurosciences, and regional and developmental neuroanatomy. (Med Ed 502A)
Patient-Centered 1 (PACE-1) Clerkship
This course is designed to introduce clinical skills to students and integrate basic science training through early exposure to the clinical setting. Training
will be accomplished with weekly clinic sessions with a specific preceptor, with reflection sessions to reinforce clinical lessons. Students will be expected
to achieve learning objectives in patient care, professionalism, interpersonal and communication skills, and medical knowledge. (Med Ed 557)
Physiology/Pathophysiology
This course consists of lectures, clinical correlates, hands-on workshops, small group discussions, and exercises in the simulation center covering the
classical concepts of medical physiology. Specific topics include hemostasis, blood, neurophysiology, cardiovascular, respiratory, renal, gastrointestinal,
endocrine, exercise, temperature regulation, and sexual physiology. (Med Ed 543A-B)
Second-Year Curriculum
Clinical Foundations II
Clinical Foundations II, second of the Clinical Foundations series, builds second-year medical students’ clinical skills. Students learn advanced skills in
history-taking, physical diagnosis, and clinical reasoning. Clinical didactics sessions synthesize learning in the clinical and basic sciences. The course
is comprised mostly of small-group sessions taught primarily by two types of faculty: core clinical teachers, and community clinical teachers. With these
faculty, students work on focused, guided practice of clinical skills that integrates basic science course work. (Med Ed 555A-B)
Behavioral Science & Ethics II
This clinically oriented course will cover foundational topics in behavioral science and medical ethics, and will introduce clinically relevant social issues
such as dealing with domestic violence as it presents clinically, treating minority or underserved populations and cultural competence. (Med Ed 505B)
Clinical Pathology
This course consists of lectures and laboratories covering the areas of hematology, blood bank, clinical chemistry, and microbiology. It provides students
with a foundation for understanding the pathogenesis of a variety of disease states, as well as a foundation for the proper use of the laboratory for
diagnosis and optimum patient management. (Med Ed 509A-B)
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University of California, Irvine 2016-2017 1157
General and Systemic Pathology
This course deals with basic causes, mechanisms, and consequences of disease processes and with some applications of these considerations to
clinical medicine. After an introduction to general types of disease processes, these processes are studied further as they affect specific organs and
organ systems. (Med Ed 508A-B-C)
Immunology
Immunology covers the cellular and molecular basis of immune responsiveness and the roles of the immune system in both health and disease. The
material presented in lectures and clinical correlates. (Med Ed 544)
Medical Microbiology
This course covers the biology of infectious agents, including viruses, bacteria, fungi, and parasites, to provide the foundation in microbiology for the
subsequent study of infectious diseases. Lectures, small group sessions with clinicians, and laboratory sessions are used to teach the molecular bases
of microbial pathogenesis, diagnostic testing, antimicrobial therapy, and prevention strategies. (Med Ed 507A, B)
Medical Pharmacology
This course covers the various classes of drugs that are used in medicine, particularly those used in specific or symptomatic treatment of disease states.
Drugs of abuse are also covered. Emphasis is on the mechanisms of action of drugs at the organ and system level and on their use in medicine. The
course includes lectures that illustrate pharmacologic principles, supplemented by small group problem-solving sessions. (Med Ed 517A-B-C)
Patient-Centered 2 (PACE-2) Clerkship
This course continues the processes of PACE-1 to build students’ clinical skills and create a bridge between the basic and clinical sciences. Training
will be accomplished with weekly clinic sessions with a specific preceptor, with reflection sessions to reinforce clinical lessons. Students will be expected
to achieve learning objectives in patient care, professionalism, interpersonal and communication skills, practice-based learning and improvement, and
medical knowledge. (Med Ed 558 A and B)
Third-Year Curriculum
Clinical Foundations III
Clinical Foundations III, held at the beginning of the third year, provides further preparation for third-year clinical rotations. Additionally, intersessions are
planned during the third year to provide integration of clinical material across longitudinal topics that cross several disciplines. This preparation includes,
but is not limited to clinical IT training with access to Electronic Medical Records, obtaining privileges at all of the primary clinical sites, discussions on
team care, leadership, professionalism, management of assault behavior training, infection prevention, and basic life support. (Med Ed 550)
Ambulatory Medicine Clerkship
The Ambulatory Medicine clerkship occurs in a highly structured clinical environment in both in-patient and ambulatory settings. Students gradually
assume responsibility for the care of patients, thereby enhancing their clinical, diagnostic, and procedural skills. (Med Ed 527B)
General Surgery Clerkship
The General Surgery clerkship provides students, as members of the surgical team, with an opportunity to study surgical patients in outpatient and
hospital settings. Students acquire surgical knowledge, as well as develop skills in taking surgical histories and conducting physical examinations.
Emphasis is placed on the clinical evaluation, pathogenesis, diagnosis, and treatment of surgical diseases. (Med Ed 526)
Family Medicine Clerkship
This clerkship matches students with a family physician for a four-week block. Students are assigned to a UCI-affiliated clinic where the principles of
family medicine and primary care are taught. Emphasis is placed upon exposing students to the most common health care problems seen in family
medicine. Students are exposed to the principles of community health and epidemiology, as practically applied in an ambulatory care setting. Students
develop an awareness of the current health care delivery environment, including issues such as health care costs and the lifestyle of a family physician.
Special tracks are available for interested students in geriatrics, integrative medicine, and under-served care. Special teaching sessions on family
centered maternity care, health maintenance and nutrition, and musculoskeletal joint exams are part of the experience. A curriculum in ophthalmology is
also part of the clerkship. (Med Ed 597)
Inpatient Medicine Clerkship
The eight-week Inpatient Medicine Clerkship occurs in a highly structured clinical environment in-patient setting. Students gradually assume
responsibility for the care of patients, thereby enhancing their clinical, diagnostic, and procedural skills. Clinical vignettes and bedside teaching serve to
round out the experience. (Med Ed 527B)
Neuroscience Clerkship
The four-week Neuroscience clinical clerkship emphasizes the development of skills in taking a neurological history, performing a neurological
examination, formulating a differential diagnosis, and proposing a course of management for neurological disorders. Students have the option of further
training in Neurosurgery or pediatric sub-specialty rotations. (Med Ed 532)
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1158 School of Medicine
Obstetrics and Gynecology Clerkship
During the six-week clinical clerkship, students are given the opportunity to observe and handle problems in the obstetrical and gynecologic wards,
outpatient clinic, labor and delivery suite, and in the operating room. (Med Ed 524)
Pediatrics Clerkship
This clinical clerkship serves as an introduction to general pediatrics. Students rotate on the pediatric inpatient service, pediatric ambulatory settings,
and the newborn nursery. During the clerkship, students develop their knowledge and skills in conducting age-appropriate patient histories and physical
examinations and developing differential diagnoses and management plans. (Med Ed 528)
Psychiatry Clerkship
This six-week clinical clerkship provides an opportunity for hands-on experience in the process of recognizing, diagnosing, and treating mental illness
using the latest neuropharmacological advances, as well as more traditional psychotherapeutic approaches. Each student participates fully in patient
care, clinical teaching, and conferences. (Med Ed 529)
Radiology Clerkship
Emphasis is given to correlate clinical findings and use the imaging modalities for problem-solving and diagnosis and treatment, including an
understanding of risk/cost/benefit ration involved in daily clinical practices. (Med Ed 533)
Fourth-Year Curriculum
Clinical Foundations IV
This is a two-week required course that all fourth-year students take during the final quarter in medical school in preparation for residency training.
Intersessions are also planned during the fourth year to help prepare students further for residency. The course includes a resuscitation boot camp and
provides an opportunity to obtain an ACLS certification. (Med Ed 535)
Emergency Medicine
This two-week clinical clerkship introduces students to principles of acute care medicine while caring for acutely ill and injured patients. Students
have the opportunity to evaluate patients, expand their directed history and physical making skills, create a broad differential diagnosis, and formulate
effective testing and treatment strategies. Active participation in patient care through refinement of procedural skills is largely emphasized and
encouraged. (Med Ed 547)
Intensive Care Unit
This is a four-week clinical clerkship offered at one of several UC Irvine affiliated sites. ICU is offered in medicine, surgery,neurology, and pediatrics.
Students function as subinterns, becoming integral members of the ICU team, and serve as primary caregivers under supervision. (Med Ed 605B, 630K,
633M, 640E, 660S or 685U)
Senior Subinternship
Students spend four weeks as subinterns during which time they carry the full ward responsibility of an intern on one-half the number of patients usually
carried by an intern. The subinternship is designed to improve clinical competence and to prepare the students for the challenges and demands of the
internship. Students may choose between subinternships in family medicine, medicine, pediatrics or surgery. (Med Ed 536, 537, 538, 539, or 625Q)
Electives
Depending upon their particular interests, needs, and goals, students may take a variety of elective courses during the third and fourth years at UC
Irvine Health facilities, VA Long Beach Healthcare System, Children's Hospital of Orange County, Long Beach Miller Children's Hospital, or Long Beach
Memorial. Students may also take their fourth-year elective course work at other approved institutions. .
A listing of elective courses and descriptions can be found online at http://www.meded.uci.edu/undergraduate-meded/course-catalog.asp.
All questions regarding the curriculum, electives, or matters of records should be directed to:
University of California, Irvine
School of Medicine
Office of Medical Education
Medical Education Building
Irvine, CA 92697-4089
General information/records: 949-824-6138; scheduling: 714-456-8462; curriculum: 949-824-4609.
On This Page:
• Office of Medical Education
• Student Affairs
• Financial Aid
1158 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1159
• Curricular Affairs
• Educational Technology Group
• Continuing Medical Education
• Graduate Medical Education
Office of Medical Education
Shyrl Sistrunk, M.D., FACP, Senior Associate Dean of Medical Education: 949-824-8405
Khanh-Van Le-Bucklin, M.D., Associate Dean of Education Accreditation and Compliance: 949-824-3293
Shaun Langer, Chief Administrative Officer: 949-824-1567
The Senior Associate Dean for Medical Education, in cooperation with the Academic Senate faculty, has responsibility for administrative oversight of
the educational program leading to the M.D. degree, postgraduate residency and fellowship programs, and continuing medical education programs
provided for practicing physicians and allied health personnel. Housed within the Office of Medical Education are the divisions of Admissions and
Outreach, Curricular Affairs, Student Affairs, Instructional Technologies, Graduate Medical Education, and Continuing Medical Education. Medical
Education provides services for the M.D. program, which include curriculum development, implementation, management, and evaluation. The Office
of Medical Education offers student support services, which include academic advisement, learning skills counseling, psychological counseling, career
counseling, and student records. It also coordinates additional services offered through general University offices, which include housing, student health,
and disabled student services.
Student Affairs
Julianne Toohey, M.D., Associate Dean of Student Affairs: 949-824-1772
John Christian Fox, M.D., Assistant Dean of Student Affairs: 949-824-1129
Nicholas Cheung, Registrar: 949-824-5283
Geraldine Codd, Academic Skills Coordinator: 949-824-3415
Anju Hurria, M.D., School of Medicine Psychiatrist: 714-456-7473
The mission of the Office of Student Affairs is to create an environment within the School of Medicine community that fosters student attainment of
the School of Medicine educational objectives. This is accomplished through assuring that student participation in the educational program occurs
in a manner consistent with School of Medicine policies and regulations, and through the provision of support services that facilitate optimal student
participation in the educational program. To accomplish the educational assurance mission, the Office of Student Affairs disseminates information
regarding academic policies and regulations, provides administrative and executive support for the faculty Committee on Promotions and Honors, and
facilitates the institutional recognition of student achievement through the conduct of various School of Medicine events. To accomplish the educational
support mission, the Office of Student Affairs provides academic, personal, psychological, career, and financial counseling; academic skills assessment
and learning resources support, student wellness programs, student facilities support, initiatives to enhance the learning environment, and support for a
variety of student organizations and informal activities.
Financial Aid
Luis Medina, Director; 949-824-6476
Scott Brandos, Counselor; 949-824-6476
The UCI School of Medicine Financial Aid Office provides financial assistance and financial counseling services to entering and continuing medical
students. The office secures, manages, and provides funds in the form of scholarships, grants, and loans to assist in meeting students’ educational
expenses.
The office coordinates financial aid application materials; tracks documents needed to complete an application; reviews and evaluates information
provided by applicants; awards financial aid programs; and conducts research to determine basic educational expense budgets. It also provides
students with information on policies and procedures, cost of attendance, and eligibility criteria.
In providing counseling services, the office advises students, reviews their individual circumstances, and provides financial assistance within financial aid
program guidelines. It presents financial aid workshops for prospective and enrolled students to enhance their knowledge about financial aid programs
and the application process, provides financial literacy and debt management counseling, and conducts entrance and exit interviews.
Curricular Affairs
Warren Wiechmann, MD, Associate Dean of Curricular Affairs - Clinical Sciences: 949-824-8358
Jeffrey Suchard, MD., Associate Dean of Curricular Affairs - Basic Sciences: 949-824-1129
Terri Dean, Director: 949-824-4609
This office provides support related to curricular issues for the School of Medicine, departments, faculty, and students; initiates curriculum review and
innovation to meet the challenges of contemporary medical education; establishes and reviews the objectives of the School of Medicine and ensures
individual courses are teaching to meet the objectives; serves as facilitators of new programs and curriculum and supports working committees during
curriculum development; facilitates and monitors curriculum content theme integration; and maintains records on course materials and grading policies.
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1160 School of Medicine
This office is responsible for curriculum documentation for review by the Curriculum and Educational Policies committee; the collection of course
evaluations by students; maintaining accurate information on core and elective curriculum; and assessing the success of the current programs.
Educational Technology Group
Warren Wiechmann, M.D., Associate Dean of Educational Technology: 949-824-6138
Julie Youm, Ph.D., Director
The Educational Technology Group is tasked with providing top-quality technology, innovation and support for UC Irvine School of Medicine faculty,
students, and staff. We work closely with Medical Education to develop novel uses of technology within the medical school setting that will enhance the
overall educational experience for our students.
Continuing Medical Education
Ellen Seaback, CMP, CAE, CHCP, Executive Director; 949-824-1150
The Office of Continuing Medical Education provides educational activities to physicians and other health care professionals to reinforce basic
medical knowledge, improve competency, enhance performance-in-practice, and improve the outcomes of patient care. Additionally, these activities
impart updated information on clinical practice and health care delivery; introduce new ideas, skills, and technologies; and disseminate pertinent
research findings. The program encompasses a broad and comprehensive range of topics based on identified gaps in the learning needs of the
communities served. As an academic center of excellence that includes the UC Irvine Medical Center, emphasis is placed on the identification of areas
for improvement through the system’s Patient Safety and Quality Improvement Department for which CME is a change-agent. UCI School of Medicine is
accredited by the ACCME with commendation.
Graduate Medical Education
Danielle Perret Karimi, M.D., Associate Dean; 714-456-3526
Courtney Strayer, Director, Graduate Medical Education; 714-456-3526
The UCI School of Medicine Graduate Medical Education Training Programs attract medical students from prestigious medical schools nationwide. UCI
offers 55 ACGME-approved residency and fellowship training programs. There are approximately 665 residents and fellows in these training programs.
UC Irvine Medical Center, Veterans Affairs Long Beach Healthcare System, Long Beach Memorial Medical Center and Miller Children's Hospital are the
integrated training sites for the residency programs. Other affiliations such as Kaiser (Anaheim, Downey, Irvine, and Riverside), Orange County Global
Medical Center, Children’s Hospital of Orange County, St. Jude's Hospital, and Children’s Hospital Los Angeles offer additional residents training in
specialized fields.
Postgraduate Educational Programs
On This Page:
• Residency Programs
• Allergy/Immunology
• Anesthesiology
• Anesthesiology Critical Care
• Cardiology
• Child Neurology
• Child Psychiatry
• Clinical Neurophysiology
• Colorectal Surgery
• Cytopathology
• Dermatology
• Emergency Medicine
• Endocrinology
• Family Medicine
• Female Pelvic Medicine and Reconstructive Surgery
• Forensic Psychiatry
• Gastroenterology
• Geriatrics
• Hand Surgery
• Hematology Oncology
• Hospice and Palliative Care
• Infectious Disease
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University of California, Irvine 2016-2017 1161
• Internal Medicine
• Interventional Cardiology
• Interventional Radiology
• Medical Genetics
• Neonatal-Perinatal Medicine
• Nephrology
• Neurology
• Neuromuscular
• Neuroadiology
• Neurosurgery
• Obstetrics and Gynecology
• Ophthalmology
• Orthopadeic Surgery
• Otolaryngology- Head and Neck Surgery
• Pain Medicine
• Pathology
• Pediatrics
• Pediatrics Pulmonary
• Pediatrics Urology
• Physical Medicine and Rehabilitation
• Plastic Surgery
• Pulmonary and Critical Care
• Occupational Medicine
• Psychiatry
• Radiology Diagnostic
• Radiation Oncology
• Rheumatology
• Spinal Cord Injury
• Surgery
• Surgery Critical Care
• Urology
• Vascular Neurology Fellowship
Residency Programs
The School of Medicine and its affiliated hospitals offer approximately 700 residency positions in almost all areas of medicine. Training levels range from
first-year residencies through seventh-year-level subspecialty fellowships. Inquiries about specific programs should be directed to the Program Director
as listed in the Directory of Residency Training Programs, published each year by the American Medical Association, or to the chair of the appropriate
School of Medicine department.
All ACGME-accredited residency and fellowship programs meet the formal standards of the Accreditation Council for Graduate Medical Education and
the appropriate specialty boards. The University of California, Irvine (UCI) adheres to the Health Professions Educational Assistance Act of 1976, P.L.
94-484, Section 709, regarding shared-schedule residency training positions.
Residents in all programs rotate to UC Irvine Medical Center at some time. Residents in dermatology, diagnostic radiology, medicine, neurology,
ophthalmology, pathology, surgery, physical medicine and rehabilitation, radiation oncology, family medicine, subspecialties of medicine, orthopaedics,
otolaryngology, urology, and psychiatry also rotate to the Veterans Affairs Long Beach Healthcare System. Residents in medicine, medicine sub-
specialties, anesthesiology, radiation oncology, psychiatry, obstetrics and gynecology, pathology, pediatrics, physical medicine and rehabilitation, plastic
surgery, and surgery also rotate to the Memorial Hospital Medical Center/Miller Children’s Hospital in Long Beach. UCI also has an established affiliation
with the Children’s Hospital of Orange County (CHOC), which is a major training site for the combined program in pediatrics and other specialties.
Residents and fellows may also spend periods of time at other affiliated hospitals and clinics.
Allergy/Immunology
The Allergy & Immunology Fellowship Program is a two-year accredited program. It offers training for fellows at the postgraduate PGY-4 to PGY-5
levels. The Fellowship training involves clinical training at the UC Irvine Medical Center and Veterans Affairs Long Beach Healthcare System as well
as rotations in affiliates at Children’s Hospital of Los Angeles, Breath Mobile at Children’s Hospital Orange County, and Miller Children’s Hospital, Long
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Beach. Electives in subspecialty training in Rheumatology, ENT Larnyx, ENT Sinus, Sinus Radiology, General Dermatology, Dermatology patch testing,
Dermatopath, Pulomary function testing, Ophthalmology and research opportunities are available.
Anesthesiology
The Anesthesiology Residency Program is a four-year categorical program with ten year accreditation offering. The residents spend a PGY-1/Clinical
Base Year in intensive medical/surgical training at Long Beach Memorial Medical Center, Long Beach Healthcare System, and UC Irvine Medical
Center. The PGY-2 through PGY-4 years involve broad clinical training at the UC Irvine Medical Center as well as rotations in affiliates at Children’s
Hospital of Los Angeles (two months), Long Beach Memorial (two months), Kaiser Sunset. Residents also have the opportunity for a cardiac rotation in
Lyon, France. Training is offered in general anesthesia as well as the sub-specialties of regional/Acute Pain, cardiac, pediatric, trauma, neurosurgical,
ambulatory, obstetric, intensive care, and chronic pain management. Our Board pass rate is 100 percent. For more than seven years, more than 50
percent of our residents enter fellowships after graduation.
Anesthesiology Critical Care
The fellowship in Anesthesiology Critical Care Medicine (ACCM) at the University of California, Irvine (UCI) is designed to provide fellows with the
opportunity to fulfill the American Board of Anesthesiology subspecialty requirements for certification in anesthesiology critical care medicine (ACCM).
This 12-month ACGME accredited fellowship commences after successful completion of residency in Anesthesiology. The ACCM fellow takes an active
role in all aspects of the profession and practice of Critical Care Medicine including didactic teaching, presenting, and conducting rounds. In addition,
the ACCM fellow is required to actively participating in research projects and other scholarly activities. The major focus and uniqueness of the ACCM
Fellowship is to train the fellow in bedside echocardiography and ultrasonography. In addition, the ACCM fellow will have the opportunity to participate
in the cutting edge research in minimally invasive and non-invasive hemodynamic monitorings to predict fluid responsiveness and to guide goal-directed
therapy for fluid resuscitation.
Cardiology
The three year teaching program provided by the University of California, Irvine’s ACGME-approved Cardiovascular Disease fellowship program
is comprised of 15 general cardiology trainees. These fellows rotate through three institutions: UC Irvine Medical Center, Long Beach Veterans
Administration Hospital, and Long Beach Memorial Medical Center, which provides additional training and experience in various cardiology
subspecialties.
UCI’s program in cardiovascular disease adheres to training standards according to ACGME core competencies. Cardiovascular Disease program
is dedicated to teaching using didactic lectures/conferences four to five times a week by visiting cardiology physicians, faculty or fellows on recent
developments in catheterization methods, electrophysiology, ECG case studies, nuclear cardiology, cardiac CT and MRI, and other subspecialty topics.
The fellows also take part in weekly outpatient clinics offering direct interaction between fellows with faculty members. All cardiology fellows have six-
months of protected research time during their three-year fellowship.
During their training, many fellows will achieve advanced competencies. Many of the UCI fellows pass the nuclear cardiology and echocardiography
board exams during the training period. At the end of their training, fellows function as independent and competent consultants, with level II certification
in core areas of cardiology.
Child Neurology
The child neurology program offers a traditional three year training program in child neurology for pediatric residents who have completed two or three
years of pediatric training, or have participated in the specialized child neurology research track as per the training guidelines of the ABPN. Our program
offers a clinically focused curriculum with extensive didactic and bedside teaching. As per ACGME requirements, residents have 12 months of adult
neurology training, 12 months of clinical child neurology, and approximately 12 months of elective rotations. Our residents complete the majority of their
training at the UCI Medical Center and Children's Hospital of Orange County as well as rotations at various locations including outpatient subspecialty
clinics, Center for Autism and Neurodevelopmental Disabilities, and Miller Children's Hospital in Long Beach. Our faculty is all board certified in child
neurology and many of the faculty have subspecialty training and board certification in specialties such as epilepsy, clinical neurophysiology, sleep
medicine, and neurodevelopmental disabilities. In addition to clinical emphasis residents have significant exposure to areas of active research in child
neurology conducted by faculty focusing on a variety of projects including epilepsy, brain plasticity, Downs syndrome, sleep disturbances, muscular
dystrophies.
Child Psychiatry
The Child & Adolescent Psychiatry Fellowship Training Program is a two-year program that builds on the training already completed in a General
Psychiatry Residency. It provides subspecialty training in how to specifically evaluate and treat individuals younger than 18 years old by accounting
for this population’s unique characteristics. Fellows are able to complement their developing knowledge base and clinical decision-making skills with a
compassionate, humanistic approach. Our program emphasizes training in biological, psychological, and social modalities, as we strongly believe that
a multidisciplinary approach is vital to providing excellent psychiatric care to children, adolescents and their families. Clinical experiences have been
developed to provide exposure to the wide variety of psychiatric diagnoses and issues facing children and adolescents, as well as prepare our fellows
for the diverse populations they may encounter post-graduation. Training opportunities include: acute inpatient treatment, partial hospitalization, consult-
liaison service, emergency psychiatry, trauma-focused therapy clinic for victims of child abuse, school consultation at UCI’s Child Development Center,
and juvenile forensic rotations.
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Clinical Neurophysiology
UC Irvine offers two one-year fellowship programs in clinical neurophysiology, both of which are accredited by the Accreditation Council for Graduate
Medical Education (ACGME). The first track focuses on the training of adult neurologists who are specializing in epilepsy and clinical neurophysiology.
The second track is a joint fellowship with the Children's Hospital of Orange County (CHOC) that trains pediatric epilepsy specialists. Both the adult
and pediatric track emphasize core skills including routine and inpatient video EEG as well as electrocorticography, functional brain mapping and
intraoperative monitoring. Clinical research opportunities are available for both tracks.
Colorectal Surgery
The Colon and Rectal Surgery Residency Program is a one-year accredited fellowship program available for residents who have previously completed
General Surgery training. Fellowship interviews are held during the Fall of the year prior to the anticipated July/August start date. The Colon and Rectal
Surgery fellowship program participates in the NRMP match program. Presently, the fellow spends the entire year on the UC Irvine Medical Center
campus rotating with the four colon and rectal surgeons who practice there. In addition, the fellow works with Gastroenterology attending physicians
during the year regarding additional endoscopy training. Fellows participate in weekly conferences that include selected educational topics, Quality
Improvement, journal club, and multidisciplinary conference regarding complex cancer and inflammatory bowel disease management. In addition, travel
to meetings is supported for a selected research project during the year. The fellow will undergo extensive training in diseases of the colon, rectum,
pelvic floor and anus. Advanced surgical training will include inflammatory bowel disease, colon and rectal cancer, diverticulitis, laparoscopy and robotic
surgery, anorectal surgery, pelvic floor disease management, and endoscopy
Cytopathology
The Department of Pathology at the University of California, Irvine offers a one-year Cytopathology Fellowship Program. The Program is designed to
provide comprehensive training in diagnostic cytology including fine needle aspiration biopsy with surgical pathology and clinical correlation. Training
will be provided in both gynecologic and non-gynecologic materials including performance and interpretation of fine needle aspiration biopsies. Fellows
are also responsible for the weekly cytology conference, a research project, the cytopathology review courses and workshops given by the University of
California, Irvine. In addition to cytopathology responsibilities, fellows will rotate through flow cytometry and image analysis units which are parts of the
pathology laboratory. They are exposed to research opportunities that are available in cytopathology, immunocytochemistry, and flow cytometry/image
analysis.
Dermatology
The Department of Dermatology offers a three-year accredited residency which has 15 residents, five for each of three postgraduate years. Residents
rotate through clinics at UC Irvine, the Veteran Affairs Long Beach Healthcare System, and Kaiser Permanente and receive extensive training in medical
and surgical dermatology and are active in research projects. Residents rotate through specialty clinics which see patients with immunobullous disease,
pigmentary disorders, venous disease, vascular birthmarks, pediatric disorders, and melanoma. Residents receive extensive training in Mohs surgery,
laser techniques, excisional surgery, performance of flaps and grafts, and administration of cosmetic agents. Residents present at local, national, and
international meetings.
Emergency Medicine
The Emergency Medicine residency was established in 1988 and has full accreditation by the Residency Review Committee. The program has 24
residents, eight for each of three postgraduate years. The UC Irvine Medical Center Emergency Department is a high-acuity, Level I Trauma Center,
treating over 50,000 patients annually. Nineteen board-certified emergency medicine faculty provide 24-hour patient care and supervision of residents
and medical students. The Department of Emergency Medicine is active in disaster preparedness and response, emergency uses of ultrasound imaging,
public affairs, community service, and research in the areas of prehospital care, instructional methods, trauma, health policy, and infectious disease,
among others.
Endocrinology
The fellowship program in Endocrinology, Diabetes and Metabolism at the University of California, Irvine prepares physicians for clinical and academic
practice in endocrinology. The principal training sites are the UC Irvine Medical Center (UCIMC) and the Long Beach VA Medical Center (LBVAMC), and
additional training is provided at the Children’s Hospital of Orange County (CHOC). The fellows are exposed to a broad spectrum of patients, males and
females, both in in- and out-patient settings. The patients represent a broad range of ages, spanning from pediatric to endocrine cases associated with
aging. The program emphasizes the comprehension of molecular and cellular approaches to determining the pathogenesis and diagnoses of endocrine
diseases. This is a two-year accredited program, but additional years of research training can be arranged for physicians interested in academic
endocrinology.
Family Medicine
The University of California, Irvine Family Medicine Residency Program strives to train excellent clinicians who provide the best patient-centered
compassionate medical care to our most vulnerable and under-served communities. The residency is a fully accredited program with 27 residents who
practice out of the only federally qualified health center that is fully academic in the entire state of California. The residency incorporates technology
and innovation in a unique community-academic hybrid educational setting that provides a rich and intensive clinical training medium. Residents obtain
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exceptional clinical skills while promoting community engagement, patient advocacy and the practice of socially responsible and culturally appropriate
care. We aim to graduate physician leaders dedicated to medically under-served communities.
Female Pelvic Medicine and Reconstructive Surgery (FPMRS)
The Female Pelvic Medicine and Reconstructive Surgery (FPMRS) Fellowship in the Division of Urogynecology/Department of Obstetrics and
Gynecology at the University of California, Irvine is accredited by the Accreditation Council for Graduate Medical Education (ACGME). This is a
three year fellowship program with training taking place at UC Irvine and two affiliate sites. Fellows rotate with Colorectal surgery and Urology. Post
baccalaureate courses and a Masters Degree in clinical research are offered. Fellows are given opportunities to participate in translational and basic
science research. Surgical training focuses on vaginal, laproscopic, and robotic approaches to pelvic organ prolapse and incontinence, sacral nerve
modulation, fistula repair, and office procedures. Elective time is provided for global health outreach.
Forensic Psychiatry
The Forensic Psychiatry fellowship is an ACGME-accredited post-graduate year 5 (PGY-5) program which offers intensive training in both criminal
and civil forensic psychiatry principles and practice, landmark mental health law, forensic psychiatric evaluation and report writing, clinical care in
forensic settings, and court testimony. Fellows will work with forensic psychiatrists and psychologists as well as attorneys, receiving training in mock
trials. Access to the law library services at the UC Irvine School of Law will be provided. The sites include UC Irvine Medical Center and DSH Patton
(California Department of State Hospitals). There will be protected time for didactics one day per week and will include seminars on the principles of
forensic psychiatry, landmark mental health case law, forensic psychopharmacology, and a journal club focused on current forensic psychiatry literature.
The faculty include some of the most highly respected and well-known experts in this field who are excited by the opportunity to work with the fellow and
truly dedicated to the teaching mission.
Gastroenterology
The gastroenterology fellowship training program is a three-year training program. The program focuses on core skills of the gastroenterologist including
endoscopy, inpatient consultations, outpatient consultations, and chronic care of GI and liver conditions. Research training is a copoment of the training
program with an emphasis on clinical research. The program offers training to ensure our residents have access to a broad array of career options
including community private practice, group practice and academic medicine. Trainees rotate through UC Irvine Medical Center, the Veterans Affairs
Long Beach Healthcare System, and Kaiser Hospital. Core program faculty have a special interest in academic gastroenterology, endoscopy, and
education.
Geriatrics
The Geriatrics Fellowship is a comprehensive one-year training program that has been accredited since 1991, providing eligibility for Geriatric Medicine
specialization for Internal Medicine and Family Medicine physicians. Fellows receive training at UC Irvine Medical Center as well as affiliated sites,
including Veterans Affairs Long Beach Healthcare System, and alternative community care environments for seniors. Fellows have longitudinal
experiences in high-quality skilled nursing facilities, assisted living facilities, a comprehensive, multidisciplinary assessment program, and primary care
practices.
Hand Surgery
The University of California Irvine Hand Surgery Fellowship provides comprehensive training not only in hand surgery, but also in upper extremity
surgery and microsurgery. The one year ACGME accredited fellowship is based at the UCI Medical Center; Kaiser Permanente – Orange County;
Children’s Hospital of Orange County and Shriners Hospital of Los Angeles. The 2 fellows rotate with 9 fellowship-trained hand surgeons from both the
Department of Orthopaedic Surgery and the Department of Plastic and Reconstructive Surgery. These rotations provide a very high volume of acute
trauma and post-traumatic reconstruction of the entire upper extremity, including the hand, wrist, elbow, and shoulder; in addition to a diverse spectrum
of nerve problems, brachial plexus, congenital anomalies, arthritis, and arthroscopy. Fellows gain extensive experience not only in replantation, but
also in elective microsurgical reconstruction including toe-to-hand transfers, limb salvage for malignant tumors and soft-tissue coverage, and bony
reconstruction of both the upper and lower extremities. Fellows receive one-on-one supervision in the operating room and outpatient clinics, but can
also develop their own independent responsibility allowing them to supervise orthopaedic surgery and plastic surgery residents rotating on a combined
Hand Service. There is a weekly didactic teaching conference, a monthly journal club, anatomical dissections in a fresh frozen cadaver facility, and
an introductory microsurgical course. One day per week is reserved for research and basic science projects can be facilitated in two NIH-funded
laboratories focusing on biomechanics of the upper extremity and molecular biology of peripheral nerve injury.
Hematology Oncology
The Division of Hematology/Oncology at UC Irvine's School of Medicine offers a rigorous three-year accredited fellowship program that emphasizes
intensive theoretical training and a broad spectrum of clinical experience with the goal of preparing highly skilled hematologists and oncologists
for careers in both clinical and academic medicine. The division's fellowship is conducted in concert with UC Irvine's prestigious Chao Family
Comprehensive Cancer Center, one of 41 U.S. comprehensive cancer centers designated for excellence by the National Cancer Institute. The
multidisciplinary cancer center at UC Irvine Medical Center is supported by more than 100 UC Irvine faculty members from five schools and 23
departments.
The division's faculty members serve patients with hematologic and oncologic disorders at the medical center, which has been ranked among the top 50
U.S. hospitals by U.S. News & World Report, and at the Veterans Affairs Long Beach Healthcare System. Throughout fellowship hematology/oncology
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fellows function as primary longitudinal caregivers to a panel of patients and serve as consultants directing the management of large numbers of patients
under the supervision and guidance of faculty physicians.
The fellowship program is designed to educate and support future clinical investigators who plan to dedicate their professional careers to clinical or
laboratory research in hematology and oncology. The three-year program is approved by the Accreditation Council for Graduate Medical Education
(ACGME) and is recognized by the American Board of Internal Medicine (ABIM).
Hospice and Palliative Care
The Palliative Medicine Fellowship is a one-year, accredited program. The fellows spend the clinical training year at multiple sites including Hoag
Memorial Hospital, community hospices, Long Beach Veterans Affairs Medical Center, and Miller Children's Hospital at Long Beach Memorial Medical
Center. The training includes inpatient palliative medicine consultation, outpatient palliative care clinic, an inpatient hospice unit, community hospice,
pediatric hospice and palliative care, and long-term care. Examples of available electives include interventional pain management, pediatric pain
management, long-term acute care, administrative medicine, and neurocritical care.
Infectious Disease
The Division of Infectious Diseases offers a two year fellowship which is accredited by the ACGME. The Fellowship offers a wide range of experiences
including inpatient consultations, outpatient clinics, research, clinical microbiology, antibiotic stewardship and infection control and prevention. The
two main teaching hospitals are the UC Irvine Medical Center and the Veterans Affairs Long Beach Healthcare System. The patient population is
ethnically and socioeconomically diverse and fellows manage a wide variety of disease processes. Fellows who demonstrate an early interest in
research may consider a third research year of fellowship. This well established program began in 1971 and has graduated many successful clinicians
and academicians over the past 45 years.
Internal Medicine
The internal medicine residency program is a traditional three-year training program and also sponsors a one-year preliminary medicine program in
addition the ABIM certified research pathway. The program focuses on core educational skills of the internist and offers training to ensure our residents
have access to a broad array of career options including hospitalist medicine, primary care, and subspecialty training. Residents rotate through UC
Irvine Medical Center, the Veterans Affairs Long Beach Healthcare System, and Long Beach Memorial Medical Center. Core program faculty have a
special interest in academic internal medicine and education. Subspecialty fellowships are offered in basic and clinical allergy/immunology, cardiology,
endocrinology and metabolic diseases, gastroenterology, geriatrics, hematology/oncology, infectious disease, nephrology, palliative care, pulmonary/
critical care, and rheumatology.
Interventional Cardiology
The Interventional Cardiology Fellowship at the University of California, Irvine is a one-year ACGME-approved program designed to train fellows in the
use of percutaneous interventional techniques for the management of coronary, peripheral vascular and structural heart/valvular heart disease. The
training includes didactic conferences, weekly case conferences, and individual fellow and faculty clinical patient reviews (pre- and post-procedure) to
discuss risk, benefit, results, treatment strategies, and complications. Fellow experience is very individualized with one-on-one faculty interactions for
each procedure. Trainees also assist in teaching general cardiology fellows, medicine residents, and other student groups. The fellowship functions
as an integral component of the subspecialty residency in cardiology and the categorical residency program in internal medicine. During the year of
interventional training, fellows are expected to master the techniques involved in coronary intervention, while developing perspective on procedural risk
and benefit, patient selection, and clinical decision-making in cardiovascular patient care. At the end of the year, fellows should function as independent
operators during interventional procedures.
The program adheres to the tenets outlined in the ACC COCATS guidelines document and the AHA statement on clinical competency in interventional
cardiology. Fellows share their time at the UC Irvine Medical Center, Long Beach Memorial Medical Center, and the Long Beach Veterans
Administration Hospital.
Interventional Radiology
The Department of Radiological Sciences offers a one-year, clinically oriented fellowship in Interventional Radiology. Training in this discipline involves
a broad range of vascular and interventional radiology procedures including interventional CT and Ultrasound. The fellow will also have the opportunity
and option to participate in neuroradiological procedures including neurovascular intervention. The fellow is encouraged to participate in ongoing
research projects and publications. The Vascular and Interventional Fellowship Program at UCI is ACGME accredited.
Medical Genetics
UCI offers two Medical Genetics residency training programs. The first is a two-year categorical Medical Genetics residency that is straight Medical
Genetics and requires prior satisfactory completion of 24 months of the ACGME-accredited residency training in a specialty other than Medical Genetics.
At the end of the program a trainee should be eligible to take the American Board of Medical Genetics (ABMG) examinations. The second program is
a five-year combined Pediatrics/Medical Genetics training program that devotes two and one-half years each to Pediatrics and to Medical Genetics.
Usually, the first year is all Pediatrics, the last year is all Medical Genetics, and the middle three years alternate between Pediatrics and Medical
Genetics for periods of three-six months each. After successful completion of the program the trainee will be eligible to take both the Pediatrics boards
and the Medical Genetics boards. The number and content of genetics rotations that the combined Pediatrics/Genetics residents do are identical to
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those of the categorical genetics residents except that there is an additional six months of genetics time that is expected to be devoted to research or to
training in a specialized area of genetics in which the resident intends to devote his or her career. This extra is flexible but must be spent in academic
pursuit. Training utilizes three teaching hospitals: UC Irvine Medical Center, Children’s Hospital of Orange County, and Long Beach Memorial Medical
Center/Miller Children’s Hospital. Research offices and laboratories are on the UCI main campus.
Neonatal-Perinatal Medicine
UCI offers a three-year fellowship in Neonatal-Perinatal Medicine, accredited by the Accreditation Council for Graduate Medical Education (ACGME).
The program provides a well-rounded curriculum that balances between clinical experiences, teaching opportunities, and academic and scientific
activities. The program offers variety and depth due to the diversity of the two major training sites—UC Irvine Medical Center and Long Beach Memorial
Medical Center/Miller Children’s Hospital. The care of newborns seen through the two hospitals represents a cross-section of racial, cultural, and
socioeconomic groups from a local population of more than 2.5 million. These two sites represent a broad-spectrum of neonatal practice and offer
excellent opportunities to learn and teach. Clinical and basic science research conducted by the faculty in the section gives the fellow the ability to gain
skills in scientific investigation. The program’s superb physical environment, extraordinary clinical services, and varied research interests permit the
faculty to carry out the mission of preparing neonatal fellows for a career in clinical or academic neonatology. In addition, the program collaborates
clinically and through research with a superb fellowship training in Maternal-Fetal Medicine that is also based at the two institutions. The Neonatal-
Perinatal Medicine Fellowship training consists of 14 months of direct patient care responsibilities, 19 months of research training, and three months of
vacation.
Nephrology
The Division of Nephrology and Hypertension is committed to providing exemplary care for patients with a variety of kidney diseases. We have earned
UC Irvine Medical Center recognition by U.S. News & World Report as one of the nation's top 50 hospitals for nephrology services. We are heavily
engaged in cutting-edge research and education and lead in kidney disease research nationally and internationally in several arenas. Our two-year
ACGME-approved fellowship program offers fellows, residents, and medical students valuable experience in treating patients with a broad range of renal
diseases and extensive didactic core lectures, grand rounds, seminars, and journal clubs. Research experience is an integral part of the educational
program. Our fellows are given protected time during the fellowship to pursue research projects under the guidance of dedicated faculty and many
research opportunities are available for interested students and residents.
Neurology
Neurology residency training focuses on the development of strong clinical skills to competently evaluate and treat the large number of disorders that
afflict the nervous system. During three years of training at UCI, residents have the opportunity to see a wide variety of neurological conditions and
receive progressively more responsibility. The program provides a rich, intellectually stimulating environment in which to learn. UCI Neurology faculty all
have broad experience caring for neurological disorders and have special expertise in different neurological disciplines. Residents have opportunities
to work in many different subspecialty areas with the faculty. The neurology residency program is big enough to provide a rich environment to learn
about neurological disorders, yet remains small enough for residents to work closely with each faculty member. Residents are encouraged to learn at
every opportunity: from patients, peers, the faculty, and visiting experts. There are many formats in which to learn, from bedside discussions, tutorials, to
specially prepared lectures. To further stimulate intellectual growth, residents are actively encouraged to pursue research in any topic of their choosing,
with the guidance of the faculty.
Neuromuscular
The fellowship provides comprehensive training in neuromuscular disorders, including the diagnosis and clinical management of inherited and acquired
neuromuscular disorders (general neuromuscular diseases, neuropathy, muscular dystrophies, ALS and myasthenia gravis), training in electrodiagnostic
medicine (EMG, single fiber EMG, quantitative sensory testing and autonomic testing), as well as nerve and muscle biopsy analysis.
Given the number of patients seen in our center and our weekly half day teaching sessions in place (didactic neuromuscular lectures, review of
interesting EMG cases from the week, and muscle/nerve pathology), the fellowship provides a great opportunity for well versed education and training in
Neuromuscular medicine.
Neuroradiology
A one-year ACGME-approved fellowship is offered in diagnostic neuroradiology (one position). The fellow will spend 10 months of the 12-month
fellowship in training and experience in the interpretation of studies of brain, spine, and head and neck disorders. Additional time will be spent in
interventional neuroradiology with experience and training in both diagnostic and therapeutic vascular studies, as well as time spent on relevant nuclear
medicine techniques. Participation in the ongoing research projects and publications of the section is encouraged
Neurosurgery
The UCI Residency Program in Neurosurgery is a rigorous training program designed to develop academic neurosurgeons. There are ample
opportunities for both clinical and basic research within the Department and in collaboration with other laboratories or departments at UCI. Applicants are
expected to have a strong academic record with a strong commitment to neurosurgery. One candidate is selected for each program year. Exact order
of clinical rotations may vary slightly subject to the trainee’s previous experience and needs as well as the training program circumstances, however,
the rotation generally proceeds as follows: the PGY-1 year consists of thirteen (13), four (4) week blocks. There are six (6) blocks of a neurosurgery
rotation, one (1) block of ENT rotation, two (2) blocks of neurology rotation, one (1) block of ACS/trauma rotation, and three (3) blocks of neurocritical
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care rotation; PGY-2 is one year of training at UC Irvine Medical Center; PGY-3 is a six-month rotation at Kaiser Permanente, Anaheim, followed by
three months of neuropathology and three months of neuroradiology at UC Irvine Medical Center; PGY-4 is a six-month rotation at Children’s Hospital
of Orange County (CHOC) and a six-month rotation at Kaiser Permanente, Anaheim; PGY-5 is a research year; PGY-6 is a three-month rotation
for stereotactic radiosurgery and a three-month elective (Interventional Radiology or Spine) at UC Irvine Medical Center and a six-month rotation at
CHOC; PGY-7 is the chief resident year and will be at UC Irvine Medical Center. Invitations to interview for these positions are based on the candidate’s
academic record, National Board scores, publications, letters of recommendation, and a personal statement.
Obstetrics and Gynecology
This four-year program provides a solid foundation in Obstetrics and Gynecology with emphasis in the reproductive pathophysiology in the many
different areas of women’s health care. Based on this foundation, training continues with progressive resident responsibility for operative and medical
management and surgical techniques. While predominantly clinical in scope, the program is strongly flavored by academic and research exposure.
Training is provided in general obstetrics and gynecology with rotations in the subspecialties of Maternal-Fetal Medicine, Gynecologic Oncology, Female
Pelvic Medicine and Reconstructive Surgery, Minimally Invasive Surgery, Family Planning and Reproductive Endocrinology, and Infertility. There are
seven resident positions available each year in this four-year training program.
Ophthalmology
The UC Irvine, Gavin Herbert Eye Institute Ophthalmology Residency Program is three years in duration and provides extensive clinical and
surgical experience coupled to a robust weekly didactic curriculum. Trainees are exposed to a broad spectrum of ophthalmic disease management
with high volume surgical experience in the full range of ophthalmology subspecialties. The curriculum includes rotations in cornea and refractive
surgery, vitreoretinal surgery, oculoplastic and orbital surgery, glaucoma, pediatric ophthalmology and strabismus, ophthalmic pathology, and neuro-
ophthalmology, in addition to comprehensive ophthalmology. Trainees are exposed to diverse patient populations at various sites including Long
Beach Veterans Affairs, Kaiser Permanente, and UCI Medical Center, as well as Gavin Herbert Eye Institute, a 70,000 square foot facility dedicated to
ophthalmic patient care, surgery, and education.
Orthopaedic Surgery
The program is designed to provide intense exposure and experience in all areas of orthopaedics including trauma, reconstructive and joint replacement
surgeries, pediatric orthopaedics, spine surgery, sports medicine, foot surgery, and rehabilitation. It is structured for maximum resident participation with
an emphasis on personalized mentorship. The program’s teaching hospitals include UC Irvine Medical Center, Veterans Affairs Long Beach Healthcare
System, Long Beach Memorial Medical Center, and Kaiser Permanente Medical Center in Anaheim. There are four resident positions available each
year.
Otolaryngology—Head and Neck Surgery
The Department of Otolaryngology—Head and Neck Surgery offers a five-year residency program providing comprehensive training in otolaryngology
and prepares trainees to sit for the American Board of Otolaryngology Examinations. The five-year program provides a breadth of training in general
and pediatric otolaryngology, head and neck surgery, otological surgery, rhinology (including endoscopic sinus and skull base surgery), laryngology,
and facial plastic and reconstructive surgery. Residents receive an extensive clinical experience at UC Irvine Medical Center, Children’s Hospital
of Orange County, Veterans Affairs Long Beach Healthcare System, and Kaiser Foundation Hospital-Anaheim and Irvine. Acceptance is through
application and successful matching through the National Residency Matching Program. The program follows requirements set by the Accreditation
Council for Graduate Medical Education.
Pain Medicine
The Fellowship Training Program in Pain Medicine at the UC Irvine Medical Center is an intensive one-year ACGME-accredited multidisciplinary training
program. The comprehensive training includes pain assessment, treatment, and management, covering both inpatient and outpatient care, with a special
focus on advanced interventional techniques. The fellowship includes hands-on training in many procedures including interventional neuromodulation
techniques, intrathecal drug delivery systems, disc procedures, neuraxial interventions, and peripheral nerve blocks, among others. Fellows work
closely with specialists in physical medicine and rehabilitation, anesthesiology, neuroradiology, palliative care, neurology, and psychiatry to gain a
comprehensive understanding of pain management. Fellows also have work in Pediatric Pain Medicine. For candidates with an interest in pain related
research, the UC Irvine Center for Pain Management has a strong complement of basic and translational researchers with active laboratories in pain
related to spinal cord injury and mechanisms of chronic pain. The program has a strong tradition of providing trainees with the broadest experience in
pain medicine.
Pathology
The Department of Pathology and Laboratory Medicine offers a residency training program covering all areas of anatomic and clinical pathology. The
program is affiliated with Long Beach Memorial Medical Center, Veterans Affairs Long Beach Healthcare System, Children’s Hospital of Orange County,
and the Orange County Coroner’s Office. The training for the combined anatomic and clinical pathology program consists of four years of training
in both anatomic and clinical pathology. The first three and one-half years consist of a core program providing exposure to each of the subspecialty
areas of clinical pathology as well as surgical pathology, autopsy pathology, and cytopathology. Ample opportunities for research and teaching exist for
individuals planning on an academic career. Excellent preparation is also provided for individuals planning on a career in forensic pathology or private
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practice in a community hospital. We also offer a one-year-long General Surgical Pathology Fellowship or Surgical Pathology Fellowship focusing on GI
Pathology.
Pediatrics
The Pediatric Residency Program emphasizes the interrelationship of patient care, didactic teaching, and research in the training of the pediatric
resident physician. The focus is on the total care of the child from birth through young adulthood. A strong clinical and educational foundation is provided
through experiences in a broad spectrum of disease and/or injury as well as training in biosocial pediatrics, preventive health care, and community
resources.
The program offers variety and depth due to the diversity of the Department’s major teaching hospitals—Children’s Hospital of Orange County, Miller
Children’s Hospital (located at Long Beach Memorial Medical Center), and UC Irvine Medical Center. The faculty at these institutions provides a
comprehensive teaching program in general pediatrics and cover the full range of pediatric subspecialties. The care of children seen through the two
hospitals represents a cross-section of racial, cultural, and socioeconomic groups from a local population of more than 2.5 million. Thus, pediatric
residents are exposed to a wide range of problems presented in settings ranging from intensive care to supervised office-based practice.
Pediatrics Pulmonary
At UC Irvine, we are pleased to partner with Miller Children's Hospital in offering one of the few pediatric pulmonology fellowship training programs in
California. The program, directed by Dr. Inderpal Randhawa at Miller’s, has been in existence for more than 26 years and has attracted outstanding
candidates from the United States and internationally. The pulmonary fellowship offers tailored, innovative research projects for fellows, as well as
a thorough and comprehensive program in pediatric and pulmonary medicine. Commencing this year, we are offering a special track program for
candidates interested in pursuing a career in academic pediatrics. This candidate will have a research focus in exercise physiology in children and will
be eligible for a Masters in Clinical Science at UCI.
The research interests of fellows include such topics as air pollution and asthma in children, immunological aspects of lung disease, exercise and the
impact of immunity, and growth factor in children. Research is done under the direction of Dr. Dan Cooper. The six faculty members of the pediatric
pulmonology program are supported by solid research faculty, primarily at the UC Irvine School of Medicine, with NIH and local grants.
Pediatric Urology
The Pediatric Urology Fellowship program, is an ACGME accredited program, leading to qualification for the American Board of Urology’s Subspeciality
Certification in Pediatric Urology. This is a two year fellowship, centered in Children's Hospital of Orange County (CHOC), and UCI. Four Pediatric
Urologists, faculty in the Department of Urology, oversee a full clinical program in which trainees are guided through all aspects of Pediatric Urology.
One year is fully clinical, and a second year is split between clinical and research activities. Research projects may make full use of the robotic and
surgical simulation and animal facilities in UCI. Collaborative conferences are regularly held within the Urology Department, in which the Fellows are
encouraged to present materials and participate. In addition, regular conferences in CHOC, include Radiology, Nephrology, Endocrinology, and Tumor
Board. The entry to the Fellowship required the completion of a recognized Urology residency, and is coordinated by the Society of Pediatric Urology
matching program.
Physical Medicine and Rehabilitation
The Department of Physical Medicine and Rehabilitation offers a three-year residency for applicants who have completed a 12-month ACGME
accredited internship. The residency program focus is on the diagnosis and comprehensive treatment and care of patients with musculoskeletal,
neurological problems or cardiopulmonary disabilities, from newborns to the elderly. Residents rotate at the UC Irvine Medical Center, the Veterans
Affairs Long Beach Healthcare System, Long Beach Memorial Hospital, and St. Jude Hospital. PM&R Residents are involved in research and medical
student teaching.
Plastic Surgery
The Department of Plastic Surgery at the University of California, Irvine has a fully integrated residency program. The program currently accepts three
residents for a six-year educational training experience in Plastic Surgery. The goals and objectives of this program are to educate plastic surgeons
who are analytical and scholarly in their approach to surgical problem solving, broadly experienced in all fields of the specialty, safe in their application
of judgment and technique, and ultimately self-educating in a lifelong continuing medical education process. The goals and teaching philosophy are
based on the graduate school model, which emphasizes analytic problem solving, scholarly use of the knowledge base and scientific resources of the
field, development of judgment skills, and identification of educational tools that produce the ability to self-direct one’s lifelong professional education in a
scholarly manner. At the successful completion of this program, candidates will be able to sit for their boards in Plastic Surgery.
Micrographic Surgery and Dermatologic Oncology (Dermatologic Surgery)
The Department of Dermatology offers a 1 year subspecialty fellowship with 1 fellow who rotates through clinics at UC Irvine and Kaiser Permanente.
The fellow receives extensive training in the study, diagnosis, and surgical treatment of disease of the skin and adjacent mucous membranes, cutaneous
appendages, hair, nails, and subcutaneous tissue. Dermatologic Surgery is broadly categorized into the following three areas: cutaneous oncologic
surgery, cutaneous reconstructive surgery, and cutaneous aesthetic surgery.
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Pulmonary and Critical Care
The Pulmonary Diseases and Critical Care Medicine Fellowship at UC Irvine's School of Medicine is a fully accredited three-year program designed to
train clinicians to deliver high-quality, skilled care to patients. Our highly competitive program, run by leading interventional pulmonologists, provides
selected fellows with clinical research career opportunities in academic pulmonary and critical care. In addition to assuring competency and proficiency
in medical care, our goal is to help fellows achieve independence and confidence in all clinical, academic, and educational endeavors.
Occupational Medicine
The Occupational Medicine residency program is based in the Division of Occupational Medicine, Department of Medicine. It is intended for physicians
who are seeking certification by the American Board of Preventive Medicine in the field of Occupational Medicine. A prerequisite to participation is a
minimum of one year of postgraduate clinical training in a primary care discipline. The program generally expects entering residents to have completed
a three-year primary care residency or the equivalent. The objective of the program is to train physicians to be specialists and leaders in the fields of
occupational and environmental medicine. During the two year program, residents are provided academic foundation in occupational medicine, industrial
hygiene, environmental toxicology, and epidemiology. Residents complete a Master of Science degree program in Environmental Health Sciences and
toxicology. The program also includes didactic and clinical training, and field experience in occupational health and safety. Upon completion of training,
the resident is qualified to enter the specialty practice of occupational medicine as a consultant or in an occupational medicine specialty practice,
workplace setting, government agency, or academic institution.
Psychiatry
The Psychiatry Residency Training Program is a four-year program that fosters academic excellence and broad clinical experience in general psychiatry.
Residents receive extensive supervised training in psychopharmacology and various modalities of psychotherapy. Opportunities for research abound
with expert faculty available to provide guidance. The core curriculum includes weekly didactic seminars and supervised clinical experiences in the
following areas: adult inpatient and outpatient psychiatry, child and adolescent psychiatry, geriatric psychiatry, primary care, neurology, emergency
psychiatry, consultation and liaison psychiatry, forensic psychiatry, and addiction psychiatry. Throughout their training, by treating a highly diverse
patient population, residents acquire competency in culturally-sensitive psychiatric assessment and treatment as well as with different systems-based
practices. The primary teaching site for the residency program is the UC Irvine Medical Center, a 412-bed acute care hospital that provides tertiary and
quaternary care, ambulatory and specialty medical clinics, behavioral health, and rehabilitation. The residency teaching affiliates include Long Beach
Veterans Affairs Healthcare System, Long Beach Memorial Medical Center, and Orange County Behavioral Health. Elective rotations are available at the
UC Irvine Outreach Clinics such as the Student Health Center, as well as at Kaiser Permanente sites, Pat Moore Foundation, John Henry Foundation,
DHS Patton, Village of Hope, and Royale Health Care Center. The flexible curriculum and supportive faculty allow residents to pursue elective interests
in research, teaching, and administrative psychiatry, ensuring attainment of the residents' career goals. The program includes a broad array of full-time,
part-time, and volunteer clinical and research faculty who are truly dedicated to the teaching mission
Radiology, Diagnostic
The Department of Radiological Sciences has an ACGME-approved four-year residency program in diagnostic radiology based at UC Irvine Medical
Center and integrated with Veterans Affairs Long Beach Healthcare System. There are also month-long Pediatric Radiology rotations at Children’s
Hospital of Orange County and Children's Hospital of Los Angeles. The objectives of the program are (1) to train competent radiologists with a solid
background in all modalities of imaging and interventional procedures, (2) to provide a conducive atmosphere and to encourage opportunities for
residents to participate in translational and basic science research as well as patient care quality improvement and healthcare economics, and (3) to
provide elective periods in which residents have the opportunity to increase their clinical radiology expertise or to work on research projects during their
residency training. The residency program includes sub-specialized training in interventional, cardiothoracic, abdominal, pediatric, musculoskeletal
radiology, as well as breast imaging, neuroradiology, and molecular imaging. Residents are exposed to a variety of modalities including radiography,
fluoroscopy, computed tomography (CT), magnetic resonance imaging (MRI), ultrasonography, mammography, nuclear medicine, and molecular
imaging. All residents participate in scholarly activities and are encouraged to complete at least one research project during the program. The program
provides a month-long research time. Candidates are accepted for six positions at the PGY-2 level for the four-year program. Fellowships are available
for an additional year in specialized areas following the successful completion of the residency. The newest technologies in the field of radiological
sciences are available at UC Irvine Medical Center and affiliated institutions. The program sponsors a four-week course in radiology-pathology
correlation training, as well as training in radiology physics.
Radiation Oncology
The Residency Training Program in Radiation Oncology is designed to prepare suitably qualified applicants for academic and clinical practice careers
in radiation oncology. Candidates enter a four-year program which includes clinical experience, didactic lectures and integrated research experience.
Unique opportunities exist for training in the use of interstitial and intracavitary treatment using radionuclides and specially designed applicators as
well as a variety of high-dose external beam technologies such as IMRT, radiosurgery, and VMAT/IMAT. The program includes rotations at three
participating hospitals: UC Irvine Medical Center, Veterans Affairs Long Beach Healthcare System, and Long Beach Memorial Medical Center.
Rheumatology
The Division of Rheumatology at UC Irvine offers a highly competitive, two-year fellowship program that provides extensive clinical training in rheumatic
and musculoskeletal disorders. We are accredited for four fellows by the Accreditation Council for Graduate Medical Education (ACGME). We
encourage fellows seeking a career in academic medicine to pursue a third year of sponsored research. The program is equally based at two sites- the
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1170 School of Medicine
UC Irvine Medical Center, Orange County's only university medical center, and the Long Beach Veterans Administrative Hospital. We see a diverse and
complex patient population with frequent presentations of Lupus, Myositis and Vasculitis. All fellows are trained in Musculoskeletal Ultrasound, and for
the past two years the fellows have successfully taken the Ultrasound certification course by the American College of Rheumatology
Spinal Cord Injury
The Spinal Cord Injury Medicine Fellowship is a one year accredited program. The Fellow rotates through 3 teaching institutions: the Veterans Affairs
Long Beach Healthcare System (VALBHS), Rancho Los Amigos National Rehabilitation Center, and University of California, Irvine (UCI). The Spinal
Cord Injury Center at the Veterans Affairs Long Beach Healthcare System (VALBHS) is one of the largest SCI inpatient units in the Veterans Healthcare
System with 77 maximum bed capacity. Inpatient units treat complex medical/surgical cases, which include ventilator-dependent respiratory care.
Outpatient services include general and focused primary care for Geriatric patients and SCI patients with diabetes. There are specialty clinics, such
as surgical care (urology and plastic surgery), upper extremity restoration (tendon transfers), annual evaluations, shoulder clinic, orthotic wheelchair
clinics and driver's training. Rancho Los Amigos National Rehabilitation Center (RLANRC) is a world renowned rehabilitation hospital with unique
learning opportunities including spasticity, post-polio, and orthopedic rehabilitation clinics. In addition, RLANRC provides experiences in pediatric spinal
cord disorders in acute, subacute, and rehabilitation settings, care of spinal bifida patients and an opportunity to learn about problems associated with
transition from childhood to adulthood in persons with SCI. UCI is a level 1 trauma center which offers the SCI fellow the opportunity to understand the
multi-disciplinary approach for the acute management of traumatic spinal cord injury. The Fellow will learn the clinical pathway guidelines for the critical
care management of acute traumatic spinal cord injury and to understand the role of the physiatrist consult in the care of the acute spinal cord injured
patient. In addition to the academic and clinical work, our fellows are expected to participate in performance improvement projects, shadow the chief/
program director to various hospital-wide administrative meetings and actively participate in research.
Surgery
The University of California, Irvine General Surgery program places strong emphasis on provision of excellent clinical care, establishing new horizons in
minimally invasive surgery, education of residents and medical students in all aspects of surgery, and high-level surgical research. Our program trains
and prepares some of the finest young surgeons in the country for the rigors of academic or private practice as well as subsequent fellowship training.
Our general surgery residency program’s integrated and affiliated training sites include rotations in surgical oncology, cardiothoracic, vascular,
gastrointestinal, colorectal, hepatobilliary, general surgery, surgical critical care, pediatric surgery, and trauma/acute care surgery. UC Irvine’s faculty
and volunteer faculty, as well as that of our affiliate institutions, are committed to teaching and provide residents with a variety of resources and
opportunities to engage their surgical knowledge. Surgical residents perform clinical rotations at our University Medical Center, the Veteran’s Affairs –
Long Beach Hospital, Kaiser Permanente, Long Beach Memorial Medical Center, and Children’s Hospital of Orange County.
Residents interested in research will find a broad range of resources and mentors. While not required, research during residency imbues critical skills
and exposes the resident to the an additional dimension of academic surgery. Options for one or two years of dedicated research outside of the clinical
track are available.
Fully accredited by the ACGME, UC Irvine’s General Surgery Residency Program emphasizes the surgeon of the future in its curriculum—providing
world class surgical care while minimizing the footprint we leave behind. We practice and abide by the motto coined by our former chair, David Hoyt,
M.D., FACS, “When you see one of us, you see all of us.”
Surgery Critical Care
The Surgical Critical Care Fellowship Program is a one-year accredited categorical program with an opportunity for a second-year non-accredited option.
As a PGY-6, experience will be gained working at UC Irvine Medical Center at an ACS-verified Level I Trauma and Burn Center with over 2,200 annual
admissions. There are over 3,600 annual admissions to the intensive care unit which would offer a broad range of surgical pathology. Extensive
exposure to trauma resuscitation, operative management, and ICU procedures is provided. The faculty consists of 7 surgeons who are all board-certified
in Surgical Critical Care.
The optional second year in Acute Care Surgery will offer exposure to advanced rotations in emergency general surgery and appropriate surgical
specialties. Clinical and Basic Science research is also recommended during the second year.
All candidates interested in pursuing a Surgical Critical Care Fellowship must be board certified/eligible graduates from an ACGME-approved surgical
residency.
Urology
The Department of Urology Residency Program is a five-year training program that includes a one-year internship in the Department of Surgery and
four years of Urology training. The residency program provides training in all aspects of adult and pediatric urologic diseases. The residents receive
extensive training in open and endoscopic procedures, laparoscopy and other minimally invasive techniques, urologic pathology, uroradiology, and
management of non-operative urologic conditions. The program’s training hospitals include UC Irvine Medical Center, Veterans Affairs Long Beach
Healthcare System, Kaiser Permanente Anaheim, and Children’s Hospital of Orange County. The Urology Department encourages and supports both
clinical and basic science research.
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University of California, Irvine 2016-2017 1171
Vascular Neurology Fellowship
Department of Neurology is offering an ACGME accredited Vascular Neurology fellowship position annually. This one-year program offers
comprehensive training in acute stroke care and clinical research. The training is based at the new state-of-the-art UC Irvine Medical Center Douglas
Hospital, which is the first Certified Comprehensive Stroke Center in Orange County, CA. The hospital has 24/7 advanced neuroimaging and
neurointerventional capabilities, a dedicated 12-bed Neuroscience ICU, a Neuroscience stepdown unit, and over 600 stroke admissions a year. We
have 6 board-certified or fellowship-trained Vascular Neurology Faculty, 5 board-certified Neurointensivists, and 5 Endovascular or Cerebrovascular
Surgeons. Electives or research experience can be tailored to meet individual needs.
On This Page:
• Graduate Academic Programs
• Master of Science and Doctor of Philosophy in the School of Medicine
• Master of Science in Biomedical Sciences
• Doctor of Philosophy
Graduate Academic Programs
The School of Medicine offers graduate study in a wide variety of fields in both basic science and clinical departments. The basic medical science
departments of Anatomy and Neurobiology, Biological Chemistry, Microbiology and Molecular Genetics, Pathology and Laboratory Medicine, and
Physiology and Biophysics offer graduate instruction leading to the M.S. and Ph.D. degrees in Biomedical Sciences. The Department of Pharmacology,
in conjunction with the Department of Pharmaceutical Sciences, offers graduate instruction leading to the M.S. and Ph.D. degrees in Pharmaceutical
Sciences. The Department of Epidemiology offers graduate instruction leading to the M.S. and Ph.D. degrees in Epidemiology. The Department
of Medicine offers graduate instruction leading to the M.S. and Ph.D. degrees in Environmental Health Sciences. Most graduate students in these
programs are admitted for the Doctor of Philosophy (Ph.D.) degree. The Department of Pediatrics offers an M.S. degree in Genetic Counseling. The
School of Medicine also offers an M.S. degree in Biomedical and Translational Science. Each department or program has a graduate advisor whom
students may consult for additional details of the individual programs.
The departments evaluate applications for admission to graduate study or program based on letters of recommendation, Graduate Record Examination
scores, grades, research experience, and other relevant qualifications of the applicant. Candidates for graduate admission are urged to consult the
particular department or program whose faculty and expertise best fit their interests and background.
Application materials may be obtained by contacting the individual graduate programs or:
University of California, Irvine
Graduate Division
120 Aldrich Hall
Irvine, CA 92697-4611
949-824-6761
http://www.grad.uci.edu
Master of Science and Doctor of Philosophy in the School of Medicine
The School of Medicine offers both the Master of Science and Doctor of Philosophy degrees, although emphasis at the graduate level is placed on the
Ph.D. programs. Most training takes place within one of the departments, although full facilities and curricular offerings are available to all graduate
students in all departments of the School of Medicine. Interdisciplinary study and research are encouraged. Students are expected to maintain a B
average at all times. The normative time to degree is two years for the master’s degree, and five years for the doctoral degree. A master’s degree is not
a prerequisite for the Ph.D. degree.
Students plan their academic program in consultation with the graduate advisor or a faculty committee. Faculty advisors may be changed to meet the
needs and interests of the student. In addition, it is possible for students to transfer to another program in the School, subject to the approval of the Dean
of Graduate Studies, and acceptance into that program. Students are encouraged to consult with faculty members with regard to their research and
academic interests.
Master of Science in Biomedical Sciences
The Master of Science degree in Biomedical Sciences may be completed by submission of a research thesis (plan I) or by course-work and a
comprehensive exam (plan II).
Plan I: Thesis Plan. The student is required to complete at least four didactic graduate courses (16 units) offered by the department, and elective
course work with an additional 8 units of graduate or upper-division undergraduate course work. In addition, the student will typically take additional
seminar courses during the graduate study. Students in the M.S. program may be employed as teaching assistants, but units earned through enrollment
in University Teaching (399) may not be counted toward degree completion. The student engages in thesis research with a faculty thesis advisor,
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1172 School of Medicine
and will prepare and submit a dissertation to the thesis committee. The final examination is an oral presentation of the thesis to the committee. The
normative time to degree is two years for the thesis M.S. degree.
Plan II: Comprehensive Examination Plan. The plan II M.S. degree is awarded based on completion of at least 36 units of course work and a
satisfactory completion of a comprehensive exam. The student is required to complete at least 16 units (four courses) of didactic graduate course work
offered by the department. In addition, the student will take up to 12 units of research. An additional 8 units or more of elective course work will be
completed from other graduate courses offered by the department. A maximum of 4 units of upper-division undergraduate courses may be included
in the program with the approval of the Associate Dean for Graduate Studies. Students in the M.S. program may be employed as teaching assistants,
but units earned through enrollment in University Teaching (399) may not be counted toward degree completion. The comprehensive exam will be
administered by a committee of at least three departmental faculty, and may include written and oral sections. The comprehensive exam format will
include a research presentation and may include additional portions such as a research proposal, presentation of a project, or other components. The
normative time to degree is one year for the M.S. degree by comprehensive exam.
Doctor of Philosophy
Comprehensive Examination-First Year. The student must pass comprehensive oral or written examinations at the discretion of the department. The
examination is generally taken at the end of the first year of graduate study.
Advancement to Candidacy. The advancement to candidacy examination is taken before the end of the third year of graduate study. The student is
expected to have identified an important and tractable dissertation research topic. A faculty committee for the advancement to candidacy examination is
proposed by the faculty mentor in consultation with the student, and approved by the Department Graduate Advisor. A majority of the committee must
hold primary or joint appointments in the student’s department.
Once this examination is completed, the student is advanced to candidacy for the doctoral degree and is expected to complete the degree within three
years. The student must submit a dissertation on this research and defend the thesis in an oral examination during the final year of graduate study. The
normative time for completion of the Ph.D. is five years, and the maximum time permitted is seven years.
Graduate-student status or consent of instructor is a prerequisite for all 200–299 courses.
Faculty
Payandeh S. Abadee, M.D. Pahlavi University, Health Sciences Clinical Professor of Physical Medicine and Rehabilitation
Pablo J. Abbona, M.D. National University of Cuyo, Health Sciences Associate Clinical Professor of Radiological Sciences
Geoffrey W. Abbott, Ph.D. University of London, Professor of Pharmacology; Physiology and Biophysics
Hermelinda Abcede, M.D. Medical College of Wisconsin, Health Sciences Assistant Clinical Professor of Neurology
Munjal Acharya, Ph.D. Maharaja Sayajirao University of Baroda, Assistant Professor in Residence of Radiation Oncology
Gregory R. Adams, Ph.D. Michigan State University, Associate Adjunct Professor of Physiology and Biophysics
Felice Adler Shohet, M.D. Vanderbilt University, Health Sciences Associate Clinical Professor of Pediatrics
Behnoosh Afghani, M.D. University of Southern California, Health Sciences Professor of Pediatrics
Phyllis F. Agran, M.D. University of California, Irvine, Professor Emerita of Pediatrics
Anshu Agrawal, Ph.D. Lucknow University, Associate Adjunct Professor of Medicine
Thomas E. Ahlering, M.D. Saint Louis University, Professor of Urology
Irfan Ahmad, M.D. School Name Not In Table, Health Sciences Associate Clinical Professor of Pediatrics
Jane Ahn, M.D. City University of New York, Mount Sinai, Health Sciences Associate Clinical Professor of Anesthesiology and Perioperative Care
Kyle Ahn, M.D. New York Medical College, Health Sciences Assistant Clinical Professor of Anesthesiology and Perioperative Care
Shlomit Aizik, M.S. Tel Aviv University, Assistant Professor in Residence of Pediatrics
Yama Akbari, Ph.D. University of California, Irvine, Assistant Professor of Neurology
Muthana S. Al-Ghazi, Ph.D. University of Manitoba, Health Sciences Professor of Radiation Oncology
Lama M. Al-Khoury, M.D. American Universityniversity of Beirut, Health Sciences Assistant Clinical Professor of Neurology
Gregory C. Albers, Ph.D. University of California, Los Angeles, Health Sciences Professor of Medicine
1172 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1173
Lawrence Albers, M.D. University of California, San Diego, Health Sciences Clinical Professor of Psychiatry and Human Behavior
Navid Alem, M.D. University of California, Irvine, Health Sciences Assistant Clinical Professor of Anesthesiology and Perioperative Care
Michael T. Alkire, M.D. University of California, Los Angeles, Professor in Residence of Anesthesiology and Perioperative Care
Tina M. Allee, M.D. Stanford University, Health Sciences Assistant Clinical Professor of Psychiatry and Human Behavior
Byron J. Allen, M.D. University of California, Los Angeles, Health Sciences Professor of Medicine
Al Aly, M.D. Georgetown University, Health Sciences Professor of Surgery
Alpesh N. Amin, M.D. Northwestern University, Thomas and Mary Cesario Endowed Chair in Medicine and Professor of Medicine; Biomedical
Engineering; Paul Merage School of Business (hospital medicine, quality/safety, new technologies in healthcare)
George Anas, M.D. West Virginia University, Health Sciences Clinical Professor of Pediatrics
Arash Anavim, M.D. University of Tehran, Health Sciences Associate Clinical Professor of Radiological Sciences
Bogi Andersen, M.D. University of Iceland, Professor of Medicine; Biological Chemistry
Aileen J. Anderson, Ph.D. University of California, Irvine, Associate Professor of Physical Medicine and Rehabilitation
Cynthia T. Anderson, M.D. University of Tennessee, Health Sciences Clinical Professor of Anesthesiology and Perioperative Care
Kathrine M. Andreeff, M.D. Wayne State University, Health Sciences Clinical Professor of Pediatrics
Brian S. Andrews, M.D. University of New South Wales, Professor Emeritus of Medicine
Hoda Anton-Culver, Ph.D. University of St Andrews, Genetic Epidemiology Research Institute and Professor of Epidemiology
Stuart M. Arfin, Ph.D. Albert Einstein College of Medicine, Professor Emeritus of Biological Chemistry
Steven A. Armentrout, M.D. University of Chicago, Professor Emeritus of Medicine
Jeffrey Armstrong, M.D. University of South Carolina, Health Sciences Clinical Professor of Pediatrics
William B. Armstrong, M.D. University of Washington, Department Chair and Professor of Otolaryngology
Antonio C. Arrieta, M.D. Cayetano Heredia University, Health Sciences Clinical Professor of Pediatrics
Negar Ashouri, M.D. St. George's University, Health Sciences Clinical Professor of Pediatrics
Muhammad Aslam, M.D. , Health Sciences Associate Clinical Professor of Pediatrics
Golnaz Aubin, M.D. , Health Sciences Clinical Instructor of Radiological Sciences
Raciela B. Austin, MSN California State University, Long Beach, Health Sciences Assistant Clinical Professor of Family Medicine
Robert E. Ayer, M.D. Boston University, Health Sciences Clinical Instructor of Neurological Surgery
Samar H. Azawi, M.D. University of Baghdad, Health Sciences Associate Clinical Professor of Radiation Oncology
Simon R. Bababeygy, M.D. Stanford University, Health Sciences Clinical Instructor of Ophthalmology
Kara N. Babaian, M.D. University of Texas, Health Sciences Clinical Instructor of Urology
George Baerveldt, M.D. University of Pretoria, Professor Emeritus of Ophthalmology
Berge C. Bakamjian, D.O. Midwestern State University, Health Sciences Clinical Professor of Psychiatry and Human Behavior
Dean B. Baker, M.D. University of California, San Diego, Professor of Medicine; Environmental Health Sciences; Program in Public Health
Pierre F. Baldi, Ph.D. California Institute of Technology, UCI Chancellor's Professor of Computer Science; Biological Chemistry; Biomedical Engineering;
Developmental and Cell Biology (bioinformatics, computational biology)
Kenneth M. Baldwin, Ph.D. University of Iowa, Professor Emeritus of Physiology and Biophysics
Fayez M. Bany-Mohammed, MBBS University of Jordan, Health Sciences Professor of Pediatrics
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Tallie Z. Baram, M.D. University of Miami, Danette Dee Dee Shepard Chair in Neurological Studies and Professor of Pediatrics; Anatomy and
Neurobiology; Neurology; Physiology and Biophysics
Alan G. Barbour, M.D. Tufts University, Professor of Microbiology and Molecular Genetics; Ecology and Evolutionary Biology; Medicine
Steven J. Barker, M.D. University of Miami, Professor Emeritus of Anesthesiology and Perioperative Care
Ronald J. Barr, M.D. Johns Hopkins University, Professor Emeritus of Dermatology
Cristobal Barrios, M.D. University of Miami, Health Sciences Associate Clinical Professor of Surgery
Cyril H. Barton, M.D. University of Colorado Boulder, Professor Emeritus of Medicine
Erik Barton, M.D. University of California, San Diego, Clinical Professor of Emergency Medicine
Stanley Bassin, Ed.D. University of California, Berkeley, Clinical Professor of Medicine
Daryoush Bassiri, M.D. St. George's University, Health Sciences Clinical Professor of Pediatrics
Anjan S. Batra, M.D. Ohio State University, Associate Professor of Pediatrics
Donald Beamon, M.D. University of Missouri–St. Louis, Health Sciences Clinical Professor of Radiological Sciences
S. S. Bederman, M.D. University of Toronto, Health Sciences Assistant Clinical Professor of Orthopaedic Surgery
Dorit Ben-Ezer, M.D. Tel Aviv University, Health Sciences Clinical Professor of Pediatrics
Donald W. Bendig, M.D. University of California, Irvine, Health Sciences Associate Clinical Professor of Pediatrics
Lbachir Benmohamed, Ph.D. Pasteur Institute, Associate Professor in Residence of Ophthalmology
Rimal B. Bera, M.D. University of California, Irvine, Health Sciences Professor of Psychiatry and Human Behavior
Pamela Berkson, M.S. California State University, Long Beach, Health Sciences Clinical Professor of Medicine
Michael L. Berman, M.D. George Washington University, Professor Emeritus of Obstetrics and Gynecology
Stephen Berman, M.D. Rush University, Health Sciences Clinical Professor of Medicine
Nicole P. Bernal, M.D. Case Western Reserve University, Health Sciences Assistant Clinical Professor of Surgery
Michael W. Berns, Ph.D. Cornell University, Arnold and Mabel Beckman Chair in Laser Biomedicine and Professor of Surgery; Biomedical Engineering;
Developmental and Cell Biology (photomedicine, laser microscopy, biomedical devices)
Deepak K. Bhalla, Ph.D. Howard University, Senate Emeritus of Medicine
Naveen D. Bhandarkar, M.D. Ohio State University, Health Sciences Assistant Clinical Professor of Otolaryngology
Rishi Bhargava, M.D. Indiana University, Health Sciences Clinical Professor of Emergency Medicine
Nitin Narain Bhatia, M.D. Baylor College of Medicine, Associate Professor of Orthopaedic Surgery
Anand B. Bhatt, M.D. University of Miami, Health Sciences Assistant Clinical Professor of Ophthalmology
John T. Billimek, Ph.D. University of California, Irvine, Assistant Adjunct Professor of Medicine
Robert H. Blanks, Ph.D. University of California, Los Angeles, Professor Emeritus of Anatomy and Neurobiology
Robert S. Blumenfeld, Ph.D. University of California, Davis, Assistant Adjunct Professor of Neurology
Maureen E. Bocian, M.D. Ubiversity of Illinois Medical Center, Senate Emerita of Pediatrics
Jacob O. Boeckmann, M.D. University of Arkansas at Little Rock, Health Sciences Clinical Instructor of Otolaryngology
Stephen C. Bondy, Ph.D. University of Birmingham, Professor of Medicine; Environmental Health Sciences; Pharmacology; Program in Public Health
Peyman Borghei, M.D. , Health Sciences Clinical Professor of Radiological Sciences
Emiliana Borrelli, Ph.D. University of Strasbourg, Professor of Microbiology and Molecular Genetics; Pharmacology
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University of California, Irvine 2016-2017 1175
Daniela Bota, M.D. Carol Davila University of Medicine and Pharmacy, Associate Professor in Residence of Neurology
Elliot L. Botvinick, Ph.D. University of California, San Diego, Associate Professor of Surgery; Biomedical Engineering; Chemical Engineering and
Materials Science (laser microbeams, cellular mechanotransduction, mechanobiology)
Varaz Bozoghlanian, M.D. Medical College of Wisconsin, Health Sciences Clinical Instructor of Medicine
Ralph A. Bradshaw, Ph.D. Duke University, Professor Emeritus of Physiology and Biophysics
Peter Breen, M.D. University of Manitoba, Associate Professor of Anesthesiology and Perioperative Care
Matthew Brenner, M.D. University of California, San Diego, Professor of Medicine
Robert E. Bristow, M.D. University of California, Los Angeles, Philip J. Di Saia, M.D., Prestigious Chair in Gynecologic Oncology and Professor of
Obstetrics and Gynecology
Ashley Broussard, M.D. Tulane University, Health Sciences Assistant Clinical Professor of Anesthesiology and Perioperative Care
Donald J. Brown, Ph.D. University of Colorado Denver, Associate Professor in Residence of Ophthalmology (glaucoma, optic nerve, non-linear optics)
Robert Brown, Ph.D. , Adjunct Professor of Surgery
David K. Buchbinder, M.D. Medical College of Wisconsin, Health Sciences Clinical Professor of Pediatrics
Michael J. Buchmeier, Ph.D. McMaster University, Professor of Medicine; Microbiology and Molecular Genetics; Molecular Biology and Biochemistry
Monte S. Buchsbaum, M.D. University of California, San Francisco, Professor Emeritus of Psychiatry and Human Behavior
Sean F. Buckley, M.D. Creighton University, Health Sciences Clinical Professor of Psychiatry and Human Behavior
Diep Ngoc Bui, M.D. City University of New York, Mount Sinai, Health Sciences Clinical Professor of Medicine
Lynette T. Bui, D.O. Midwestern University, Arizona College of Osteopathic Medicine, Health Sciences Assistant Clinical Professor of Family Medicine
Szofia S. Bullain, M.D. , Health Sciences Clinical Instructor of Neurology
William E. Bunney, M.D. University of Pennsylvania, Della Martin Chair in Psychiatry and Professor Emeritus of Psychiatry and Human Behavior
Keith R. Burnett, M.D. Creighton University, Health Sciences Clinical Professor of Psychiatry and Human Behavior; Radiological Sciences
Kerry P. Burnight, Ph.D. University of Southern California, Health Sciences Professor of Family Medicine
Joseph Burns, M.D. McGill University, Health Sciences Associate Clinical Professor of Radiological Sciences
Michael J. Burns, M.D. University of California, Irvine, Health Sciences Professor of Emergency Medicine
Claudia Buss, Ph.D. , Assistant Adjunct Professor of Pediatrics
Jennifer R. Butler, M.D. University of Virginia, Health Sciences Associate Clinical Professor of Obstetrics and Gynecology
John A. Butler, M.D. Loyola University Chicago, Professor of Surgery
Matthew Butteri, M.D. University of Southern California, Health Sciences Assistant Clinical Professor of Medicine
Michael D. Cahalan, Ph.D. University of Washington, UCI Distinguished Professor of Physiology and Biophysics
Catherine M. Cahill, Ph.D. Dalhousie University, Acting Associate Professor of Anesthesiology and Perioperative Care; Anesthesiology and
Perioperative Care; Pharmacology
Vincent J. Caiozzo, Ph.D. University of California, Irvine, Professor in Residence of Orthopaedic Surgery; Environmental Health Sciences; Physiology
and Biophysics
Justin D. Call, M.D. University of Utah, Professor Emeritus of Psychiatry and Human Behavior
Anne L. Calof, Ph.D. University of California, San Francisco, Professor of Anatomy and Neurobiology; Developmental and Cell Biology (neurogenesis
and neuronal differentiation)
Joan E. Campbell, M.D. University of California, San Diego, Health Sciences Professor of Radiological Sciences
Maxime Cannesson, M.D. Paris Descartes University, Professor of Anesthesiology and Perioperative Care
UCI General Catalogue 2016-2017 1175
1176 School of Medicine
Jamie B. Capasso, D.O. A.T. Still University, Kirksville College of Osteopathic Medicine, Health Sciences Assistant Clinical Professor of Medicine
Joseph C. Carmichael, M.D. University of Missouri-Columbia, Health Sciences Assistant Clinical Professor of Surgery
Jose Carrillo, M.D. Dartmouth College, Health Sciences Assistant Clinical Professor of Neurology
Robert M. Carroll, M.D. Hahnemann University Hospital, Health Sciences Associate Clinical Professor of Medicine
Paolo Casali, M.D. University of Milan, Donald Bren Professor Emeritus of Medicine
Thomas C. Cesario, M.D. University of Wisconsin-Madison, UCI Endowed Chair and Professor Emeritus of Medicine
Kelly F. Chain, M.D. Temple University, Health Sciences Clinical Instructor of Pediatrics
Barry F. Chaitin, M.D. New York University, Non-Senate Academic Emeritus of Psychiatry and Human Behavior
Bharath Chakravarthy, M.D. Boston University, Assistant Professor of Emergency Medicine; Program in Public Health
Mark Chambers, M.D. University of Illinois at Urbana–Champaign, Health Sciences Clinical Professor of Radiological Sciences
Jefferson Chan, Ph.D. University of California, San Francisco, Professor of Pathology and Laboratory Medicine; Environmental Health Sciences
Maria Y. Chandler, M.D. University of California, Irvine, Health Sciences Associate Clinical Professor of Pediatrics
P. A. Chandraratna, M.D. University of Ceylon, Professor Emeritus of Medicine
Carrie E. Chandwani, M.D. Chicago Medical School, Health Sciences Assistant Clinical Professor of Emergency Medicine
Carrie Chandwani, M.D. Chicago Medical School, Health Sciences Clinical Professor of Emergency Medicine
K. George Chandy, Ph.D. University of Birmingham, Professor of Physiology and Biophysics
Eric Y. Chang, M.D. Albert Einstein College of Medicine, Assistant Professor in Residence of Physical Medicine and Rehabilitation
Kenneth J. Chang, M.D. Brown University, Endowed Chair in Gastrointestinal Endoscopic Oncology and Professor of Medicine
Wayne Wei Chung Chang, M.D. Saint Louis University, Health Sciences Associate Clinical Professor of Medicine; Program in Public Health
Elizabeth Chao, M.D. University of California, Irvine, Assistant Adjunct Professor of Pediatrics
Constance Chen, M.D. University of Southern California, Health Sciences Clinical Professor of Medicine
Dongbao Chen, Ph.D. Beijing University of Agricultural, Associate Professor of Obstetrics and Gynecology
Joline L. Chen, M.D. University of Toronto, Health Sciences Clinical Professor of Medicine
Lily K. Chen, D.O. Western University of Health Sciences, Health Sciences Clinical Professor of Physical Medicine and Rehabilitation
Phang-Lang Chen, Ph.D. University of California, San Diego, Associate Professor of Biological Chemistry
Zhongping Chen, Ph.D. Cornell University, Professor of Biomedical Engineering; Electrical Engineering and Computer Science; Otolaryngology; Surgery
(biomedical optics, optical coherence tomography, bioMEMS, biomedical devices)
Steven D. Chessler, M.D. University of Washington, Associate Professor of Medicine; Pathology and Laboratory Medicine
Kota G. Chetty, MBBS Guntur Medical College, Health Sciences Clinical Professor of Medicine
Robert R. Chilcote, M.D. University of Rochester, Senate Emeritus of Pediatrics
Vi K. Chiu, M.D. New York University, Assistant Professor of Medicine
Zang-Hee Cho, Ph.D. Uppsala University, Professor Emeritus of Radiological Sciences
Bernard H. Choi, Ph.D. University of Texas at Austin, Associate Professor of Surgery; Biomedical Engineering (biomedical optics, in vivo optical imaging,
microvasculature, light-based therapeutics)
Bongkyoo Choi, Sc.D. University of Massachusetts, Assistant Professor of Medicine; Program in Public Health
Ho Joon Choi, M.D. Seoul National University, Health Sciences Professor of Anesthesiology and Perioperative Care
1176 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1177
Yung-In Choi, M.D. Yonsei University, Health Sciences Professor of Medicine
Susan S. Choo, M.D. University of California, San Diego, Health Sciences Assistant Clinical Professor of Pediatrics
Christine C. Chou, M.D. University of California, Los Angeles, Health Sciences Clinical Instructor of Pediatrics
Emilie Chow, M.D. Chicago Medical School, Health Sciences Associate Clinical Professor of Medicine
Sophia N. Chun, M.D. Loma Linda University, Health Sciences Associate Clinical Professor of Physical Medicine and Rehabilitation
Judith H. Chung, M.D. University of Pennsylvania, Associate Professor of Obstetrics and Gynecology
Susan Claster, M.D. University of Chicago, Health Sciences Professor of Medicine
Ralph V. Clayman, M.D. University of California, San Diego, Dean of the School of Medicine and Professor of Urology
John P. Cleary, M.D. University of Massachusetts Medical School, Health Sciences Associate Clinical Professor of Pediatrics
Melitza J. Cobham-Browne, M.D. Universidad de Panamá, Health Sciences Professor of Pediatrics
Allen J. Cohen, M.D. University of Miami, Health Sciences Clinical Professor of Radiological Sciences
Rebecca Coleman, M.D. University of California, San Francisco, Health Sciences Assistant Clinical Professor of Pediatrics
Martin Colman, MMed University of Witwatersrand, Professor Emeritus of Radiation Oncology
Henri G. Colt, M.D. University of Nice Sophia Antipolis, Senate Emeritus of Medicine
John E. Connolly, M.D. Harvard University, Professor Emeritus of Surgery
Jason Cook, M.D. University of Vermont, Health Sciences Clinical Professor of Pediatrics
Dan M. Cooper, M.D. University of California, San Francisco, Professor of Pediatrics (impact of exercise on exhaled biological gases, novel methods of
assessing physical activity in infants and children using bioMEMS, impact of oxygen gradients on neutrophil trafficking)
Maria A. Corrada-Bravo, SCE Johns Hopkins University, Associate Adjunct Professor of Neurology
Carl W. Cotman, Ph.D. Indiana University, Professor of Neurology; Biomedical Engineering; Neurobiology and Behavior (Alzheimer's disease, apoptosis,
successful aging, dementia)
Ardith Courtney, D.O. University of North Texas, Health Sciences Associate Clinical Professor of Neurology
Steven C. Cramer, M.D. University of Southern California, Professor of Neurology; Anatomy and Neurobiology; Physical Medicine and Rehabilitation
Francis M. Crinella, Ph.D. Louisiana State University, Health Sciences Clinical Professor of Pediatrics
Robert W. Crow, M.D. University of Southern California, Health Sciences Assistant Clinical Professor of Ophthalmology; Neurology
Roger L. Crumley, M.D. University of Iowa, Professor Emeritus of Otolaryngology
Dwight Culver, M.D. Stanford University, Health Sciences Clinical Professor of Epidemiology
Brian J. Cummings, Ph.D. University of California, Irvine, Professor of Physical Medicine and Rehabilitation; Anatomy and Neurobiology
Ralph W. Cygan, M.D. State University of New York Downstate Medical Center, Health Sciences Professor of Medicine; Program in Public Health
James I. Cyriac, M.D. State University of New York Upstate Medical Center, Health Sciences Assistant Clinical Professor of Anesthesiology and
Perioperative Care
Dvora Cyrlak, M.D. Yale University, Health Sciences Clinical Professor of Radiological Sciences
Mudit Dabral, M.D. , Health Sciences Associate Clinical Professor of Medicine
Maria G. Dacosta-Iyer, M.D. University of Bombay, Health Sciences Clinical Professor of Pathology and Laboratory Medicine
Xing Dai, Ph.D. University of Chicago, Professor of Biological Chemistry
Amish A. Dangodara, M.D. University of Miami, Health Sciences Professor of Medicine
Mark W. Daniels, M.D. Stanford University, Health Sciences Clinical Professor of Pediatrics
UCI General Catalogue 2016-2017 1177
1178 School of Medicine
Francis Dann, M.D. Columbia University, Health Sciences Clinical Professor of Dermatology
Parima Daroui, M.D. Robert Wood Johnson Medical School, Health Sciences Assistant Clinical Professor of Radiation Oncology
Omar S. Darwish, D.O. Touro U College of Osteopathic Medicine, Health Sciences Assistant Clinical Professor of Medicine
Cyrus Dastur, M.D. Drexel University, Health Sciences Assistant Clinical Professor of Neurology
Mohsen Davoudi, M.D. University of Tehran, Health Sciences Associate Clinical Professor of Medicine
Israel De Alba, M.D. University of Guadalajara, Health Sciences Associate Clinical Professor of Medicine
Ralph J. Delfino, M.D., Ph.D. McGill University, Professor in Residence of Epidemiology
Michael Demetriou, M.D. University of Toronto, Professor of Neurology; Microbiology and Molecular Genetics
Aram N. Demirjian, M.D. Boston University, Assistant Professor of Surgery
Sheetal Desai, M.D. University of Southern California, Health Sciences Associate Clinical Professor of Medicine
Suvarna A. Deshmukh-Rane, M.D. University of Pune, Health Sciences Assistant Clinical Professor of Pathology and Laboratory Medicine
Robert Detrano, M.D. University of Rome, Health Sciences Clinical Professor of Radiological Sciences; Program in Public Health
Philip J. Di Saia, M.D. Tufts University, Dorothy J. Marsh Chair in Reproductive Biology and Professor Emeritus of Obstetrics and Gynecology
Catherine Diamond, M.D. Albany Medical College, Associate Professor of Medicine
Cordula V. Dick-Muehlke, Ph.D. Fuller Theological Seminary, Health Sciences Associate Clinical Professor of Family Medicine
Hamid Djalilian, M.D. University of Minnesota, Associate Professor of Otolaryngology; Biomedical Engineering (medical devices, hearing loss, tinnitus,
dizziness/imbalance, clinical research)
An H. Do, M.D. University of California, Los Angeles, Health Sciences Assistant Clinical Professor of Neurology
Matthew O. Dolich, M.D. State University of New York at Stony Brook, Health Sciences Professor of Surgery
Michele Domico, M.D. University of Texas Health Science Center at San Antonio, Health Sciences Clinical Professor of Pediatrics
Joseph H. Donnelly, M.D. Georgetown University, Health Sciences Professor of Pediatrics
Peter J. Donovan, Ph.D. University College London, Professor of Biological Chemistry; Developmental and Cell Biology (stem cell biology)
Nita Doshi, M.D. University of California, Irvine, Health Sciences Clinical Professor of Pediatrics
Emily E. Dow, M.D. University of Cincinnati, Health Sciences Professor of Family Medicine
Kenneth W. Dumars, M.D. University of Colorado Boulder, Professor Emeritus of Pediatrics
Dang Tam Duong, M.D. University of Washington, Health Sciences Associate Clinical Professor of Medicine
Anthony J. Durkin, Ph.D. University of Texas at Austin, Associate Professor in Residence of Surgery
Karen L. Edwards, Ph.D. University of Washington, Professor of Epidemiology; Genetic Epidemiology Research Institute
Robert A. Edwards, M.D. Baylor College of Medicine, Associate Professor of Pathology and Laboratory Medicine
Rufus D. Edwards, Ph.D. Rutgers, The State University of New Jersey, Associate Professor of Program in Public Health; Environmental Health
Sciences; Epidemiology
Alan N. Elias, M.D. University of Calcutta, Professor Emeritus of Medicine
Mark H. Ellis, M.D. Tulane University, Health Sciences Associate Clinical Professor of Pediatrics
Jill Elizabeth Endres, M.D. University of Vermont, Health Sciences Associate Clinical Professor of Surgery
Scott A. Engwall, M.D. University of Florida, Health Sciences Associate Clinical Professor of Anesthesiology and Perioperative Care
Sonja Entringer, Ph.D. University of Trier, Assistant Adjunct Professor of Pediatrics
1178 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1179
Ramez N. Eskander, M.D. University of California, San Diego, Health Sciences Clinical Instructor of Obstetrics and Gynecology
Gregory R. Evans, M.D. University of Southern California, Professor of Surgery; Biomedical Engineering (aesthetic surgery, breast augmentation,
cosmetic plastic surgery, craniomaxillofacial, hand surgery, head and neck reconstruction, liposuction, oncology, pelvic bone reconstruction, peripheral
nerve regeneration, reconstructive microsurgery, replantation, tissue engineering)
Marc-Eivind C. Evensen, M.D. University of California, Irvine, Health Sciences Professor of Physical Medicine and Rehabilitation
James H. Fallon, Ph.D. University of Illinois Medical Center, Professor Emeritus of Anatomy and Neurobiology
Guity Farahmand, M.D. University at Buffalo, The State University of New York, Health Sciences Clinical Instructor of Medicine
Hamed Farid, M.D. University of California, San Diego, Health Sciences Associate Clinical Professor of Radiological Sciences
Marjan Farid, M.D. University of California, San Diego, Health Sciences Associate Clinical Professor of Ophthalmology
Lawrence R. Faziola, M.D. Creighton University, Health Sciences Assistant Clinical Professor of Psychiatry and Human Behavior
Marion J. Fedoruk, M.D. University of Alberta, Health Sciences Clinical Professor of Medicine
Stephen Feig, M.D. New York University, Fong and Jean Tsai Chair in Women's Imaging and Professor of Radiological Sciences
Philip Felgner, Ph.D. Michigan State University, Adjunct Professor of Medicine; Physiology and Biophysics
Amanda N. Fernandez, M.D. , Health Sciences Clinical Professor of Pediatrics
Dayantha Fernando, M.D. Georgetown University, Health Sciences Assistant Clinical Professor of Radiological Sciences
Robert R. Field, M.D. University of Kansas, Health Sciences Assistant Clinical Professor of Anesthesiology and Perioperative Care
Mark J. Fisher, M.D. University of Cincinnati, Professor of Neurology; Anatomy and Neurobiology; Political Science
Sheila Fitzgibbons, M.P.A. California State University, Long Beach, Health Sciences Associate Clinical Professor of Medicine
Laura E. Fitzmaurice, M.D. University of California, Los Angeles, Health Sciences Assistant Clinical Professor of Obstetrics and Gynecology
Lisa Flanagan-Monuki, Ph.D. University of California, San Diego, Assistant Professor of Neurology; Biomedical Engineering (stem cells, neural,
embryonic, neuron)
Angela G. Fleischman, M.D. Stanford University, Assistant Professor of Medicine; Biological Chemistry
Pamela L. Flodman, M.S. University of California, Irvine, Associate Adjunct Professor of Pediatrics
Cecilia A. Florio, M.D. University of California, San Francisco, Health Sciences Associate Clinical Professor of Family Medicine
Alex Fong, M.D. Northwestern University, Health Sciences Clinical Instructor of Obstetrics and Gynecology
Gareth K. Forde, M.D. University of Minnesota, Health Sciences Clinical Instructor of Obstetrics and Gynecology
Nikta Forghani, M.D. University of California, Davis, Health Sciences Clinical Professor of Pediatrics
Donald N. Forthal, M.D. University of California, Irvine, Professor of Medicine
Michelle Fortier, Ph.D. University of Nebraska, Assistant Professor in Residence of Anesthesiology and Perioperative Care; Psychology and Social
Behavior (pediatric pain management, pediatric oncology, family-centered medicine, complementary and alternative medicine (CAM), health information
technology, coping with illness-related Stress)
Clarence E. Foster, M.D. Johns Hopkins University, Health Sciences Professor of Surgery
John C. Fox, M.D. Tufts University, Professor of Emergency Medicine
David L. Franklin, Ph.D. Alliant International University, Health Sciences Associate Clinical Professor of Psychiatry and Human Behavior
Kathryn Steinhaus French, M.S. University of Colorado Denver, Health Sciences Professor of Pediatrics
John P. Fruehauf, M.D. Rush University, Professor of Medicine; Biomedical Engineering; Pharmaceutical Sciences (in-vitro cancer models using 3-D
tissue systems to predict drug response)
Roy M. Fujitani, M.D. University of Hawaii at Manoa, Professor of Surgery
UCI General Catalogue 2016-2017 1179
1180 School of Medicine
Cole M. Fulwider, M.D. University of California, Irvine, Health Sciences Clinical Professor of Dermatology
David W. Furnas, M.D. University of California, Berkeley, Non-Senate Academic Emeritus of Surgery
Pietro R. Galassetti, Ph.D. Vanderbilt University, Associate Professor of Pediatrics; Pharmacology
Anjalee W. Galion, M.D. New Jersey Medical School, Health Sciences Clinical Professor of Pediatrics
Christine M. Gall, Ph.D. University of California, Irvine, Department Chair and Professor of Anatomy and Neurobiology; Neurobiology and Behavior
Valerie B. Galvan-Turner, M.D. University of Texas Medical Branch, Health Sciences Clinical Instructor of Obstetrics and Gynecology
Anand K. Ganesan, M.D. Medical College of Wisconsin, Associate Professor of Dermatology; Biological Chemistry
Sumit Garg, M.D. New York Medical College, Health Sciences Assistant Clinical Professor of Ophthalmology
John Jay Gargus, Ph.D. Yale University, Professor of Physiology and Biophysics; Pediatrics
Thomas J. Garite, M.D. University of California, Irvine, Professor Emeritus of Obstetrics and Gynecology
Leslie Garson, M.D. University of Kansas, Health Sciences Associate Clinical Professor of Anesthesiology and Perioperative Care
Alan B. Gazzaniga, M.D. Harvard University, Professor Emeritus of Surgery
Norman Ge, M.D. Baylor College of Medicine, Health Sciences Associate Clinical Professor of Otolaryngology
Jean G. Gehricke, Ph.D. Free University of Berlin, Assistant Adjunct Professor of Pediatrics
Gamal Ghoniem, M.D. Alexandria University, Professor of Urology
Lisa M. Gibbs, M.D. Stanford University, Health Sciences Professor of Family Medicine
Stuart Gilman, M.D. Rush University, Health Sciences Clinical Professor of Medicine
Kimberly Marie Gimenez, M.D. University of California, Irvine, Health Sciences Professor of Anesthesiology and Perioperative Care
Roland A. Giolli, Ph.D. University of California, Berkeley, Professor Emeritus of Anatomy and Neurobiology
Melanie W. Gironda, Ph.D. University of California, Los Angeles, Associate Adjunct Professor of Family Medicine
Gordon Gl. Globus, M.D. Tufts University, Professor Emeritus of Psychiatry and Human Behavior
Julie A. Goddard, M.D. Baylor College of Medicine, Health Sciences Assistant Clinical Professor of Otolaryngology
Shruti K. Gohil, M.D. Tufts University, Health Sciences Assistant Clinical Professor of Medicine
Alan L. Goldin, M.D. University of Michigan, Professor of Microbiology and Molecular Genetics; Anatomy and Neurobiology; Physiology and Biophysics
Sastry V. Gollapudi, Ph.D. Dalhousie University, Assistant Adjunct Professor of Medicine
Kiarash Golshani, M.D. Oregon Health & Science University, Health Sciences Assistant Clinical Professor of Neurological Surgery
Sidney H. Golub, Ph.D. Temple University, Professor Emeritus of Microbiology and Molecular Genetics
Deborah Goodman, Ph.D. University of California, Los Angeles, Associate Adjunct Professor of Epidemiology
Scott C. Goodwin, M.D. Harvard University, Hasso Brothers Endowed Chair in Radiological Sciences and Professor of Radiological Sciences
Ian L. Gordon, Ph.D. University of Southern California, Health Sciences Clinical Professor of Surgery
Wamda Goreal, M.D. University of Baghdad, Health Sciences Assistant Clinical Professor of Pathology and Laboratory Medicine
Namita Goyal, M.D. Ross University, Health Sciences Assistant Clinical Professor of Neurology
Kaylan A. Graham, M.D. Loyola University Chicago, Health Sciences Clinical Instructor of Medicine
Sergei Grando, M.D. , Professor of Dermatology
Kenneth E. Grant, M.D. Albany Medical College, Health Sciences Clinical Professor of Pediatrics
Jennifer S. Green, M.D. Georgetown University, Health Sciences Clinical Professor of Pediatrics
1180 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1181
Sheldon Greenfield, M.D. University of Cincinnati, Donald Bren Professor and Professor of Medicine
Fred S. Greensite, M.D. University of California, San Diego, Professor of Radiological Sciences
Leonid Groysman, M.D. Nicolae Testemi?anu State University of Medicine and Pharmacy, Health Sciences Assistant Clinical Professor of Neurology
Jacqueline M. Guerrero, M.D. University of Rochester, Health Sciences Assistant Clinical Professor of Obstetrics and Gynecology
Rajesh Gulati, MBBS University College of Medical Sciences, Health Sciences Professor of Medicine
Gultekin Gulsen, Ph.D. Bogazici University, Associate Professor of Radiological Sciences; Biomedical Engineering; Electrical Engineering and Computer
Science; Physics and Astronomy (in vivo molecular imaging, diffuse optical tomography, fluorescence tomography, photo-magnetic imaging, multi-
modality imaging)
Padma Gulur, MBBS, Health Sciences Clinical Professor of Anesthesiology and Perioperative Care
Geeta K. Gupta, M.D. Harvard University, Health Sciences Professor of Medicine
Ranjan Gupta, M.D. Albany Medical College, Professor of Orthopaedic Surgery; Anatomy and Neurobiology; Biomedical Engineering (hand and upper
extremity surgery)
Sudhir Gupta, Ph.D. University of Lucknow, Professor of Medicine
Ravi Chandra Gutta, M.D. Andhra Medical College, Health Sciences Assistant Clinical Professor of Medicine
Grant Gwinup, M.D. University of Colorado Boulder, Professor Emeritus of Medicine
Molood Hadi, D.O. Western University of Health Sciences, Health Sciences Assistant Clinical Professor of Medicine
Richard J. Haier, Ph.D. Johns Hopkins University, Senate Emeritus of Pediatrics
Harry T. Haigler, Ph.D. Vanderbilt University, Professor of Physiology and Biophysics
James E. Hall, Ph.D. University of California, Riverside, Professor of Physiology and Biophysics
Afshan Hameed, B.A. King Edward Medical College, Health Sciences Associate Clinical Professor of Obstetrics and Gynecology
Jason Handwerker, M.D. Harvard University, Health Sciences Assistant Clinical Professor of Radiological Sciences; Otolaryngology
Tabetha Harken, M.D. University of Colorado Boulder, Health Sciences Assistant Clinical Professor of Obstetrics and Gynecology
Kevin Harley, M.D. New York Medical College, Health Sciences Assistant Clinical Professor of Medicine
Anna L. Harris, M.D. Loma Linda University, Health Sciences Professor of Anesthesiology and Perioperative Care
Anton N. Hasso, Ph.D. Loma Linda University, Professor of Radiological Sciences
Justin Hata, M.D. New York Medical College, Health Sciences Associate Clinical Professor of Anesthesiology and Perioperative Care
Tamera J. Hatfield, M.D. University of California, Irvine, Health Sciences Assistant Clinical Professor of Obstetrics and Gynecology
David J. Haupt, M.D. California School of Podiatric Medicine, Health Sciences Clinical Professor of Medicine
Peter Hauser, M.D. University of Virginia, Health Sciences Clinical Professor of Psychiatry and Human Behavior
Leif Havton, Ph.D. Umea University, Professor of Anesthesiology and Perioperative Care; Neurology
Heather T. Hawthorne, M.D. University of Arkansas at Little Rock, Health Sciences Clinical Professor of Pediatrics
Susan M. Heller, M.D. University of Iowa, Health Sciences Associate Clinical Professor of Medicine
Mohammad Helmy, M.D. University of California, Irvine, Health Sciences Assistant Clinical Professor of Radiological Sciences
Walter L. Henry, M.D. Stanford University, Professor Emeritus of Medicine
June Herman, M.D. U of North Dakota, Health Sciences Professor of Radiological Sciences
Neal Hermanowicz, M.D. Temple University, Health Sciences Professor of Neurology
Klemens J. Hertel, Ph.D. University of Colorado Boulder, Professor of Microbiology and Molecular Genetics
UCI General Catalogue 2016-2017 1181
1182 School of Medicine
David A. Hicks, M.D. University of California, Irvine, Health Sciences Associate Clinical Professor of Pediatrics
Elsie R. Hidalgo, M.D. University of California, Los Angeles, Health Sciences Professor of Pediatrics
Richard A. Hill, M.D. Northwestern University, Professor Emeritus of Ophthalmology
Jeffrey H. Ho, D.O. Touro U College of Osteopathic Medicine, Health Sciences Clinical Professor of Pediatrics
Danphuong Ho-Wang, M.D. University of California, Los Angeles, Health Sciences Associate Clinical Professor of Family Medicine
Bang H. Hoang, M.D. University of California, Los Angeles, Associate Professor of Orthopaedic Surgery
John C. Hoefs, M.D. George Washington University, Professor Emeritus of Medicine
M. Mark Hoffer, M.D. Chicago Medical School, Professor Emeritus of Orthopaedic Surgery
Michael Hollifield, M.D. University of Washington, Health Sciences Associate Clinical Professor of Psychiatry and Human Behavior
Christine L. Hollister, M.D. Dartmouth College, Health Sciences Associate Clinical Professor of Anesthesiology and Perioperative Care
Todd Holmes, Ph.D. Massachusetts Institute of Technology, Department Vice Chair and Professor of Physiology and Biophysics
Christy Hom, M.A. University of Michigan, Health Sciences Assistant Clinical Professor of Psychiatry and Human Behavior
Wirachin Hoonpongsimanont, M.D. , Assistant Professor of Emergency Medicine
Susan Hopp, M.D. City University of New York, Mount Sinai, Health Sciences Clinical Professor of Medicine
Naoto Hoshi, Ph.D. Kanazawa University, Assistant Professor of Pharmacology; Physiology and Biophysics
Roozbeh Houshyar, M.D. , Health Sciences Assistant Clinical Professor of Radiological Sciences
David B. Hoyt, M.D. Case Western Reserve University, Professor Emeritus of Surgery
David Jb. Hsiang, M.D. Thomas Jefferson University, Jefferson Medical College, Associate Professor of Surgery
An-Fu Hsiao, M.D. Boston University, Health Sciences Associate Clinical Professor of Medicine
Lanny Hsieh, M.D. New York University, Health Sciences Associate Clinical Professor of Medicine
Loan B. Hsieh, M.D. Virginia Commonwealth University, Health Sciences Clinical Professor of Pediatrics
Frank P. Hsu, M.D. University of Maryland, College Park, Department Chair and Professor of Neurological Surgery; Biomedical Engineering;
Otolaryngology (biomechanics of cerebral aneurysms, functional neurosurgery, epilepsy)
Ke-Qin Hu, M.D. Tongji Medical College, Professor of Medicine
Lan Huang, Ph.D. University of Florida, Professor of Physiology and Biophysics; Biological Chemistry
Susan Huang, M.D. Johns Hopkins University, Associate Professor of Medicine
Taosheng Huang, Ph.D. City University of New York, Mount Sinai, Professor Emeritus of Pediatrics
Yan Lin Huang, MBBS University of Melbourne, Health Sciences Clinical Instructor of Medicine
F. Allan Hubbell, M.D. Baylor University, Professor Emeritus of Medicine; Program in Public Health
Juliette L. Hunt, M.D. University of California, Davis, Health Sciences Clinical Professor of Pediatrics
Peter C. Hunt, Ph.D. University of Pittsburgh, Health Sciences Clinical Professor of Physical Medicine and Rehabilitation
Robert F. Hunt, Ph.D. University of Kentucky, Assistant Professor of Anatomy and Neurobiology
Anju Hurria, M.D. State University of New York Upstate Medical Center, Health Sciences Assistant Clinical Professor of Psychiatry and Human Behavior
Kenneth H. Ibsen, Ph.D. University of California, Los Angeles, Professor Emeritus of Biological Chemistry
Hirohito Ichii, Ph.D. Kobe University, Associate Professor of Surgery
David Imagawa, Ph.D. Johns Hopkins University, Suzanne Dykema Endowed Chair in Pancreatic Cancer and Professor of Surgery
1182 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1183
Heba Ismail, M.D. Alexandria University, Health Sciences Assistant Clinical Professor of Medicine
Leslie M. Israel, D.O. U Medical C of Kansas City, Health Sciences Professor of Medicine
Padmini Iyer, M.D. Andhra University, Health Sciences Clinical Professor of Medicine
Sonali L. Iyer, M.D. Rosalind Franklin University of Medicine and Science, Chicago Medical School, Health Sciences Assistant Clinical Professor of
Medicine
Stephanie A. Jacobs, M.D. University of Pittsburgh, Health Sciences Assistant Clinical Professor of Obstetrics and Gynecology
Behrouz Jafari, M.D. , Health Sciences Clinical Professor of Medicine
Daniel Jaffurs, M.D. University of Pittsburgh, Health Sciences Assistant Clinical Professor of Surgery
Vivek Jain, M.D. Memorial University of Newfoundland, Health Sciences Associate Clinical Professor of Neurology
James G. Jakowatz, M.D. University of Kansas, Health Sciences Clinical Professor of Surgery
Mehrdad Jalili, M.D. University of Isfahan, Health Sciences Professor of Pediatrics
M. M. Jamal, M.D. University of Damascus, Health Sciences Clinical Professor of Medicine
Anthony A. James, Ph.D. University of California, Irvine, UCI Distinguished Professor of Microbiology and Molecular Genetics; Molecular Biology and
Biochemistry
Algimantas Jasinskas, Ph.D. , Associate Specialist of Medicine
Edward W. Jeffes, M.D. University of California, Los Angeles, Health Sciences Clinical Professor of Dermatology
Brenda L. Jensen, M.D. University of California, Irvine, Health Sciences Clinical Professor of Psychiatry and Human Behavior
James V. Jester, Ph.D. University of Southern California, Jack H. Skirball Endowed Chair and Professor of Ophthalmology; Biomedical Engineering
(mechanics of wound healing and the inter-relationship of mechanical force, cell-matrix interaction, and gene expression, cellular basis of corneal
transparency and the role of water-soluble proteins in isolated cell light scattering, three-dimensional and temporal imaging of cells in intact living tissue)
Jonathan Jewkes, M.D. Loma Linda University, Health Sciences Clinical Instructor of Radiological Sciences
Deepa Jeyakumar, M.D. Temple University, Health Sciences Assistant Clinical Professor of Medicine
Luohua Jiang, Ph.D. University of California, Los Angeles, Assistant Professor of Epidemiology
Anna Jin, M.D. Tulane University, Health Sciences Clinical Professor of Medicine
Rongsheng Jin, Ph.D. Columbia University, Professor of Physiology and Biophysics
Victor C. Joe, M.D. Virginia Commonwealth University, Health Sciences Associate Clinical Professor of Surgery
Jennifer Johnson, M.D. University of Münster, Senate Emerita of Pediatrics
Neil Jones, M.D. Oxford University, Professor of Orthopaedic Surgery
Mark L. Jordan, M.D. University of Toronto, Health Sciences Clinical Professor of Urology
Sara M. Jordan, M.D. University of New Mexico, Health Sciences Clinical Instructor of Obstetrics and Gynecology
Tibor Juhasz, Ph.D. Attila József University, Professor of Ophthalmology; Biomedical Engineering (laser-tissue interactions, high-precision microsurgery
with lasers, laser applications in ophthalmology, corneal biomechanics)
Pawan Juneja, M.D. , Health Sciences Clinical Professor of Medicine
Kwang M. Jung, Ph.D. Chung-Ang University, Assistant Adjunct Professor of Anatomy and Neurobiology
Frances A. Jurnak, Ph.D. University of California, Berkeley, Professor Emerita of Physiology and Biophysics
Nii-Kabu Kabutey, M.D. Albany Medical College, Health Sciences Assistant Clinical Professor of Surgery
Kanwarpal S. Kahlon, M.D. Ubiversity of Illinois Medical Center, Health Sciences Assistant Clinical Professor of Medicine
Tatiana Kain, M.D. Ben Gurion School of Medicine, Health Sciences Associate Clinical Professor of Radiological Sciences
UCI General Catalogue 2016-2017 1183
1184 School of Medicine
Zeev Kain, M.D. Ben Gurion School of Medicine, UCI Chancellor's Professor of Anesthesiology and Perioperative Care
Peter Kaiser, Ph.D. University of Innsbruck, Professor of Biological Chemistry
Kamyar Kalantar-Zadeh, M.D. University of Bonn, Professor of Medicine; Program in Public Health
Katalin Kalman, Ph.D. , Associate Project Scientist of Ophthalmology
Daniel Kang, M.D. University of Maryland, College Park, Health Sciences Clinical Instructor of Pediatrics
Grace Kao, M.D. National Taiwan University, Health Sciences Associate Clinical Professor of Neurology
Robert Kaplan, M.D. Harvard University, Health Sciences Clinical Professor of Medicine
Sherrie H. Kaplan, Ph.D. University of California, Los Angeles, Professor of Medicine; Anesthesiology and Perioperative Care
Shreya Kapoor, M.D. Ross University, Health Sciences Clinical Professor of Medicine
Danielle Karimi, M.D. University of Medicine and Dentistry of New Jersey, Health Sciences Associate Clinical Professor of Anesthesiology and
Perioperative Care
William E. Karnes, M.D. University of Minnesota, Health Sciences Associate Clinical Professor of Medicine
Moti L. Kashyap, M.D. National University of Singapore, Senate Emeritus of Medicine
Kari L. Kassir, M.D. University of California, Irvine, Health Sciences Clinical Professor of Pediatrics
David Katz, M.D. Case Western Reserve University, Non-Senate Academic Emeritus of Radiological Sciences
Mark Katz, M.D. University of California, Irvine, Health Sciences Associate Clinical Professor of Psychiatry and Human Behavior
Mitchell Katz, M.D. State University of New York Downstate Medical Center, Health Sciences Clinical Professor of Pediatrics
Robert Katzer, B.A. University of California, Berkeley, Health Sciences Assistant Clinical Professor of Emergency Medicine
Claudia H. Kawas, M.D. University of Louisville, Nichols Term Chair in Neuroscience and Professor of Neurology; Neurobiology and Behavior
Kirk A. Keegan, M.D. University of Maryland, College Park, Non-Senate Academic Emeritus of Obstetrics and Gynecology
Kristen M. Kelly, M.D. University of California, Irvine, Health Sciences Professor of Dermatology
Richard Kelly, M.D. Stanford University, Health Sciences Associate Clinical Professor of Anesthesiology and Perioperative Care
Maria C. Kenney, M.D. University of California, Los Angeles, Professor of Ophthalmology
Morton Kern, M.D. City University of New York, Mount Sinai, Health Sciences Professor of Medicine
Kai Kessenbrock, Ph.D. Ludwig Maximilian University of Munich, Assistant Professor of Biological Chemistry
Joyce H. Keyak, Ph.D. University of California, San Francisco, Professor in Residence of Radiological Sciences; Biomedical Engineering; Mechanical
and Aerospace Engineering (bone mechanics, finite element modeling, quantitative computed tomography, prosthetic implants, osteoporosis, metastatic
tumors in bone, radiation therapy)
Aaron Kheriaty, M.D. Georgetown University, Health Sciences Associate Clinical Professor of Psychiatry and Human Behavior
Rostam Khoshsar, M.D. University of Tehran, Health Sciences Clinical Professor of Anesthesiology and Perioperative Care
Antoine Elie Khoury, M.D. Ain Shams University, Walter R. Schmid Chair in Pediatric Urology and Professor in Residence of Urology
Shahira Khoury, M.D. Ain Shams University, Health Sciences Associate Clinical Professor of Physical Medicine and Rehabilitation
Nafiz M. Kiciman, M.D. Hacettepe University, Health Sciences Professor of Pediatrics
Jayashri Kidao, M.D. Christian Medical College of India, Health Sciences Clinical Professor of Medicine
P. Douglas Kiester, Ph.D. University of Utah, Health Sciences Professor of Orthopaedic Surgery
David B. Kilgore, M.D. University of Southern California, Health Sciences Professor of Family Medicine
Christine M. Kim, M.D. Saint Louis University, Health Sciences Associate Clinical Professor of Obstetrics and Gynecology
1184 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1185
Deborah Kim, M.D. Drexel University, Health Sciences Clinical Instructor of Ophthalmology
Jin Kyung Kim, M.D. University of Rochester, Health Sciences Associate Clinical Professor of Medicine
Michael J. Kim, M.D. Northwestern University, Health Sciences Clinical Professor of Radiological Sciences
Moon H. Kim, M.D. Yonsei University, Non-Senate Academic Emeritus of Obstetrics and Gynecology
Ronald C. Kim, M.D. Jefferson Medical College, Health Sciences Clinical Professor of Pathology and Laboratory Medicine
Sharon Kim, M.D. Drexel University, Health Sciences Clinical Professor of Pediatrics
Virginia Kimonis, M.D. University of Southampton, Professor of Pediatrics; Environmental Health Sciences
Ivan I. Kirov, M.D. , Health Sciences Clinical Professor of Pediatrics
Leonard M. Kitzes, Ph.D. University of California, Irvine, Professor Emeritus of Anatomy and Neurobiology
Henry John Klassen, M.D. University of Pittsburgh, Associate Professor in Residence of Ophthalmology
Michael T. Kleinman, Ph.D. New York University, Adjunct Professor of Community & Environ Medicine; Environmental Health Sciences; Program in
Public Health
Samuel J. Klempner, M.D. University of Massachusetts, Health Sciences Assistant Clinical Professor of Medicine
Jason M. Knight, M.D. , Health Sciences Clinical Professor of Pediatrics
Kristi L. Koenig, M.D. City University of New York, Mount Sinai, Professor of Emergency Medicine
Scott J. Koenig, M.D. New York University, Health Sciences Clinical Instructor of Orthopaedic Surgery
Allen P. Kong, M.D. University of California, Irvine, Health Sciences Assistant Clinical Professor of Surgery
Elliott H. Kornhauser, M.D. University of Toronto, Health Sciences Professor of Medicine; Program in Public Health
Arthur Kreitenberg, M.D. University of California, San Diego, Health Sciences Clinical Professor of Orthopaedic Surgery
Lauren D. Krill, M.D. Thomas Jefferson University, Jefferson Medical College, Health Sciences Clinical Instructor of Obstetrics and Gynecology
Mayil S. Krishnam, M.D. Stanley Medical College, Professor of Radiological Sciences
Christopher A. Kroner, M.D. Tulane University, Health Sciences Assistant Clinical Professor of Family Medicine
Jeffrey V. Kuo, M.D. Thomas Jefferson University, Jefferson Medical College, Health Sciences Professor of Radiation Oncology
Baruch D. Kuppermann, M.D. University of Miami, Professor of Ophthalmology; Biomedical Engineering (ocular manifestations of AIDS, risk factors for
the development of retinopathy of prematurity post partum, photodynamic therapy for the treatment of choroidal melanomas)
John A. Kusske, M.D. University of California, San Francisco, Professor Emeritus of Neurological Surgery
Frank M. Laferla, Ph.D. University of Minnesota, Dean of the Francisco J. Ayala School of Biological Sciences and Professor of Neurobiology and
Behavior; Neurology
Kimberly Lakes, Ph.D. University of Wisconsin-Madison, Assistant Professor in Residence of Pediatrics
Jonathan Lakey, Ph.D. University of Alberta, Associate Professor of Surgery; Biomedical Engineering (islet transplantation for patients with diabetes,
improving methods of islet isolation, characterization and developing novel methods of islet transplantation, biopolymer and encapsulation technologies)
Chandana Lall, M.D. University College of Medical Sciences, Health Sciences Professor of Radiological Sciences
Nils W. Lambrecht, Ph.D. Ruhr University Bochum, Health Sciences Associate Clinical Professor of Pathology and Laboratory Medicine
Jaime Landman, M.D. Columbia University College of Physicians and Surgeons, Professor of Urology
Felicia L. Lane, M.D. Georgetown University, Health Sciences Associate Clinical Professor of Obstetrics and Gynecology
Karen T. Lane, M.D. University of California, Los Angeles, Health Sciences Associate Clinical Professor of Surgery
Nathaniel G. Lane, M.D. University of Colorado Boulder, Health Sciences Assistant Clinical Professor of Emergency Medicine
UCI General Catalogue 2016-2017 1185
1186 School of Medicine
Mark I. Langdorf, M.D. University of California, San Diego, Professor of Emergency Medicine
Janos K. Lanyi, Ph.D. Harvard University, Professor Emeritus of Physiology and Biophysics
Kathryn M. Larsen, M.D. University of Washington, Health Sciences Professor of Family Medicine
Wei Ling Lau, M.D. University of Washington, Health Sciences Clinical Instructor of Medicine
Pamela A. Lawrence, M.D. Columbia University, Non-Senate Academic Emerita of Medicine
George V. Lawry, M.D. Johns Hopkins University, Health Sciences Professor of Medicine
Devon Lawson, Ph.D. University of California, Los Angeles, Assistant Professor of Physiology and Biophysics
Chinh Duy Le, M.D. Ho Chi Minh City Medicine and Pharmacy University, Health Sciences Associate Clinical Professor of Medicine
Khanh-Van T. Le-Bucklin, M.D. University of California, San Francisco, Health Sciences Professor of Pediatrics
Eva Y. Lee, Ph.D. University of California, Berkeley, UCI Chancellor's Professor of Biological Chemistry
Jenny Lee, M.D. New York Medical College, Health Sciences Clinical Professor of Medicine
John G. Lee, M.D. University of Miami, Professor of Medicine
Nancy Lee, M.D. Temple University, Health Sciences Clinical Instructor of Ophthalmology
Robert H. Lee, M.D. University of Michigan, Health Sciences Clinical Professor of Medicine
Se-Young Lee, M.D. New York Medical College, Health Sciences Clinical Professor of Medicine
Thay Q. Lee, Ph.D. Gothenburg School of Business, Economics and Law, Professor in Residence of Orthopaedic Surgery; Biomedical Engineering;
Physical Medicine and Rehabilitation (research biomechanics)
Thomas K. Lee, M.D. George Washington University, Health Sciences Assistant Clinical Professor of Pathology and Laboratory Medicine
Wen-Hwa Lee, Ph.D. University of California, Berkeley, Donald Bren Professor Emeritus of Biological Chemistry
Michael E. Lekawa, M.D. Thomas Jefferson University, Jefferson Medical College, Health Sciences Professor of Surgery
Lucille Lemus, M.D. Harvard University, Health Sciences Clinical Professor of Dermatology
Patrick J. Lenehan, M.D. University of Vermont, Health Sciences Clinical Instructor of Emergency Medicine
Marc A. Lerner, M.D. City University of New York, Mount Sinai, Health Sciences Clinical Professor of Pediatrics
Lawrence Lerno, M.D. University of Pittsburgh, Health Sciences Clinical Professor of Medicine
Frances L. Leslie, Ph.D. University of Aberdeen, Professor of Pharmacology; Anatomy and Neurobiology
Alvina Leung, M.D. University of California, San Diego, Health Sciences Clinical Professor of Medicine
Steven B. Leven, M.D. Medical College of Wisconsin, Health Sciences Professor of Medicine
Ellis Levin, M.D. Thomas Jefferson University, Jefferson Medical College, Professor in Residence of Medicine; Biological Chemistry; Pharmacology
Mark R. Levinstein, M.D. Northwestern University, Health Sciences Clinical Professor of Medicine
Donald S. Levy, M.D. University at Albany, State University of New York, Health Sciences Clinical Professor of Medicine
Patricia Liao, M.D. Northwestern University, Health Sciences Clinical Professor of Pediatrics
Solomon S. Liao, M.D. University of California, Irvine, Health Sciences Associate Clinical Professor of Medicine
Lih-Huei Liaw, M.S. Northeastern University, Project Scientist of Surgery
Richard W. Light, M.D. Johns Hopkins University, Senate Emeritus of Medicine
Charles L. Limoli, Ph.D. University of California, San Diego, Professor of Radiation Oncology; Environmental Health Sciences
Estelle S. Lin, M.D. Drexel University, Health Sciences Clinical Instructor of Medicine
1186 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1187
Jack J. Lin, M.D. Rush University, Associate Professor of Neurology
Jeannette Lin, M.D. University of California, San Diego, Health Sciences Assistant Clinical Professor of Medicine
Kenneth Linden, M.D. University of California, Irvine, Health Sciences Associate Clinical Professor of Dermatology
Robert W. Lingua, M.D. University of Southern California, Health Sciences Professor of Ophthalmology
Mark E. Linskey, M.D. Columbia University, Professor of Surgery
Linda S. Lippa, M.D. Columbia University, Health Sciences Professor of Ophthalmology
Fong W. Liu, M.D. University of Alabama, Health Sciences Clinical Instructor of Obstetrics and Gynecology
Haoping Liu, Ph.D. Cornell University, Professor of Biological Chemistry
Jeffrey W. Liu, M.D. Brown University, Health Sciences Clinical Instructor of Ophthalmology
Feng Liu Smith, Ph.D. Iowa State University, Assistant Researcher of Epidemiology
Dawn M. Lombardo, D.O. Midwestern University, Chicago College of Osteopathic Medicine, Health Sciences Associate Clinical Professor of Medicine
John C. Longhurst, Ph.D. University of California, Davis, Susan Samueli Chair in Integrative Medicine and Professor of Medicine; Pharmacology;
Physiology and Biophysics
Kenneth J. Longmuir, Ph.D. University of Oregon, Professor of Physiology and Biophysics
Shahram Lotfipour, M.D. University of Iowa, Professor of Emergency Medicine; Program in Public Health
Ira T. Lott, M.D. Ohio State University, Professor Emeritus of Pediatrics
Di Lu, M.D. Shanghai Medical University, Health Sciences Clinical Professor of Pathology and Laboratory Medicine
Kim D. Lu, M.D. Tufts University, Health Sciences Assistant Clinical Professor of Pediatrics
Stephanie Lu, M.D. University of California, San Diego, Health Sciences Assistant Clinical Professor of Ophthalmology
Yuxin Lu, M.D. Suzhou Medical College, Health Sciences Assistant Clinical Professor of Pathology and Laboratory Medicine
Paul Lubinsky, M.D. University of Capetown, Health Sciences Associate Clinical Professor of Pediatrics
Ulrike Luderer, M.D., Ph.D. Northwestern University, Professor of Medicine; Developmental and Cell Biology; Environmental Health Sciences; Program
in Public Health (reproductive toxicology, developmental toxicology, developmental basis of ovarian toxicity, ovarian cancer)
Hartmut Luecke, Ph.D. William Marsh Rice University, Professor of Molecular Biology and Biochemistry; Physiology and Biophysics
Zhigang D. Luo, Ph.D. State University of New York at Buffalo, Professor of Anesthesiology and Perioperative Care; Pharmacology
Gary S. Lynch, Ph.D. Princeton University, Professor of Psychiatry and Human Behavior; Anatomy and Neurobiology
David C. Lyon, Ph.D. Vanderbilt University, Department Vice Chair and Associate Professor of Anatomy and Neurobiology; Cognitive Sciences (long
range cortical circuits)
Fabio Macciardi, M.D. University of Milan, Professor in Residence of Psychiatry and Human Behavior
Gerald A. Maguire, M.D. Saint Louis University, Kirkup Chair in Psychiatry and Human Behavior for the Medical Treatment of Stuttering and Professor of
Psychiatry and Human Behavior
Arash Mahajerin, M.S. Indiana University-Purdue University Indianapolis, Health Sciences Clinical Professor of Pediatrics
Carol A. Major, M.D. Case Western Reserve University, Health Sciences Professor of Obstetrics and Gynecology
Deepika Malik, MBBS , Health Sciences Clinical Instructor of Ophthalmology
Shaista Malik, M.D. University of California, Irvine, Associate Professor of Medicine
Fred M. Malkin, M.D. University of Miami, Health Sciences Associate Clinical Professor of Pediatrics
Dan A. Mandel, M.D. Tel Aviv University, Health Sciences Assistant Clinical Professor of Medicine
UCI General Catalogue 2016-2017 1187
1188 School of Medicine
Alberto Manetta, M.D. University of Buenos Aires, Professor Emeritus of Obstetrics and Gynecology
William W. Mantulin, Ph.D. Northeastern University, Adjunct Professor of Surgery
Irina Maramica, Ph.D. University of Illinois at Urbana–Champaign, Health Sciences Associate Clinical Professor of Pathology and Laboratory Medicine
Heather A. Marino, D.O. Midwestern University, Arizona College of Osteopathic Medicine, Health Sciences Clinical Instructor of Emergency Medicine
Donald C. Martin, M.D. University of British Columbia, Professor Emeritus of Surgery
G. Robert Mason, M.D. University of Chicago, Professor Emeritus of Surgery
Farhad Mazdisnian, M.D. Thomas Jefferson University, Jefferson Medical College, Health Sciences Associate Clinical Professor of Medicine
Irene M. McAleer, M.D. Ohio State University, Health Sciences Associate Clinical Professor of Urology
Michael McClelland, Ph.D. University of Georgia, Professor of Microbiology and Molecular Genetics
Christopher McCoy, M.D. University of California, San Francisco, Health Sciences Assistant Clinical Professor of Emergency Medicine
Jerry L. McCullough, Ph.D. Yale University, Professor Emeritus of Dermatology
Elspeth M. McDougall, M.D. University of Calgary, Professor Emerita of Urology
Christine E. McLaren, Ph.D. Case Western Reserve University, Professor of Epidemiology
Gordon McLaren, M.D. Stanford University, Adjunct Profoessor of Medicine
Calvin S. McLaughlin, Ph.D. Massachusetts Institute of Technology, Professor Emeritus of Biological Chemistry
Gordon McLorie, M.D. University of Toronto, Health Sciences Professor of Urology
Kirk McNagny, M.D. Creighton University, Health Sciences Associate Clinical Professor of Psychiatry and Human Behavior
Deena McRae, M.D. University of California, Irvine, Health Sciences Clinical Professor of Psychiatry and Human Behavior
Rita S. Mehta, M.D. Mahatma Gandhi Memorial Medical College, Health Sciences Associate Clinical Professor of Medicine
Daniel B. Menzel, Ph.D. University of California, Berkeley, Professor Emeritus of Medicine
Dan Mercola, Ph.D. University of California, Los Angeles, Professor of Pathology and Laboratory Medicine
Hooshang Meshkinpour, M.D. University of Tehran, Professor Emeritus of Medicine
Frank L. Meyskens, M.D. University of California, San Francisco, Daniel G. Aldrich, Jr. Endowed Chair and Professor of Medicine; Biological Chemistry;
Program in Public Health
David E. Michalik, D.O. , Health Sciences Clinical Professor of Pediatrics
John Middlebrooks, Ph.D. University of California, San Francisco, Professor of Otolaryngology; Biomedical Engineering; Cognitive Sciences;
Neurobiology and Behavior (hearing research, neurophysiology, psychophysics, auditory prosthesis, computational neuroscience)
Michel Mikhael, M.D. , Health Sciences Clinical Professor of Pediatrics
Ronald B. Miller, M.D. Columbia University, Non-Senate Academic Emeritus of Medicine
Jeffrey C. Milliken, M.D. University of Michigan, Health Sciences Professor of Surgery
Steven D. Mills, M.D. New York Medical College, Associate Professor of Surgery
Donald S. Minckler, M.D. University of Oregon School of Medicine, Professor Emeritus of Ophthalmology; Pathology and Laboratory Medicine
Sean A. Minjares, M.D. University of California, Davis, Health Sciences Clinical Professor of Psychiatry and Human Behavior
Lilit Mnatsakanyan, M.D. Yerevan State Medical University, Health Sciences Assistant Clinical Professor of Neurology
Sabee Y. Molloi, Ph.D. University of Wisconsin-Madison, Professor of Radiological Sciences; Biomedical Engineering (quantitative aspects of medical x-
ray imaging and its applications to cardiac and breast imaging)
1188 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1189
Edwin S. Monuki, M.D. Ph.D. University of California, San Diego, Department Chair and Associate Professor of Pathology and Laboratory Medicine;
Developmental and Cell Biology (cerebral cortex, choroid plexus development, translation)
Hamid Moradi, M.D. Oregon Health & Science University, Health Sciences Assistant Clinical Professor of Medicine
Edgar M. Moran, M.D. University of Bucharest, Senate Emeritus of Medicine
Timothy R. Morgan, M.D. Emory University, Professor in Residence of Medicine
David K. Morohashi, M.D. University of Washington, Health Sciences Professor of Family Medicine
Debra E. Morrison, M.D. Northwestern University, Health Sciences Professor of Anesthesiology and Perioperative Care; Urology
Sameh Mosaed, M.D. New York Medical College, Health Sciences Associate Clinical Professor of Ophthalmology
Gina R. Mosich, M.D. University of California, Irvine, Health Sciences Clinical Professor of Psychiatry and Human Behavior
Harry David Mosier, M.D. Johns Hopkins University, Professor Emeritus of Pediatrics
Ross Moskowtiz, M.D. University of California, Irvine, Health Sciences Clinical Instructor of Urology
Laura Mosqueda, M.D. University of Southern California, Ronald Reagan Chair in Geriatrics and Professor of Family Medicine
Peter J. Mostert, D.O. Oklahoma State University, Health Sciences Clinical Instructor of Radiological Sciences
Robert K. Moyzis, Ph.D. Johns Hopkins University, Professor Emeritus of Biological Chemistry
Tahseen Mozaffar, MBBS Aga Kahn University, Professor of Neurology
Dana Mukamel, Ph.D. University of Rochester, Professor of Medicine; Program in Public Health
Jogeshwar Mukherjee, Ph.D. Jodhpur National University, Professor in Residence of Radiological Sciences; Biomedical Engineering; Physiology and
Biophysics (preclinical imaging, radiopharmaceutical design and development, PET imaging and quantitation, neuroscience)
J. Dennis Mull, M.D. Medical College of Virginia, Professor Emeritus of Family Medicine
Maury Lee Ellis Mulligan, M.D. City University of New York, Mount Sinai, Senate Emeritus of Medicine
Penny R. Murata, M.D. Women's Medical College of Pennsylvania, Health Sciences Professor of Pediatrics
Yuji Murata, M.D. Osaka University, Professor Emeritus of Obstetrics and Gynecology
Cynthia T. Murphy, M.D. University of South Dakota, Health Sciences Associate Clinical Professor of Physical Medicine and Rehabilitation
Sandra Murray, M.D. University of California, Irvine, Health Sciences Associate Clinical Professor of Pediatrics
Padmaja Muthiah, M.D. University of Hawaii at Manoa, Health Sciences Clinical Professor of Medicine
Robert Myers, Ph.D. University of Southern California, Health Sciences Associate Clinical Professor of Psychiatry and Human Behavior
Bavani Nadeswaran, MBBS University of the West Indies, Health Sciences Professor of Medicine
Orhan Nalcioglu, Ph.D. University of Oregon, Professor Emeritus of Radiological Sciences
Patricia W. Nance, M.D. University of South Florida, Health Sciences Clinical Professor of Physical Medicine and Rehabilitation
Andreea Nanci, M.D. Goethe University Frankfurt, Health Sciences Associate Clinical Professor of Medicine
Chaitali S. Nangia, M.D. Lady Hardinge Medical College, Health Sciences Assistant Clinical Professor of Medicine
Shoba Narayan, M.D. University of California, Los Angeles, Health Sciences Clinical Professor of Pediatrics
Corey Nelson, M.D. Thomas Jefferson University, Jefferson Medical College, Health Sciences Assistant Clinical Professor of Anesthesiology and
Perioperative Care
Edward L. Nelson, M.D. University of Oregon, Associate Professor of Medicine; Molecular Biology and Biochemistry
J. Stuart Nelson, Ph.D. University of California, Irvine, Professor of Surgery; Biomedical Engineering (laser surgery, port wine stains, hemangiomas,
vascular birthmarks)
UCI General Catalogue 2016-2017 1189
1190 School of Medicine
Kari J. Nelson, M.D. Medical College of Wisconsin, Health Sciences Clinical Instructor of Radiological Sciences
Linda D. Nelson, Ph.D. Ohio State University, Senate Emerita of Neurology
Thomas L. Nelson, M.D. University of California, San Francisco, Professor Emeritus of Pediatrics
Anthony B. Nesburn, M.D. Harvard University, Adjunct Professor of Ophthalmology
Robert L. Newcomb, Ph.D. University of California, Santa Barbara, Senior Lecturer with Security of Employment Emeritus of Pediatrics; Clinical
Translational Science
Richard S. Newman, M.D. University of California, Irvine, Health Sciences Clinical Professor of Pathology and Laboratory Medicine
Angelica T. Nguyen, M.D. University of California, Los Angeles, Health Sciences Assistant Clinical Professor of Medicine
Danh V. Nguyen, Ph.D. University of California, Davis, Professor of Medicine
Hanh T. Nguyen, M.D. Medical College of Virginia, Health Sciences Assistant Clinical Professor of Family Medicine
Lan T. Nguyen, M.D. University of California, San Diego, Health Sciences Professor of Medicine
Ninh Tuan Nguyen, M.D. University of Texas at San Antonio, Professor of Surgery
Tan Quoc Viet Nguyen, M.D. Michigan State University, Health Sciences Assistant Clinical Professor of Family Medicine
Y. Vien T. Nguyen, D.O. Western University of Health Sciences, Health Sciences Clinical Instructor of Radiological Sciences
Bruce Nickerson, M.D. University of California, Los Angeles, Health Sciences Associate Clinical Professor of Pediatrics
Delma J. Nieves, M.D. University of Washington, Health Sciences Clinical Professor of Pediatrics
Theresa L. Nilson, M.D. Boston University, Health Sciences Clinical Instructor of Medicine
Karen L. Noblett, M.D. University of California, Irvine, Health Sciences Professor of Obstetrics and Gynecology
Trina Norden-Krichmar, Ph.D. The Scripps Research Institute, Assistant Professor of Epidemiology
Diane J. Nugent, M.D. University of California, Los Angeles, Health Sciences Clinical Professor of Pediatrics
Eliezer Nussbaum, M.D. Tel Aviv University, Professor of Pediatrics
Diane K. O'Dowd, Ph.D. University of California, San Diego, Professor of Developmental and Cell Biology; Anatomy and Neurobiology (regulation of
activity in developing and adult nervous systems)
Michael O'Reilly, M.D. University of Vermont, Health Sciences Clinical Professor of Anesthesiology and Perioperative Care
Andrew O. Odegaard, Ph.D. University of Minnesota, Assistant Professor of Epidemiology
Leticia Oliveros, M.D. University of Iowa, Health Sciences Professor of Pediatrics
Bonnie Jean Olsen, Ph.D. California School of Professional Psychology, Health Sciences Professor of Family Medicine
Harold G. Olson, M.D. University of California, Irvine, Health Sciences Professor of Medicine
Robin D. Onishi, M.D. University of Washington, Health Sciences Clinical Professor of Medicine
Kathryn Osann, Ph.D. University of California, Berkeley, Adjunct Profoessor of Medicine; Environmental Health Sciences
Megan Osborn, M.D. University of California, Irvine, Assistant Clinical Professor of Emergency Medicine
Donald R. Ostergard, M.D. University of California, San Francisco, Senate Emeritus of Obstetrics and Gynecology
Sai-Hong Ignatius Ou, Ph.D. University of Texas at Dallas, Health Sciences Associate Clinical Professor of Medicine
Yi Ouyang, M.D. Jilin University, Health Sciences Associate Clinical Professor of Pathology and Laboratory Medicine
Madeleine V. Pahl, M.D. University of California, Irvine, Professor of Medicine
Marilyn J. Pais, M.D. Women's Medical College of Pennsylvania, Senior Lecturer with Security of Employment Emerita of Radiological Sciences
1190 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1191
Nimisha Parekh, M.D. Tulane University, Health Sciences Associate Clinical Professor of Medicine
Hannah L. Park, Ph.D. Stanford University, Assistant Professor in Residence of Epidemiology
Steven Park, M.D. New York University, Health Sciences Associate Clinical Professor of Medicine
Ian Parker, Ph.D. University College London, Professor of Neurobiology and Behavior; Physiology and Biophysics
Angela Parkin, M.D. University of Texas, Health Sciences Assistant Clinical Professor of Anesthesiology and Perioperative Care
Iris Partovi, M.D. , Health Sciences Clinical Professor of Medicine
Victor Passy, M.D. University of California, Irvine, Senior Lecturer with Security of Employment Emeritus of Otolaryngology
Anup Patel, M.D. University of Nevada, Health Sciences Clinical Professor of Pediatrics
Hiren Patel, M.D. , Health Sciences Assistant Clinical Professor of Obstetrics and Gynecology
Pranav Patel, M.D. Saint Louis University, Chief, Division of Cardiology; Director of Cardiac Catheterization Laboratory and Cardiac Care Unit (CCU)
and Health Sciences Associate Clinical Professor of Medicine; Biomedical Engineering (intravascular imaging (OCT and IVUS), interventional cardiology
research-coronary artery disease and peripheral vascular disease, medical quality and outcomes research, cardiac hemodynamics: fractional flow
reserve and coronary flow reserve, preventive cardiology research)
Sameer S. Pathare, M.D. Medical College of Wisconsin, Health Sciences Clinical Professor of Pediatrics
Julie V. Patterson, Ph.D. University of Southern California, Specialist of Psychiatry and Human Behavior
Keyianoosh Paydar, M.D. University of Tennessee, Health Sciences Associate Clinical Professor of Surgery
Eric Pearlman, Ph.D. University of Texas Health Sciences Center at San Antonio, Director of the Institute of Immunology and UCI's Chancellor Professor
of Physiology and Biophysics; Ophthalmology
Daniel Pelot, M.D. Howard University, Senior Lecturer with Security of Employment Emeritus of Medicine
Kristine R. Penner, M.D. University of California, San Francisco, Health Sciences Assistant Clinical Professor of Obstetrics and Gynecology
Ellena Peterson, Ph.D. Georgetown University, Professor of Pathology and Laboratory Medicine
Parham Pezeshk, M.D. , Health Sciences Clinical Instructor of Radiological Sciences
Robert F. Phalen, Ph.D. University of Rochester, Professor of Medicine; Environmental Health Sciences
Peter H. Pham, M.D. University of California, Los Angeles, Associate Professor of Radiological Sciences
Son Phan, M.D. University of Vermont, Health Sciences Assistant Clinical Professor of Radiological Sciences
Nicolas M. Phielipp, M.D. University of Buenos Aires, Health Sciences Assistant Clinical Professor of Neurology
Gloria J. Picking, M.A. San Diego State University, Health Sciences Clinical Instructor of Psychiatry and Human Behavior
Aimee Pierce, M.D. Columbia University College of Physicians and Surgeons, Health Sciences Assistant Clinical Professor of Neurology
Alessio Pigazzi, M.D. Boston University, Associate Professor of Surgery
Daniele Piomelli, Ph.D. Columbia University, Louise Turner Arnold Chair in the Neurosciences and Professor of Anatomy and Neurobiology; Biological
Chemistry; Pharmacology
Alice Police, M.D. Loma Linda University, Health Sciences Assistant Clinical Professor of Surgery
Robert W. Porter, M.D. Northwestern University, Senate Emeritus of Neurological Surgery
Dmitry Portnoy, M.D. Moscow State University, Health Sciences Associate Clinical Professor of Anesthesiology and Perioperative Care
Manuel Porto, M.D. Rutgers, the State University of New Jersey, The Edward J. Quilligan Chair in Maternal-Fetal Medicine and Professor of Obstetrics
and Gynecology
Steven G. Potkin, M.D. Washington University, Robert R. Sprague Chair in Brain Imaging and Professor of Psychiatry and Human Behavior
UCI General Catalogue 2016-2017 1191
1192 School of Medicine
Thomas L. Poulos, Ph.D. University of California, San Diego, UCI Chancellor's Professor of Molecular Biology and Biochemistry; Chemistry;
Pharmaceutical Sciences; Physiology and Biophysics (chemical biology)
Adrian Preda, M.D. , Health Sciences Professor of Psychiatry and Human Behavior
Pamela E. Prete, M.D. Hahnemann University Hospital, Senate Emerita and Professor of Medicine
Henry W. Pribram, MB BChir Cambridge University, Professor Emeritus of Radiological Sciences
Douglas W. Priestly, M.D. University of Manitoba, Health Sciences Clinical Professor of Physical Medicine and Rehabilitation
Michael D. Prislin, M.D. Georgetown University, Professor of Family Medicine
James Puckett, Ph.D. University of California, Irvine, Health Sciences Assistant Clinical Professor of Emergency Medicine
Geetha Puthenveetil, MBBS , Health Sciences Clinical Professor of Pediatrics
Feng Qiao, Ph.D. University of California, Los Angeles, Assistant Professor of Biological Chemistry
Lisa K. Quane, M.D. University of Illinois at Urbana-Champaign, Health Sciences Professor of Radiological Sciences
Edward J. Quilligan, M.D. Ohio State University, Professor Emeritus of Obstetrics and Gynecology
W. Leslie Quinlivan, MBBS University of London, Professor Emeritus of Obstetrics and Gynecology
Bouchaib Rabbani, Ph.D. University of California, Irvine, Non-Senate Academic Emeritus of Radiation Oncology
Manuela Raffatellu, M.D. Università degli Studi di Sassar, Associate Professor of Microbiology and Molecular Genetics
Gregory Rafijah, M.D. Chicago Medical School, Health Sciences Assistant Clinical Professor of Orthopaedic Surgery
Maryam Rahimi, M.D. Indiana University, Health Sciences Associate Clinical Professor of Medicine
Asif Rahman, M.D. University of Toledo, Health Sciences Clinical Instructor of Emergency Medicine
Govind R. Rajan, MBBS University of Delhi, Health Sciences Professor of Anesthesiology and Perioperative Care
Davinder Ramsingh, M.D. Medical College of Georgia, Health Sciences Assistant Clinical Professor of Anesthesiology and Perioperative Care
Nilam S. Ramsinghani, MBBS Grant Medical College, Health Sciences Professor of Radiation Oncology
Leslie M. Randall, M.D. University of Louisville, Assistant Professor of Obstetrics and Gynecology
Bahram Raofi, M.D. University of Tehran, Health Sciences Clinical Professor of Radiological Sciences
Darren R. Raphael, M.D. University of California, Irvine, Health Sciences Assistant Clinical Professor of Anesthesiology and Perioperative Care
Jody M. Rawles, M.D. Albany Medical College, Health Sciences Associate Clinical Professor of Psychiatry and Human Behavior
Radoslav Raychev, M.D. , Health Sciences Assistant Clinical Professor of Neurological Surgery
Virgil S. Raymundo, M.D. University of California, Irvine, Health Sciences Professor of Medicine
Michael R. Recto, M.D. , Health Sciences Clinical Professor of Pediatrics
Varalakshmi Reddy, M.D. Osmania Medical College, Health Sciences Professor of Pediatrics
John L. Redpath, Ph.D. University of Newcastle, Professor Emeritus of Radiation Oncology; Environmental Health Sciences
Christina M. Reh, M.D. Loma Linda University, Health Sciences Clinical Professor of Pediatrics
Andrew R. Reikes, M.D. University of California, San Diego, Health Sciences Professor of Medicine
David J. Reinkensmeyer, Ph.D. University of California, Berkeley, Professor of Anatomy and Neurobiology; Biomedical Engineering; Mechanical and
Aerospace Engineering; Physical Medicine and Rehabilitation (robotics, mechatronics, biomedical engineering, rehabilitation, biomechanics, neural
control of movement)
Christopher Reist, M.D. Medical College of Virginia, Associate Professor in Residence of Psychiatry and Human Behavior
Ricardo Restrepo, M.D. , Health Sciences Clinical Professor of Psychiatry and Human Behavior
1192 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1193
Sherif Rezk, MBBS Alexandria University Faculty of Medicine, Associate Professor of Pathology and Laboratory Medicine
Connie Rhee, M.D. Northwestern University, Health Sciences Clinical Instructor of Medicine
Jessica M. Rhee, M.D. University of Chicago, Health Sciences Associate Clinical Professor of Medicine
Charles E. Ribak, Ph.D. Boston University, Professor Emeritus of Anatomy and Neurobiology
James Rick, M.D. University of Illinois at Urbana–Champaign, Health Sciences Clinical Professor of Medicine
Cameron Ricks, M.D. American Universityniversity of the Caribbean School of Medicine, Health Sciences Associate Clinical Professor of Anesthesiology
and Perioperative Care
Joseph Rinehart, M.D. Loyola University Chicago, Health Sciences Associate Clinical Professor of Anesthesiology and Perioperative Care
Monica B. Rivera, M.D. , Health Sciences Clinical Professor of Radiological Sciences
Dante Eduardo Roa, Ph.D. Florida State University, Health Sciences Associate Clinical Professor of Radiation Oncology
Richard T. Robertson, Ph.D. University of California, Irvine, Professor Emeritus of Anatomy and Neurobiology
Leland D. Ronningen, M.D. Uniformed Services University of the Health Sciences, Health Sciences Professor of Urology
Abraham Rosenbaum, M.D., Health Sciences Associate Clinical Professor of Anesthesiology and Perioperative Care
Steven D. Ross, M.D. University of Southern California, Health Sciences Professor of Orthopaedic Surgery
Elyssa Rubin, M.D. , Health Sciences Clinical Professor of Pediatrics
Lloyd Rucker, M.D. University of Kentucky, Health Sciences Clinical Professor of Medicine
Scott E. Rudkin, M.D. University of California, Irvine, Health Sciences Professor of Emergency Medicine
Bahman Saatian, M.D. , Health Sciences Assistant Clinical Professor of Medicine
Terra R. Safer, M.D. University of California, Los Angeles, Health Sciences Associate Clinical Professor of Medicine
Angela N. Sagar, M.D. Ross University, Health Sciences Assistant Clinical Professor of Psychiatry and Human Behavior
Hamid M. Said, Ph.D. Aston University, Professor of Medicine; Physiology and Biophysics
Naghmeh Salamat Saberi, M.D. New York Medical College, Health Sciences Associate Clinical Professor of Obstetrics and Gynecology
Jason B. Samarasena, M.D. Memorial University of Newfoundland, Health Sciences Assistant Clinical Professor of Medicine
Curt A. Sandman, Ph.D. Louisiana State University, Senate Emeritus of Psychiatry and Human Behavior
Suzanne B. Sandmeyer, Ph.D. University of Washington, Grace Beekhuis Bell Chair in Biological Chemistry and Professor of Biological Chemistry;
Chemical Engineering and Materials Science; Microbiology and Molecular Genetics (retroelements, metabolic molding, genomics)
Zsuzsanna Sandor, M.D. Semmelweis University, Health Sciences Associate Clinical Professor of Medicine
Jose Y. Sandoval, M.D. University of California, Los Angeles, Health Sciences Clinical Professor of Family Medicine
Rozanne M. Sandri-Goldin, Ph.D. Johns Hopkins University, Professor of Microbiology and Molecular Genetics
I. James Sarfeh, M.D. Albany Medical College, Professor Emeritus of Surgery
Jon F. Sassin, M.D. Saint Louis University, Professor Emeritus of Neurology
Paolo Sassone-Corsi, Ph.D. University of Naples Federico II, Donald Bren Professor and Professor of Biological Chemistry; Microbiology and Molecular
Genetics; Pharmaceutical Sciences
Catherine S. Sassoon, M.D. Gadjah Mada University, Professor in Residence of Medicine
Mona Sazgar, M.D. McMaster University, Health Sciences Associate Clinical Professor of Neurology
Shira A. Schlesinger, M.D. University of California, San Diego, Health Sciences Clinical Instructor of Emergency Medicine
Peter L. Schnall, M.D. Stanford University, Health Sciences Clinical Professor of Medicine; Program in Public Health
UCI General Catalogue 2016-2017 1193
1194 School of Medicine
Alan L. Schneider, M.D. University of Southern California, Health Sciences Associate Clinical Professor of Psychiatry and Human Behavior
Sanford Schneider, M.D. New York University, Health Sciences Clinical Professor of Pediatrics
Merritt D. Schreiber, Ph.D. Ohio State University, Associate Professor of Emergency Medicine
Steven S. Schreiber, M.D. Albany Medical College, Professor in Residence of Neurology; Anatomy and Neurobiology; Psychiatry and Human Behavior
Sabrina E. Schuck, Ph.D. University of California, Riverside, Health Sciences Assistant Clinical Professor of Pediatrics; Psychology and Social Behavior
(ADHD, autistic spectrum disorders, disorders of reading and written language, human-animal intervention, non-pharmacological treatment of disruptive
behavior, cognitive-behavioral school-based and family-based interventions)
Carl Schultz, M.D. University of California, Irvine, Professor of Emergency Medicine
Adam J. Schwarz, M.D. Stanford University, Health Sciences Associate Clinical Professor of Pediatrics
Ran Schwarzkopf, M.D. , Health Sciences Assistant Clinical Professor of Orthopaedic Surgery
Howard Schwid, M.D. University of Wisconsin-Madison, Health Sciences Clinical Professor of Anesthesiology and Perioperative Care
John A. Scolaro, M.D. Boston College, Health Sciences Assistant Clinical Professor of Orthopaedic Surgery
Shruti Scott, D.O. Western University of Health Sciences, Health Sciences Assistant Clinical Professor of Medicine
Tara E. Seery, M.D. University College Dublin, Health Sciences Assistant Clinical Professor of Medicine
Gary P. Segal, M.D. University of Pennsylvania, Health Sciences Clinical Professor of Medicine
Sonia Sehgal, M.D. St. George’s University, Health Sciences Associate Clinical Professor of Medicine
Varun Sehgal, Ph.D. University of Florida, Health Sciences Associate Clinical Professor of Radiation Oncology
Bert L. Semler, Ph.D. University of California, San Diego, Professor of Microbiology and Molecular Genetics
Leonard S. Sender, M.D. University of Witwatersrand, Health Sciences Professor of Medicine
Stefano Sensi, M.D. Gabriele D'Annunzio University of Chieti Pescara, Associate Adjunct Professor of Neurology; Pharmacology
Cagin Senturk, M.D. Hacettepe University Medical School, Health Sciences Clinical Professor of Radiological Sciences
Arnold H. Seto, M.D. Harvard University, Health Sciences Assistant Clinical Professor of Medicine
Gaurang Shah, M.D. The Maharaja Sayajirao University of Baroda, Health Sciences Clinical Professor of Medicine
Shalini S. Shah, M.D. St. George’s University, Health Sciences Assistant Clinical Professor of Anesthesiology and Perioperative Care
Joel B. Shallit, M.D. University of California, Los Angeles, Assistant Adjunct Professor of Family Medicine
Ronald C. Shank, Ph.D. Massachusetts Institute of Technology, Professor Emeritus of Medicine; Environmental Health Sciences
Deane H. Shapiro, Ph.D. Stanford University, Senate Emeritus of Psychiatry and Human Behavior
Johanna F. Shapiro, Ph.D. Stanford University, Professor of Family Medicine
Ankush Sharma, M.D. American University of the Caribbean School of Medicine, Health Sciences Assistant Clinical Professor of Medicine
Lili Sheibani, M.D. University of California, Irvine, Health Sciences Clinical Instructor of Obstetrics and Gynecology
Lavonne Sheng, M.D. University of California, Irvine, Health Sciences Clinical Professor of Pediatrics
Yongsheng Shi, Ph.D. Syracuse University, Associate Professor of Microbiology and Molecular Genetics
Cynthia H. Sholly, M.D. University of Utah, Health Sciences Professor of Pediatrics
Jordan A. Siegel, M.D. Tufts University, Health Sciences Clinical Instructor of Urology
Herbert C. Sier, M.D. Medical College of Virginia, Health Sciences Professor of Medicine
Jack H. Sills, M.D. Northwestern University, Health Sciences Clinical Professor of Pediatrics
1194 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1195
Valeria B. Simon, M.D. University of Illinois at Urbana–Champaign, Health Sciences Clinical Instructor of Obstetrics and Gynecology
Jennifer L. Simpson, M.D. University of Michigan, Health Sciences Professor of Ophthalmology
Jasjit Singh, M.D. Duke University, Health Sciences Associate Clinical Professor of Pediatrics
Kira Skavinski, D.O. New York Inst of Technology, Health Sciences Assistant Clinical Professor of Family Medicine
Harry B. Skinner, M.D. Medical University of South Carolina, Professor Emeritus of Orthopaedic Surgery
Lewis M. Slater, M.D. University of Vermont, Professor Emeritus of Medicine
Steven L. Small, M.D. University of Rochester, Dr. Stanley van den Noort Endowed Chair and Professor of Neurology; Cognitive Sciences; Neurobiology
and Behavior
Brian Smith, M.D. Universidad Autonoma De Guadalajara, Health Sciences Assistant Clinical Professor of Surgery
Janellen Smith, M.D. University of Iowa, Health Sciences Professor of Dermatology
Martin A. Smith, Ph.D. University of Newcastle, Professor Emeritus of Anatomy and Neurobiology
Moyra Smith, M.D. University of Pretoria, Professor Emerita of Pediatrics
Kenneth Sokolski, M.D. University of California, Irvine, Associate Adjunct Professor of Psychiatry and Human Behavior
Antoine N. Soliman, M.D. Pennsylvania State University, Health Sciences Clinical Professor of Pediatrics
Ana Solodkin, Ph.D. National Polytechnic Inst of Mexico, Associate Professor of Anatomy and Neurobiology; Neurology
Ivan Soltesz, Ph.D. Eötvös Loránd University, Adjunct Professor of Anatomy and Neurobiology
Charles A. Sondhaus, Ph.D. University of California, Berkeley, Professor Emeritus of Radiological Sciences
Amit Soni, M.D. St. George's University, Health Sciences Clinical Professor of Pediatrics
Dara H. Sorkin, Ph.D. University of California, Irvine, Associate Professor in Residence of Medicine; Psychology and Social Behavior (close
relationships, behavioral lifestyle interventions for chronic disease management, health disparities, program evaluation)
Martha G. Sosa-Johnson, M.D. University of San Diego, Health Sciences Associate Clinical Professor of Medicine
Jennifer Soung, M.D. Albert Einstein College of Medicine, Health Sciences Assistant Clinical Professor of Dermatology
Marian Sowa, M.D. , Health Sciences Associate Clinical Professor of Neurology
M. Anne Spence, Ph.D. University of Hawaii at Manoa, Professor Emerita of Pediatrics
Donald R. Sperling, M.D. Yale University, Professor Emeritus of Pediatrics
Lawrence D. Sporty, M.D. State University of New York Downstate Medical Center, Senior Lecturer with Security of Employment Emeritus of Psychiatry
and Human Behavior
Norbert Staimer, Ph.D. Technical University of Munich, Project Scientist of Epidemiology
Michael J. Stamos, Ph.D. Case Western Reserve University, John E. Connolly Chair in Surgery and Professor of Surgery
Robert E. Steele, Ph.D. Yale University, Professor of Biological Chemistry
Joan S. Steffan, Ph.D. University of California, San Diego, Associate Professor in Residence of Psychiatry and Human Behavior
Robin Steinberg-Epstein, M.D. University of California, Irvine, Health Sciences Professor of Pediatrics
Roger F. Steinert, M.D. Harvard University, Irving H. Leopold Chair in Ophthalmology and Professor of Ophthalmology; Biomedical Engineering (cataract
surgical technique and management of complications, refractive surgery, corneal transplantation)
Barry A. Steinmetz, M.D. Baylor College of Medicine, Health Sciences Associate Clinical Professor of Pediatrics
Megan L. Stephenson, M.D. University of California, Irvine, Health Sciences Clinical Instructor of Obstetrics and Gynecology
Oswald Steward, Ph.D. University of California, Irvine, Reeve-Irvine Chair in Spinal Cord Injury Research and Professor of Anatomy and Neurobiology;
Neurobiology and Behavior
UCI General Catalogue 2016-2017 1195
1196 School of Medicine
Cassandra L. Stewart, M.D. Medical University of South Carolina, Health Sciences Clinical Instructor of Pediatrics
Svetlana R. Stivi, M.D. University of California, Irvine, Health Sciences Associate Clinical Professor of Family Medicine
Suzanne L. Strom, M.D. University of Texas, Health Sciences Associate Clinical Professor of Anesthesiology and Perioperative Care
Min-Ying Su, Ph.D. University of California, Irvine, Professor of Radiological Sciences; Physics and Astronomy
Veedamali Subramanian, Ph.D. University of Madras, Assistant Adjunct Professor of Medicine
Jeffrey R. Suchard, M.D. University of California, Los Angeles, Professor of Emergency Medicine; Pharmacology
Coral Sun, M.D. University of Florida, Health Sciences Assistant Clinical Professor of Anesthesiology and Perioperative Care
Laxmi A. Suthar, M.D. Oregon Health & Science University, Health Sciences Assistant Clinical Professor of Medicine
Shuichi Suzuki, M.D. Kitasato University, Associate Professor of Neurological Surgery; Neurology
Morgan L. Swank, M.D. Creighton University, Health Sciences Clinical Instructor of Obstetrics and Gynecology
James M. Swanson, Ph.D. Ohio State University, Professor Emeritus of Pediatrics
Bindu Swaroop, M.D. St. George's University, Health Sciences Assistant Clinical Professor of Medicine
John E. Swett, Ph.D. University of California, Los Angeles, Professor Emeritus of Anatomy and Neurobiology
Yona Tadir, M.D. Tel Aviv University, Adjunct Professor of Surgery
Ronald Takemoto, M.D. University of Southern California, Health Sciences Clinical Professor of Physical Medicine and Rehabilitation
Steven Tam, M.D. University of California, San Diego, Health Sciences Assistant Clinical Professor of Medicine
Ming Tan, M.D. Johns Hopkins University, Professor of Microbiology and Molecular Genetics; Medicine
Siu W. Tang, M.D. University of Hong Kong, Senate Emeritus of Psychiatry and Human Behavior
Dawn T. Tanner, M.D. Creighton University, Health Sciences Clinical Instructor of Radiological Sciences
Jeremiah Tao, M.D. University of South Carolina, Health Sciences Associate Clinical Professor of Ophthalmology
Blanca Tapia-Zuniga, M.D. University of California, Irvine, Health Sciences Assistant Clinical Professor of Family Medicine
Sharief K. Taraman, M.D. Wayne State University, Health Sciences Clinical Professor of Pediatrics
Andrzej S. Tarnawski, M.D. University Medical School, Professor of Medicine
Candice E. Taylor, M.D. , Health Sciences Assistant Clinical Professor of Pediatrics
Jamshid Tehranzadeh, M.D. Pahlavi University, Professor Emeritus of Radiological Sciences
Krishnansu S. Tewari, M.D. University of California, Irvine, Professor of Obstetrics and Gynecology
Gaby T. Thai, M.D. Tufts University, Health Sciences Professor of Neurology
Leslie M. Thompson, Ph.D. University of California, Irvine, Professor of Psychiatry and Human Behavior; Biological Chemistry; Neurobiology and
Behavior
Lauri D. Thrupp, M.D. University of Washington, Professor Emeritus of Medicine
Jeremiah G. Tilles, M.D. Harvard University, Professor Emeritus of Medicine
Pornchai Tirakitsoontorn, M.D. University of California, San Diego, Health Sciences Associate Clinical Professor of Pediatrics
Katherine Tobin, M.D. Stritch School of Medicine, Health Sciences Assistant Clinical Professor of Anesthesiology and Perioperative Care
Jerome S. Tobis, M.D. Chicago Medical School, Professor Emeritus of Physical Medicine and Rehabilitation
Francesco Tombola, Ph.D. University of Padua, Associate Professor of Physiology and Biophysics
Julianne S. Toohey, M.D. University of California, Irvine, Health Sciences Professor of Obstetrics and Gynecology
1196 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1197
Nojan Toomari, M.D. Western University of Health Sciences, Health Sciences Clinical Instructor of Surgery
Simin Torabzadeh, Ph.D. Universidad Central del Este, Health Sciences Professor of Medicine
Jason D. Toranto, M.D. University of Michigan, Health Sciences Assistant Clinical Professor of Surgery
Lillibeth Torno, M.D. , Health Sciences Associate Clinical Professor of Pediatrics
Minodora Totoiu, M.D. , Health Sciences Clinical Professor of Pediatrics
Paul E. Touchette, Ed.D. Harvard University, Recall Non-Senate Academic of Pediatrics
Anne E. Tournay, MBBS University College London, Health Sciences Associate Clinical Professor of Pediatrics
Bao Q. Tran, M.D. Creighton University, Health Sciences Clinical Professor of Physical Medicine and Rehabilitation
Hien T. Tran, M.D. Harvard University, Health Sciences Clinical Professor of Dermatology
Huy T. Tran, M.D. Western University of Health Sciences, Health Sciences Professor of Family Medicine
Lily H. Tran, M.D. University of Rochester, Health Sciences Clinical Professor of Pediatrics
Minh-Ha Tran, D.O. Western University of Health Sciences, Health Sciences Associate Clinical Professor of Pathology and Laboratory Medicine
Lien N. Trinh, M.D. St. George's University, Health Sciences Clinical Professor of Pediatrics
Bruce Tromberg, Ph.D. University of Tennessee, Director of Beckman Laser Institute and Professor of Surgery; Biomedical Engineering; Physiology and
Biophysics (photon migration, diffuse optical imaging, non-linear optical microscopy, photodynamic therapy)
Fong Y. Tsai, M.D. Taipei Medical University, Senate Emeritus of Radiological Sciences
Atur V. Turakhia, M.D. University of California, Irvine, Health Sciences Assistant Clinical Professor of Psychiatry and Human Behavior
Martin Tynan, M.D. Trinity College, Health Sciences Professor of Orthopaedic Surgery
Edward M. Uchio, M.D. University of California, Irvine, Health Sciences Associate Clinical Professor of Urology
Cherry C. Uy, M.D. Far Eastern University, Health Sciences Professor of Pediatrics
Duane J. Vajgrt, M.D. University of California, San Francisco, Health Sciences Professor of Radiological Sciences
Shermeen Bejan Vakharia, MBBS Aga Khan University, Health Sciences Professor of Anesthesiology and Perioperative Care
Theodorus G. Van Erp, Ph.D. Utrecht University, Assistant Professor in Residence of Psychiatry and Human Behavior
Richard A. Van Etten, M.D. Stanford University, Professor of Medicine; Biological Chemistry
Nicolaas-John Van Nieuwenhuysen, MBBS , Health Sciences Clinical Professor of Psychiatry and Human Behavior
Negean Vandordaklou, M.D., Health Sciences Assistant Clinical Professor of Emergency Medicine
Taya C. Varteresian, D.O. A.T. Still University, Kirksville College of Osteopathic Medicine, Health Sciences Clinical Professor of Psychiatry and Human
Behavior
Nosratola D. Vaziri, M.D. University of Tehran, Professor Emeritus of Medicine; Physiology and Biophysics
Charles P. Vega, M.D. University of Wisconsin-Madison, Health Sciences Professor of Family Medicine
Swapna Vemuri, M.D. Wayne State University, Health Sciences Clinical Instructor of Ophthalmology
Vasan Venugopalan, ScD Massachusetts Institute of Technology, Department Chair and Professor of Chemical Engineering and Materials Science;
Biomedical Engineering; Mechanical and Aerospace Engineering; Surgery (laser-induced thermal, mechanical and radiative transport processes for
application in medical diagnostics, therapeutics, biotechnology, micro-electro-mechanical systems (MEMS))
Sunil P. Verma, M.D. University of Southern California, Health Sciences Assistant Clinical Professor of Otolaryngology
Larry E. Vickery, Ph.D. University of California, Santa Barbara, Professor Emeritus of Physiology and Biophysics
S. Armando Villalta, Ph.D. University of California, Los Angeles, Assistant Professor of Physiology and Biophysics
UCI General Catalogue 2016-2017 1197
1198 School of Medicine
Anthony Vo, M.D. University of California, Irvine, Health Sciences Clinical Professor of Medicine
Baotran N. Vo, M.D. University of California, San Francisco, Health Sciences Assistant Clinical Professor of Family Medicine
Martin J. Vogel, M.D. New York Medical College, Health Sciences Clinical Instructor of Anesthesiology and Perioperative Care
Trung Q. Vu, M.D. University of California, Irvine, Health Sciences Assistant Clinical Professor of Anesthesiology and Perioperative Care
K. Mark Vuchinich, M.D. University of California, San Diego, Health Sciences Professor of Obstetrics and Gynecology
Thomas W. Waddington, M.D. Saint Louis University, Health Sciences Clinical Professor of Medicine
Matthew Wade, M.D. George Washington University, Health Sciences Assistant Clinical Professor of Ophthalmology
Pathik Wadhwa, Ph.D. University of California, Irvine, Professor of Psychiatry and Human Behavior
Feizal Waffarn, MBBS University of Madras, Professor Emeritus of Pediatrics
Howard B. Waitzkin, Ph.D. Harvard University, Professor Emeritus of Medicine
Akio Wakabayashi, M.D. University of Tokyo, Professor Emeritus of Surgery
Roger Walsh, Ph.D. University of Queensland, Professor of Psychiatry and Human Behavior; Anthropology
Annabel Wang, M.D. McGill University, Health Sciences Associate Clinical Professor of Neurology
Beverly Wang, M.D. Jiangxi Medical College, Professor of Pathology and Laboratory Medicine
Ping H. Wang, M.D. Harvard University, Professor of Medicine; Physiology and Biophysics
Raymond Wang, M.D. University of California, Los Angeles, Health Sciences Clinical Professor of Pediatrics
Tommy Wang, M.D. Albany Medical College, Health Sciences Assistant Clinical Professor of Pediatrics
Kerry E. Wangen, M.D. University of Minnesota, Health Sciences Clinical Professor of Psychiatry and Human Behavior
James E. Ward, M.D. Loyola University Chicago, Health Sciences Assistant Clinical Professor of Medicine
Marian L. Waterman, Ph.D. University of California, San Diego, Professor of Microbiology and Molecular Genetics
David Webb, M.D. Tufts University, Health Sciences Clinical Professor of Medicine
Steven L. Wechsler, Ph.D. University of North Carolina at Chapel Hill, Professor of Ophthalmology
Elias Wehbi, M.D. University of Toronto, Health Sciences Assistant Clinical Professor of Urology
Gerald Weinstein, M.D. University of Pennsylvania, Professor Emeritus of Dermatology
John H. Weiss, Ph.D. Stanford University, Professor of Neurology
Christopher H. Wen, M.D. Baylor College of Medicine, Health Sciences Associate Clinical Professor of Radiological Sciences
Li Wen, M.D. West China University of Medical Sciences, Health Sciences Clinical Professor of Medicine
Lari B. Wenzel, Ph.D. Arizona State University, Professor of Medicine; Program in Public Health
Dennis Whang, M.D. Northwestern University, Health Sciences Clinical Instructor of Medicine
Stephen H. White, Ph.D. University of Washington, Professor Emeritus of Physiology and Biophysics
Warren F. Wiechmann, M.D. University of California, Irvine, Health Sciences Assistant Clinical Professor of Emergency Medicine
Jamie Wikenheiser, Ph.D. Case Western Reserve University, Assistant Adjunct Professor of Anatomy and Neurobiology
Petra E. Wilder-Smith, Ph.D. University of Bern, Associate Professor in Residence of Surgery
James H. Williams, M.D. Harvard University, Health Sciences Professor of Medicine
Richard G. Williams, M.D. University of Pittsburgh, Health Sciences Clinical Professor of Radiation Oncology
Russell A. Williams, MBBS University of Sydney, Professor of Surgery
1198 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1199
Archie F. Wilson, M.D. University of California, San Francisco, Professor Emeritus of Medicine
Samuel E. Wilson, M.D. Wayne State University, Professor of Surgery
William C. Wilson, M.D. Temple University, Health Sciences Professor of Anesthesiology and Perioperative Care
Deborah A. Wing, M.D. Tulane University, Professor in Residence of Obstetrics and Gynecology
Sara T. Winokur, Ph.D. University of California, Irvine, Project Scientist of Psychiatry and Human Behavior
Garrett A. Wirth, M.D. Albany Medical College, Health Sciences Associate Clinical Professor of Surgery
Michael Wolf, M.D. University of California, Los Angeles, Health Sciences Clinical Professor of Psychiatry and Human Behavior
Andrew Wong, M.D. University of Michigan, Health Sciences Assistant Clinical Professor of Emergency Medicine
Brian Wong, M.D. Johns Hopkins University, Professor of Otolaryngology; Biomedical Engineering (biomedical optics, tissue engineering, development
of surgical instrumentation)
Edward K. Wong, M.D. University of Southern California, Professor Emeritus of Ophthalmology
Nathan D. Wong, Ph.D. Yale University, Adjunct Professor of Medicine; Epidemiology
Joseph C. Wu, M.D. University of California, Irvine, Associate Professor in Residence of Psychiatry and Human Behavior
Mark Li-cheng Wu, M.D. University of Wisconsin-Madison, Associate Professor of Pathology and Laboratory Medicine
Sing-Yung Wu, M.D. Johns Hopkins University, Senate Emeritus of Radiological Sciences
Frederic A. Wyle, M.D. University of Pennsylvania, Senate Emeritus of Medicine
Danli L. Xing, M.D. Robert Wood Johnson Medical School, Health Sciences Clinical Instructor of Ophthalmology
Xiangmin Xu, Ph.D. Vanderbilt University, Associate Professor of Anatomy and Neurobiology; Biomedical Engineering; Electrical Engineering and
Computer Science (local cortical circuits)
Aparche B. Yang, M.D. University of California, Irvine, Health Sciences Assistant Clinical Professor of Dermatology
Jing Yang, M.D. , Assistant Professor in Residence of Ophthalmology
Qin Yang, M.D. , Assistant Professor of Medicine; Physiology and Biophysics
Daniel S. Yanni, M.D. University of California, San Diego, Assistant Professor of Neurological Surgery
Leman Yel, M.D. Hacettepe University, Senate Emeritus of Medicine
Douglas B. Yim, M.D. University of Southern California, Health Sciences Associate Clinical Professor of Radiological Sciences; Surgery
Hong Zhen Yin, M.D. , Specialist of Neurology
Kyoko Yokomori, Ph.D. University of Tokyo, Professor of Biological Chemistry; Biological Chemistry
Hiroshi Yoshioka, Ph.D. University of Tsukuba, Professor in Residence of Radiological Sciences
Julie H. Youm, Ph.D. Teachers College, Columbia University, Assistant Adjunct Professor of Emergency Medicine
Bassam Younes, M.D. , Health Sciences Associate Clinical Professor of Pediatrics
Christopher Young, M.D. Duke University, Health Sciences Clinical Instructor of Obstetrics and Gynecology
Robert R. Young, M.D. Harvard University, Senate Emeritus of Neurology
Ronald F. Young, Ph.D. State University of New York Downstate Medical Center, Professor Emeritus of Neurological Surgery
Julie N. Youssef, D.O. New York Institute of Technology College of Osteopathic Medicine, Health Sciences Assistant Clinical Professor of Pediatrics
Christopher B. Zachary, M.D. University of London, Health Sciences Professor of Dermatology
David Zamorano, M.D. University of Southern California, Health Sciences Associate Clinical Professor of Orthopaedic Surgery
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1200 School of Medicine
Nicole M. Zanin, M.D. Wright State University, Health Sciences Clinical Instructor of Medicine
Michael V. Zaragoza, M.D. Case Western Reserve University, Assistant Professor of Pediatrics; Biological Chemistry
Sohila Zarandy, M.D. University of Tehran, Health Sciences Associate Clinical Professor of Medicine
Jason Zell, D.O. Nova Southeastern University, Assistant Professor of Medicine
Fan-Gang Zeng, Ph.D. Syracuse University, Professor of Otolaryngology; Anatomy and Neurobiology; Biomedical Engineering; Cognitive Sciences
(cochlear implants and auditory neuroscience)
Xiaohui Zhao, Ph.D. University of Illinois at Urbana–Champaign, Health Sciences Associate Clinical Professor of Pathology and Laboratory Medicine
Xiaolin Zi, Ph.D. Shanghai University, Associate Professor of Urology; Pharmacology
Argyrios Ziogas, Ph.D. University of Southern California, Associate Adjunct Professor of Epidemiology
Albert Zlotnik, Ph.D. University of Colorado Boulder, UCI Chancellor's Professor of Physiology and Biophysics
Mary L. Zupanc, M.D. University of California, Los Angeles, Health Sciences Clinical Professor of Pediatrics
Luis M. de La Maza, Ph.D. University of Minnesota, Professor of Pathology and Laboratory Medicine
Anatomy and Neurobiology
Christine M. Gall, Department Chair
David C. Lyon, Department Vice Chair and Departmental Graduate Advisor
364 Medical Surge II
949-824-6050
http://www.anatomy.uci.edu/
[email protected]
Overview
Research programs in the Department of Anatomy and Neurobiology in the School of Medicine focus on the neurosciences. Faculty interests range
across all areas of basic and clinical research including cellular and molecular neurobiology, mechanisms of development, ion channel physiology,
experimental neuroanatomy, structure and function of sensory and motor systems, response to injury and regeneration. The Department maintains
facilities for electron microscopy, laser confocal microscopy, and computer-based imaging and informatics. Students performing graduate work in the
Department are encouraged to become proficient in multiple areas of study using interdisciplinary techniques.
The Department offers graduate training under the auspices of the School of Medicine in conjunction with the Interdepartmental Neuroscience Program
(INP) and the Medical Science Training Program (MSTP). Students are eligible to enter the Department program after meeting the specific requirements
of the INP gateway curriculum or by direct application to the Department. The Department program leads to the M.S. or Ph.D. degree in Biomedical
Sciences, awarded after successful completion of all requirements.
In concert with other departments, a combined neuroscience core curriculum has been developed which includes offerings in systems neurobiology,
neurophysiology, and cellular, molecular, and developmental neurobiology that may be taken as complete or partial fulfillment of the requirements of
the INP. Students admitted into the INP who subsequently select a research advisor in the Department begin following the departmental requirements
for the Ph.D. at the beginning of their second year; whereas MSTP students, in addition to following departmental requirements for the Ph.D., will be
considered as a first-year student and are required to take at least one INP course. Students may take additional elective courses at their own option,
but they are required to attend departmental seminars and participate in the Journal Club and an annual “Grad Day” symposium. The research topic for
a student’s dissertation is chosen by the student in consultation with the research advisor. Students are expected to advance to candidacy by the end of
the third year by presenting progress on their own research and providing a proposal for their research dissertation. The normative time for completion of
the Ph.D. is five years, and the maximum time permitted is seven years.
Faculty
Tallie Z. Baram, M.D. University of Miami, Danette Dee Dee Shepard Chair in Neurological Studies and Professor of Pediatrics; Anatomy and
Neurobiology; Neurology; Physiology and Biophysics
Robert H. Blanks, Ph.D. University of California, Los Angeles, Professor Emeritus of Anatomy and Neurobiology
Anne L. Calof, Ph.D. University of California, San Francisco, Professor of Anatomy and Neurobiology; Developmental and Cell Biology (neurogenesis
and neuronal differentiation)
1200 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1201
Steven C. Cramer, M.D. University of Southern California, Professor of Neurology; Anatomy and Neurobiology; Physical Medicine and Rehabilitation
Brian J. Cummings, Ph.D. University of California, Irvine, Professor of Physical Medicine and Rehabilitation; Anatomy and Neurobiology
James H. Fallon, Ph.D. University of Illinois Medical Center, Professor Emeritus of Anatomy and Neurobiology
Mark J. Fisher, M.D. University of Cincinnati, Professor of Neurology; Anatomy and Neurobiology; Political Science
Christine M. Gall, Ph.D. University of California, Irvine, Department Chair and Professor of Anatomy and Neurobiology; Neurobiology and Behavior
Roland A. Giolli, Ph.D. University of California, Berkeley, Professor Emeritus of Anatomy and Neurobiology
Alan L. Goldin, M.D. University of Michigan, Professor of Microbiology and Molecular Genetics; Anatomy and Neurobiology; Physiology and Biophysics
Ranjan Gupta, M.D. Albany Medical College, Professor of Orthopaedic Surgery; Anatomy and Neurobiology; Biomedical Engineering (hand and upper
extremity surgery)
Robert F. Hunt, Ph.D. University of Kentucky, Assistant Professor of Anatomy and Neurobiology
Kwang M. Jung, Ph.D. Chung-Ang University, Assistant Adjunct Professor of Anatomy and Neurobiology
Leonard M. Kitzes, Ph.D. University of California, Irvine, Professor Emeritus of Anatomy and Neurobiology
Frances L. Leslie, Ph.D. University of Aberdeen, Professor of Pharmacology; Anatomy and Neurobiology
Gary S. Lynch, Ph.D. Princeton University, Professor of Psychiatry and Human Behavior; Anatomy and Neurobiology
David C. Lyon, Ph.D. Vanderbilt University, Department Vice Chair and Associate Professor of Anatomy and Neurobiology; Cognitive Sciences (long
range cortical circuits)
Diane K. O'Dowd, Ph.D. University of California, San Diego, Professor of Developmental and Cell Biology; Anatomy and Neurobiology (regulation of
activity in developing and adult nervous systems)
Daniele Piomelli, Ph.D. Columbia University, Louise Turner Arnold Chair in the Neurosciences and Professor of Anatomy and Neurobiology; Biological
Chemistry; Pharmacology
David J. Reinkensmeyer, Ph.D. University of California, Berkeley, Professor of Anatomy and Neurobiology; Biomedical Engineering; Mechanical and
Aerospace Engineering; Physical Medicine and Rehabilitation (robotics, mechatronics, biomedical engineering, rehabilitation, biomechanics, neural
control of movement)
Charles E. Ribak, Ph.D. Boston University, Professor Emeritus of Anatomy and Neurobiology
Richard T. Robertson, Ph.D. University of California, Irvine, Professor Emeritus of Anatomy and Neurobiology
Steven S. Schreiber, M.D. Albany Medical College, Professor in Residence of Neurology; Anatomy and Neurobiology; Psychiatry and Human Behavior
Martin A. Smith, Ph.D. University of Newcastle, Professor Emeritus of Anatomy and Neurobiology
Ana Solodkin, Ph.D. National Polytechnic Inst of Mexico, Associate Professor of Anatomy and Neurobiology; Neurology
Ivan Soltesz, Ph.D. Eötvös Loránd University, Adjunct Professor of Anatomy and Neurobiology
Oswald Steward, Ph.D. University of California, Irvine, Reeve-Irvine Chair in Spinal Cord Injury Research and Professor of Anatomy and Neurobiology;
Neurobiology and Behavior
John E. Swett, Ph.D. University of California, Los Angeles, Professor Emeritus of Anatomy and Neurobiology
Jamie Wikenheiser, Ph.D. Case Western Reserve University, Assistant Adjunct Professor of Anatomy and Neurobiology
Xiangmin Xu, Ph.D. Vanderbilt University, Associate Professor of Anatomy and Neurobiology; Biomedical Engineering; Electrical Engineering and
Computer Science (local cortical circuits)
Fan-Gang Zeng, Ph.D. Syracuse University, Professor of Otolaryngology; Anatomy and Neurobiology; Biomedical Engineering; Cognitive Sciences
(cochlear implants and auditory neuroscience)
UCI General Catalogue 2016-2017 1201
1202 School of Medicine
Courses
ANATOMY 200. Research in Anatomy. 2-12 Units.
Individual research supervised by a particular faculty member.
Repeatability: May be repeated for credit unlimited times.
ANATOMY 200R. Research in Anatomy and Neurobiology for First-Year Students. 2-12 Units.
Independent research within the laboratories of graduate training faculty in the Department of Anatomy and Neurobiology for first-year Ph.D. students.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be taken for credit 3 times.
ANATOMY 201. Human Gross Anatomy. 8 Units.
Study and dissection of the human body, including muscular, skeletal, nervous, and cardiovascular systems. Emphasis on both normal and abnormal
structure and function.
Restriction: Graduate students only.
ANATOMY 202B. Human Neuroscience. 4 Units.
Study of the human nervous system at the systems level including the physiology and anatomy of sensory, motor, and integrative functions.
Prerequisite: ANATOMY 202A.
ANATOMY 203A. Human Microscopoic Anatomy. 3 Units.
Lecture and laboratory course on human microscopic anatomy. Emphasis is on functional implications of structure of cells and tissues.
Restriction: Graduate students only.
ANATOMY 203B. Human Microscopoic Anatomy. 3 Units.
Lecture and laboratory course on human microscopic anatomy. Emphasis is on functional implications of structure of cells and tissues.
Prerequisite: ANATOMY 203A.
Restriction: Graduate students only.
ANATOMY 206. Tutorial in Anatomy. 3 Units.
Series of tutorials on advanced topics in anatomy.
Repeatability: May be repeated for credit unlimited times.
ANATOMY 210A. Systems Neuroscience. 5 Units.
Study of the mammalian nervous system at the systems level. Anatomy and physiology of sensory, motor, and integrative functions.
Repeatability: May be taken for credit 2 times.
Same as NEURBIO 208A.
Restriction: Neurobiology and Behavior graduate students only.
ANATOMY 210B. Systems Neuroscience. 5 Units.
Study of the mammalian nervous system at the systems level. Anatomy and physiology of sensory, motor, and integrative functions.
Prerequisite: NEURBIO 208A.
Repeatability: May be taken for credit 2 times.
Same as NEURBIO 208B.
Restriction: Neurobiology and Behavior graduate students only.
ANATOMY 215. Epilepsy as a Window to Mechanisms of Neuronal Plasticity. 4 Units.
Understanding the mechanisms of brain disorders provides novel insights into the normal function of neurons and circuits. Discusses approaches to
studying mechanisms of brain function ranging from imaging, the use of models and others to study epilepsy.
Grading Option: Satisfactory/unsatisfactory only.
1202 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1203
ANATOMY 227A. Current Topics in Neuroscience. 1-4 Units.
Focuses on critical reading, presentation, and discussion of current literature in neuroscience research.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
ANATOMY 227B. Current Topics in Neuroscience. 1-4 Units.
Focuses on critical reading, presentation, and discussion of current literature in neuroscience research.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
ANATOMY 227C. Current Topics in Neuroscience. 1-4 Units.
Focuses on critical reading, presentation, and discussion of current literature in neuroscience research.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
ANATOMY 230. Topics in Translational Neuroscience. 2-4 Units.
One-hour seminar presentation by participating faculty or guest lecturer and open to the science community, followed by one-hour student discussion of
the lecture topic or related topic. Students are responsible for presentations and readings for the course.
Repeatability: May be taken for credit 2 times as topics vary.
Restriction: Interdepartmental Neuroscience Program students have first consideration for enrollment.
ANATOMY 230A. Molecular, Cellular, & Developmental Neurobiology. 4 Units.
Molecular aspects of the structure and function of neurons and glia including neurotransmission, synaptic modulation, and channels. Neural
development at the cellular and molecular level including neurogenesis, pattern formation, trophic factors, axonal growth, and synaptic rearrangement.
Restriction: Graduate students only.
ANATOMY 292A. Scientific Communication. 2 Units.
Small group meetings for graduate students to practice scientific writing, debate, and presentation skills.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
ANATOMY 292B. Scientific Communication. 2 Units.
Small group meetings for graduate students to practice scientific writing, debate, and presentation skills.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
ANATOMY 292C. Scientific Communication. 2 Units.
Small group meetings for graduate students to practice scientific writing, debate, and presentation skills.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Biological Chemistry
Peter Kaiser, Department Chair
Kyoko Yokomori, Departmental Graduate Advisor
Building D, Room 240, Medical Sciences I
949-824-6051
http://www.biochem.uci.edu/
Overview
The Department of Biological Chemistry provides advanced training to individuals who are interested in understanding the fine regulation of the
biological processes, structural basis of the regulation, and the identification of targets for disease managements. Faculty research interests are diverse
UCI General Catalogue 2016-2017 1203
1204 School of Medicine
with emphases on several areas of basic and translational research: epigenetic regulation of gene expression; circadian rhythm and metabolism;
chromatin structure and function; DNA repair and DNA damage responses; telomerase and telomere regulation; ubiquitin regulation in metabolism and
cell cycle; signal transduction and transcription regulation in development and disease manifestation; molecular mechanisms of stem cell regulation
and tumorigenesis; genomic and bioinformatics. Students are trained and exposed to technical expertise in all facets of current biological sciences.
Established core research facilities are available in which students have access to a microarray and high-throughput sequencing core facility, electron
microscopy, atomic force microscopy, confocal imaging center, mass spectroscopy, flow cytometry, transgenic core laboratories, biopolymer sequencing
and synthesis laboratories, and other resources.
The Department offers graduate study under the auspices of the School of Medicine and in conjunction with the gateway program in Cellular and
Molecular Biosciences (CMB) as well as the Mathematical, Computational, and Systems Biology (MCSB). Students are eligible to enter the Department
program after meeting the specific requirements of the CMB gateway curriculum or by direct application to the department. The Department program
leads to the M.S. or Ph.D. degree in Biomedical Sciences, awarded after successful completion of all requirements. Students admitted into the combined
program who select a research advisor in the Department begin thesis research in the second year. Students are required to attend and participate
in the departmental research seminars. In addition, students are required to complete two advanced-level graduate courses subsequent to entering
the Department’s Ph.D. concentration. In the third year, students take the advancement-to-candidacy examination for the Ph.D. degree by presenting
and defending a proposal for specific dissertation research. The normative time for completion of the Ph.D. is five years; students who make speedy
progress on their thesis projects are encouraged to complete the Ph.D. sooner. The maximum time permitted is seven years.
Faculty
Bogi Andersen, M.D. University of Iceland, Professor of Medicine; Biological Chemistry
Stuart M. Arfin, Ph.D. Albert Einstein College of Medicine, Professor Emeritus of Biological Chemistry
Pierre F. Baldi, Ph.D. California Institute of Technology, UCI Chancellor's Professor of Computer Science; Biological Chemistry; Biomedical Engineering;
Developmental and Cell Biology (bioinformatics, computational biology)
Phang-Lang Chen, Ph.D. University of California, San Diego, Associate Professor of Biological Chemistry
Xing Dai, Ph.D. University of Chicago, Professor of Biological Chemistry
Peter J. Donovan, Ph.D. University College London, Professor of Biological Chemistry; Developmental and Cell Biology (stem cell biology)
Angela G. Fleischman, M.D. Stanford University, Assistant Professor of Medicine; Biological Chemistry
Anand K. Ganesan, M.D. Medical College of Wisconsin, Associate Professor of Dermatology; Biological Chemistry
Lan Huang, Ph.D. University of Florida, Professor of Physiology and Biophysics; Biological Chemistry
Kenneth H. Ibsen, Ph.D. University of California, Los Angeles, Professor Emeritus of Biological Chemistry
Peter Kaiser, Ph.D. University of Innsbruck, Professor of Biological Chemistry
Kai Kessenbrock, Ph.D. Ludwig Maximilian University of Munich, Assistant Professor of Biological Chemistry
Eva Y. Lee, Ph.D. University of California, Berkeley, UCI Chancellor's Professor of Biological Chemistry
Wen-Hwa Lee, Ph.D. University of California, Berkeley, Donald Bren Professor Emeritus of Biological Chemistry
Ellis Levin, M.D. Thomas Jefferson University, Jefferson Medical College, Professor in Residence of Medicine; Biological Chemistry; Pharmacology
Haoping Liu, Ph.D. Cornell University, Professor of Biological Chemistry
Calvin S. McLaughlin, Ph.D. Massachusetts Institute of Technology, Professor Emeritus of Biological Chemistry
Frank L. Meyskens, M.D. University of California, San Francisco, Daniel G. Aldrich, Jr. Endowed Chair and Professor of Medicine; Biological Chemistry;
Program in Public Health
Robert K. Moyzis, Ph.D. Johns Hopkins University, Professor Emeritus of Biological Chemistry
Daniele Piomelli, Ph.D. Columbia University, Louise Turner Arnold Chair in the Neurosciences and Professor of Anatomy and Neurobiology; Biological
Chemistry; Pharmacology
Feng Qiao, Ph.D. University of California, Los Angeles, Assistant Professor of Biological Chemistry
Suzanne B. Sandmeyer, Ph.D. University of Washington, Grace Beekhuis Bell Chair in Biological Chemistry and Professor of Biological Chemistry;
Chemical Engineering and Materials Science; Microbiology and Molecular Genetics (retroelements, metabolic molding, genomics)
1204 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1205
Paolo Sassone-Corsi, Ph.D. University of Naples Federico II, Donald Bren Professor and Professor of Biological Chemistry; Microbiology and Molecular
Genetics; Pharmaceutical Sciences
Robert E. Steele, Ph.D. Yale University, Professor of Biological Chemistry
Leslie M. Thompson, Ph.D. University of California, Irvine, Professor of Psychiatry and Human Behavior; Biological Chemistry; Neurobiology and
Behavior
Richard A. Van Etten, M.D. Stanford University, Professor of Medicine; Biological Chemistry
Kyoko Yokomori, Ph.D. University of Tokyo, Professor of Biological Chemistry; Biological Chemistry
Michael V. Zaragoza, M.D. Case Western Reserve University, Assistant Professor of Pediatrics; Biological Chemistry
Courses
BIOCHEM 200A. Research in Biological Chemistry. 2-12 Units.
Individual research under the supervision of a professor.
Repeatability: Unlimited as topics vary.
BIOCHEM 200B. Research in Biological Chemistry. 2-12 Units.
Individual research under the supervision of a professor.
Repeatability: Unlimited as topics vary.
BIOCHEM 200C. Research in Biological Chemistry. 2-12 Units.
Individual research under the supervision of a professor.
Repeatability: Unlimited as topics vary.
BIOCHEM 200R. Research in Biological Chemistry for First-Year Students. 2-12 Units.
Independent research within the laboratories of graduate training faculty in the Department of Biological Chemistry for first-year Ph.D. students.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be taken for credit 3 times.
BIOCHEM 202A. Laboratory Seminar Series. 1 Unit.
Study within a laboratory group including research and journal presentations.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: Unlimited as topics vary.
BIOCHEM 202B. Laboratory Seminar Series. 1 Unit.
Study within a laboratory group including research and journal presentations.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: Unlimited as topics vary.
BIOCHEM 202C. Laboratory Seminar Series. 1 Unit.
Study within a laboratory group including research and journal presentations.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: Unlimited as topics vary.
BIOCHEM 207. Advanced Molecular Genetics. 4 Units.
Literature-based discussion of molecular principles in genetics and functional genomics, with focus on cancer and stem cell biology.
Repeatability: May be taken for credit 2 times.
BIOCHEM 210A. Medical Biochemistry and Molecular Biology. 12 Units.
Covers the following topics from a biomedical perspective: protein and nucleic acid biochemistry, carbohydrates, lipids, amino acids, purines and
pyrimidines, genome structure, molecular mechanisms of development, and signal transduction.
Restriction: Graduate students only.
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1206 School of Medicine
BIOCHEM 215. Mouse Developmental Genetics. 4 Units.
Introduction to using the mouse in contemporary biomedical research. The biology and development of the laboratory mouse, methods for manipulation
of the mouse genome and embryos, and examples of application of these methods to understand mammalian development and homeostasis.
Same as DEV BIO 207.
Restriction: Graduate students only.
BIOCHEM 217. Human Evolution and Behavior. 4 Units.
Covers theories and empirical research concerning the evolutionary origins of human behaviors and their variations. An interdisciplinary course
emphasizing both evolutionary psychology (e.g., mating strategies, kinship, and parenting) and molecular evolution (i.e., evolution of genes for various
behaviors).
Same as PSY BEH P271.
Restriction: Graduate students only.
BIOCHEM 225. Chromatin Structure and Function. 4 Units.
Focuses on the role of chromatin/nuclear structure organization in eukaryotic genome regulation. The effects of histone and DNA modification, chromatin
remodeling, higher order chromatin structure and nuclear organization on gene regulation, DNA replication, and repair are discussed.
Prerequisite: MOL BIO 203 or MOL BIO 204 or NEUROBIO 206.
Same as NEURBIO 230.
Restriction: Graduate students only.
BIOCHEM 240. New Breakthroughs in Basic and Translational Cancer Research. 4 Units.
Highlights breakthroughs in molecular and cellular aspects of cancer biology and emerging therapeutic approaches. Emphasis on new discoveries of
critical pathways/processes in cancer etiology, progression, and metastasis. Introduces strategies used in the discovery, design of biological and small
molecules-based therapies.
Prerequisite: MOL BIO 204 or PHYSIO 252 and a gene regulation course.
Restriction: Graduate students only.
BIOCHEM 291. Research Seminar. 2 Units.
Student research-based colloquium covering current topics in gene organization and expression, cell cycle and differentiation, DNA repair, checkpoint
control, and the physical, chemical, and biological properties of macromolecules. Students are encouraged to read critically and analyze recent
literature.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
BIOCHEM 292A. Scientific Communication. 2 Units.
Small group meetings for graduate students to practice scientific writing, debate, and presentation skills.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
BIOCHEM 292B. Scientific Communication. 2 Units.
Small group meetings for graduate students to practice scientific writing, debate, and presentation skills.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
BIOCHEM 292C. Scientific Communication. 2 Units.
Small group meetings for graduate students to practice scientific writing, debate, and presentation skills.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
1206 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1207
Biomedical and Translational Science
Master of Science in Biomedical and Translational Science (M.S.-BATS)
Sherrie H. Kaplan, Director
School of Medicine, 100 Theory Street, Suite 110
949-824-7286
[email protected]
Overview
The aim of the M.S.-BATS program is to train students in the conduct of high-quality multidisciplinary clinical research to facilitate the rapid
transformation of basic knowledge to clinical medicine. The program is designed for students from varying levels of training, including medical
students, residents, fellows, physicians, and others who are interested in conducting clinical research to maximize interdisciplinary communication and
understanding sufficient to carry out high-quality clinical research. The program provides training in core competencies required to conduct clinical
research including study design reflecting the breadth and complexity of clinical research applications, critical appraisal of multidisciplinary research
literature, conduct and management of clinical research, medical statistics, research ethics, and the leadership of multidisciplinary research teams.
Students who successfully complete the program receive the M.S. degree in Biomedical and Translational Science.
The faculty evaluate applicants to the program on the basis of grades, previous course work, letters of recommendation, MCAT or GRE scores, and
other relevant qualifications. All graduate students, including those from public health, nursing science, and pharmaceutical science are eligible to apply,
but the program has a highly clinical focus and is specifically designed for those with a sufficient background in clinical sciences. Applicants should have
successfully completed a B.S. degree or equivalent, and may be current medical students, residents, clinical fellows, faculty, or licensed physicians in
the community.
The M.S.-BATS program will initially offer training in Evidence-Based Medicine/Clinical Research, which will focus on the conduct and interpretation
of clinical research, synthesis of clinical literature, and the assessment and improvement of quality of healthcare. Additional fields of emphasis will be
added, including Molecular Medicine, focusing on the molecular mechanisms and molecular physiology of human disease, and Population Medicine,
focusing on the application of epidemiologic research and research methods and findings to clinical practice.
The M.S.-BATS program is a two-year curriculum. First-year students are required to enroll in core courses including Introduction to Clinical
Epidemiology, Introduction to Medical Statistics, Design and Analysis of Clinical Trials, and Ethics in Clinical Research. Additional required courses
include, Comparative Effectiveness Research, Health Politics and Policy, Measurement Science, Outcomes Research and Advanced Applied Methods,
and Disparities in Health and Health Care. Optional additional courses include: Introduction to Medical Statistics II, Quality, Efficiency, and Cost-
Effectiveness. Training during the second year emphasizes research and culminates in a written thesis. Throughout the program, students enroll in
the BATS Seminar Series. By exception only, some students entering the program with advanced degrees, clinical research experience, and previous
completion of the four core courses may be able to complete the program in less than two years.
Courses
BATS 209A. Introduction to Medical Statistics. 4 Units.
Provides understanding of medical statistics for clinicians and clinical researchers to read and interpret literature.
BATS 209B. Introduction to Medical Statistics II. 4 Units.
Provides sufficient understanding of medical statistics to read and interpret medical literature critically, identify appropriate statistics for basic research
designs used in medicine, and discriminate between appropriate and inappropriate statistical applications for common research designs.
Prerequisite: BATS 209A.
BATS 210A. Introduction to Clinical Epidemiology. 4 Units.
Introduces principles and practice of clinical epidemiology and the population-based approach to health and disease.
Prerequisite: BATS 209A or STATS 250.
BATS 232. Design and Analysis of Clinical Trials. 4 Units.
Presents history, organization and planning, rationale for methods, limits, and ethics in conducting clinical trials.
Prerequisite: BATS 209A or STATS 250.
BATS 245A. Comparative Effectiveness Research I. 4 Units.
Two-part course designed to provide a comprehensive overview of comparative effectiveness research (CER) with in-depth methodologic clinical
practice and policy/dissemination issues related to the conduct, interpretation, and clinical applications of CER.
UCI General Catalogue 2016-2017 1207
1208 School of Medicine
BATS 245B. Comparative Effectiveness Research II. 4 Units.
Two-part course designed to provide a comprehensive overview of comparative effectiveness research (CER) with in-depth methodologic clinical
practice and policy/dissemination issues related to the conduct, interpretation, and clinical applications of CER.
Prerequisite: BATS 245A.
BATS 247. Measurement Science, Outcomes Research and Advanced Applied Methods. 4 Units.
Further the understanding of methodologic issues involved in the conduct of comparative effectiveness research (CER). Topics: risk adjustment,
balancing observational study designs, use of outcomes from multiple data sources, innovations clinical trial designs, the conduct of meta-analysis, and
psychometric methods.
BATS 251. Research in Quality and Safety. 4 Units.
Introduces the principles and practice of quality of care, patient safety and patient experience research, along with major national and statewide policy
and legislative initiatives related to quality of care and patient safety.
BATS 253. Disparities in Health and Health Care. 4 Units.
Review all aspects of culture that influence health status, development of public health policy, and management and practice of health care. Explores
how race and ethnicity affect health and health care, including health care services and policies governing these services.
BATS 255. Health Politics and Policy. 4 Units.
Offers political and analytical insights into understanding the U.S. health policymaking and developing strategies that influence health policy outcomes.
BATS 257. Laboratory in Big Data Analysis for Health Services and Clinical Researchers. 4 Units.
Introduces quantitative research methods, with an emphasis on large surveys and administrative health data sets. Presents the advantages and
disadvantages of these data sources and the iterative process of formulating research questions and identifying data sources to answer these questions.
Prerequisite: BATS 209A.
Restriction: Biomedical and Translational Science graduate students only.
BATS 280. Biomedical and Translational Science Seminar. 2 Units.
Students present their current research or a topic of interest and are exposed to diverse projects in the biomedical and translational science arena.
Repeatability: May be repeated for credit unlimited times.
BATS 295. Master's Thesis Research and Writing. 2-12 Units.
Master’s thesis research and writing with Biomedical and Translational Science faculty.
Repeatability: May be repeated for credit unlimited times.
BATS 296. Ethics in Clinical Research. 4 Units.
Covers major frameworks and concepts of ethics in public health research as well as human subject protection issues.
BATS 299. Independent Directed Research. 2-12 Units.
Independent research with Biomedical and Translational Science faculty.
Repeatability: May be repeated for credit unlimited times.
Environmental Health Sciences
Alpesh Amin, Chair, Department of Medicine
Ulrike Luderer, Graduate Program Director
Center for Occupational and Environmental Health (COEH)
100 Theory Drive, Suite 100, Irvine, CA 92617
949-824-9013
http://www.medicine.uci.edu/occupational/graduate.asp
Overview
The Division of Occupational and Environmental Medicine in the Department of Medicine provides graduate training in environmental health sciences
and offers the M.S. and Ph.D. degrees in Environmental Health Sciences. The Environmental Health Sciences program is also an official graduate
program of the Program in Public Health. The Ph.D. program offers tracks in Environmental Toxicology and in Exposure Sciences and Risk Assessment.
The program in Environmental Health Sciences provides students with the knowledge and skills necessary and appropriate to teach and/or conduct
basic and applied research programs in inhalation/pulmonary toxicology, biochemical neurotoxicology, reproductive and developmental toxicology,
chemical pathology, toxicokinetics, radiation toxicology, exposure sciences, and risk assessment.
1208 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1209
Environmental Toxicology involves the scientific study of the entry, distribution, biotransformation, and mechanism of the action of chemical agents that
are harmful to the body. The graduate program interprets environmental toxicology as the study of the effects and mechanisms of action of hazardous
chemicals in food, air, water, and soil in the home, the workplace, and the community. It considers experimentally and theoretically such diverse
research problems as:
• new scientific approaches to toxicological evaluation of environmental chemicals such as air and water pollutants, food additives, industrial wastes,
and agricultural adjuvants at the molecular, cellular, and organism levels;
• mechanisms of action in chemical toxicity;
• the molecular pathology of tissue injury in acute and chronic toxicity.
Exposure Sciences involves the study of human exposures to environmental contaminants in different media such as air, water, and food and via
multiple routes including inhalation, ingestion, and dermal absorption. Risk Assessment combines knowledge obtained from toxicological and exposure
studies to come to conclusions about the risks to human health. Research in the Exposure Sciences and Risk Assessment Track includes:
• new approaches to the evaluation of human exposures to environmental chemicals, including exposure modeling and biomonitoring;
• scientific principles involved in evaluating risks to human health from environmental exposures.
Students entering the program have varied backgrounds, including chemistry, biology, and physiology. The curriculum is based on a foundation of
basic and health sciences with applications of scientific principles to environmental exposures and their potential health effects. Formal course work is
enriched by a strong commitment to student-professor interaction throughout the program. An important and integral part of the learning process is an
early and intensive involvement of the student in ongoing original research projects in environmental health sciences, especially inhalation/pulmonary
toxicology, reproductive and developmental toxicology, biochemical toxicology, chemical pathology, neurotoxicology, exposure sciences, and risk
assessment.
In addition to meeting the general admission requirements set by the Graduate Division, applicants must be admitted by an Admissions Committee
composed of faculty members of the program. Candidates are selected on the basis of a balanced evaluation of the following criteria: (1) prior scholastic
performance, including a consideration of grade point average, course load, nature of courses taken, and college attended; (2) recommendations by
professors and others; (3) scores on the Graduate Record Examination; the Subject Test in either Biology or Chemistry is strongly recommended; (4) an
interview by the Admissions Committee, when feasible; and (5) experience in undergraduate research. The applicant must have received a bachelor’s
degree in a biological, public health, or physical science, in a premedical curriculum, or have an acceptable equivalent. Applicants with a bachelor’s
degree in engineering may qualify for admission into the program if they have had sufficient training in biology, chemistry, and physical sciences.
Undergraduate preparation of applicants should include six quarter units in general biology, zoology, bacteriology, or anatomy; 12 quarter units in
mathematics, including calculus through vector analysis and differential equations; 12 quarter units of chemistry, including four quarter units of organic
chemistry; 12 quarter units of physics; and four quarter units in molecular biology or biochemistry. Outstanding applicants who lack one or two of these
prerequisites may be given an opportunity to take the required course(s) either before admission or during the first year in the graduate program; in
such circumstances, none of these undergraduate courses may be used to satisfy the program elective or core course requirements. Upper-division or
graduate science courses may be considered as substitutes for the above prerequisites by the Admissions Committee.
Doctor of Philosophy in Environmental Health Sciences
All courses must be passed with an average grade of B or better.
Core Curriculum
A. Complete the following:
EPIDEM 200 Principles of Epidemiology
EHS 206A Target Organ Toxicology I
EHS 206B Target Organ Toxicology II
EHS 264 Introduction to Environmental Health Science
1
EHS 298 Seminar in Environmental Health Sciences
B. Select one track:
1. Environmental Toxicology Track (complete the following):
EPIDEM 204 Biostatistics
or PUBHLTH 207A Probability and Statistics in Public Health
or STATS 201 Statistical Methods for Data Analysis I
EHS 201 Principles of Toxicology
EHS 207 Experimental Design and Interpretation of Toxicology Studies
16 units from the approved elective pool.
2. Exposure Sciences and Risk Assessment Track (complete the following):
PUBHLTH 283 Geographical Information Systems for Public Health
STATS 201 Statistical Methods for Data Analysis I
UCI General Catalogue 2016-2017 1209
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STATS 202 Statistical Methods for Data Analysis II
STATS 203 Statistical Methods for Data Analysis III
EHS 275 Environmental Modeling and Risk Management
8 units from the approved elective pool.
Approved elective pool for both tracks:
ANATOMY 203A Human Microscopoic Anatomy
ANATOMY 203B Human Microscopoic Anatomy
DEV BIO 231B Cell Biology
EPIDEM 205 Environmental Epidemiology
MOL BIO 203 Nucleic Acid Structure and Function
MOL BIO 204 Protein Structure and Function
PHYSIO 206A Introduction to Medical Physiology
PHYSIO 206B Introduction to Medical Physiology
PUBHLTH 265 Advanced Environmental Health Science
PUBHLTH 276 Toxic Chemicals in Environment
EHS 202 Environmental Toxicology
EHS 204 Neurotoxicology
EHS 212 Inhalation Toxicology
EHS 220 Industrial Toxicology
EHS 269 Air Pollution, Climate, and Health
EHS 270 Human Exposure to Environmental Contaminants
C. Fulfill the following:
Comprehensive Exam
Qualifying Exam
Teaching Requirement
Research Dissertation
1
All graduate students in the program will be required to take EHS 298 every academic quarter they are enrolled in the graduate program.
The normative time for advancement to candidacy is three years. The normative time for completion of the Ph.D. is five years, and the maximum time
permitted is seven years.
Master of Science in Environmental Health Sciences
All courses must be passed with an average grade of B or better.
A. Complete the following:
EPIDEM 200 Principles of Epidemiology
EPIDEM 204 Biostatistics
or PUBHLTH 207A Probability and Statistics in Public Health
or STATS 201 Statistical Methods for Data Analysis I
EHS 206A Target Organ Toxicology I
EHS 206B Target Organ Toxicology II
EHS 264 Introduction to Environmental Health Science
1
EHS 298 Seminar in Environmental Health Sciences
EHS 299 Research Problems
Eight units from the approved elective pool.
C. Complete one of the following plans:
Plan I:
Under the direction of a faculty advisor, prepare a thesis that is acceptable to the thesis committee
Plan II:
1. Under the supervision of a faculty member, prepare a scholarly paper based on individual study in an area of toxicology
2. Pass the written comprehensive examination.
1
All graduate students in the program will be required to take EHS 298 every academic quarter they are enrolled in the graduate program.
1210 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1211
Opportunities for individual training and independent research experience exist in inhalation and pulmonary toxicology, atmospheric chemistry and
aerosol science, neurochemistry and neurotoxicology, reproductive and developmental toxicology, toxicology of naturally occurring compounds,
exposure modeling, risk assessment, chemical pathology, environmental microbiology, and environmental chemistry. Research grants and contracts are
available to support qualified doctoral students as research assistants.
Faculty
Dean B. Baker, M.D. University of California, San Diego, Professor of Medicine; Environmental Health Sciences; Program in Public Health
Scott Bartell, Ph.D. University of California, Davis, Associate Professor of Program in Public Health; Environmental Health Sciences; Social Ecology;
Statistics
Bruce Blumberg, Ph.D. University of California, Los Angeles, Professor of Developmental and Cell Biology; Biomedical Engineering; Environmental
Health Sciences; Pharmaceutical Sciences (gene regulation by nuclear hormone receptors in vertebrate development physiology, endocrine disruption)
Stephen C. Bondy, Ph.D. University of Birmingham, Professor of Medicine; Environmental Health Sciences; Pharmacology; Program in Public Health
Vincent J. Caiozzo, Ph.D. University of California, Irvine, Professor in Residence of Orthopaedic Surgery; Environmental Health Sciences; Physiology
and Biophysics
Jefferson Chan, Ph.D. University of California, San Francisco, Professor of Pathology and Laboratory Medicine; Environmental Health Sciences
Derek Dunn-Rankin, Ph.D. University of California, Berkeley, Professor of Mechanical and Aerospace Engineering; Civil and Environmental Engineering;
Environmental Health Sciences (combustion, optical particle sizing, particle aero-dynamics, laser diagnostics and spectroscopy)
Rufus D. Edwards, Ph.D. Rutgers, The State University of New Jersey, Associate Professor of Program in Public Health; Environmental Health
Sciences; Epidemiology
C. Sunny Jiang, Ph.D. University of South Florida, Professor of Civil and Environmental Engineering; Environmental Health Sciences (water pollution
microbiology, environmental biotechnology, aquatic microbial ecology)
Virginia Kimonis, M.D. University of Southampton, Professor of Pediatrics; Environmental Health Sciences
Michael T. Kleinman, Ph.D. New York University, Adjunct Professor of Community & Environ Medicine; Environmental Health Sciences; Program in
Public Health
Charles E. Lambert, Ph.D. University of California, Irvine, Assistant Adjunct Professor of Environmental Health Sciences
Charles L. Limoli, Ph.D. University of California, San Diego, Professor of Radiation Oncology; Environmental Health Sciences
Ulrike Luderer, M.D., Ph.D. Northwestern University, Professor of Medicine; Developmental and Cell Biology; Environmental Health Sciences; Program
in Public Health (reproductive toxicology, developmental toxicology, developmental basis of ovarian toxicity, ovarian cancer)
Oladele A. Ogunseitan, Ph.D. University of Tennessee, Department Chair and Institute for Clinical and Translational Science and Professor of Program
in Public Health; Environmental Health Sciences
Kathryn Osann, Ph.D. University of California, Berkeley, Adjunct Profoessor of Medicine; Environmental Health Sciences
Robert F. Phalen, Ph.D. University of Rochester, Professor of Medicine; Environmental Health Sciences
John L. Redpath, Ph.D. University of Newcastle, Professor Emeritus of Radiation Oncology; Environmental Health Sciences
Ronald C. Shank, Ph.D. Massachusetts Institute of Technology, Professor Emeritus of Medicine; Environmental Health Sciences
Veronica M. Vieira, D.Sc. Boston University, Associate Professor of Program in Public Health; Environmental Health Sciences
Jun Wu, Ph.D. University of California, Los Angeles, Associate Professor of Program in Public Health; Environmental Health Sciences
Epidemiology
On This Page:
• Overview
• Master of Science in Epidemiology
• Doctor of Philosophy in Epidemiology
• Advancement to Candidacy in Epidemiology
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1212 School of Medicine
Hoda Anton-Culver, Department Chair
Ralph J. Delfino, Vice Chair for Research and Graduate Studies
Irvine Hall, Room 224
949-824-7401
http://www.epi.uci.edu/
[email protected];
Overview
The Department of Epidemiology faculty researches the genetic and environmental factors affecting the distribution of health and illness in large human
populations. This serves as a cornerstone of the graduate program and the medical research program by utilizing highly evidence-based biostatistical
methods to determine risk factors leading to disease and optimal treatment approaches for clinical practice and medical interventions essential to
preventative medicine and public health. In addition to the medical sciences, the epidemiology faculty has diverse research interests and relies on a
number of other basic-science disciplines including biological sciences (to understand the disease process), biostatistics (to evaluate large population
data and develop research methods), geographic information science (to map disease patterns), and social science (to understand proximate and distal
risk factors). The Department maintains facilities for research that enable genetic, molecular, and biochemical techniques. The faculty in the Department
of Epidemiology has strong, peer-reviewed research portfolios and resources needed to support the Department’s postdoctoral and doctoral training
programs.
The Department offers programs of study leading to the M.S. or Ph.D. degrees, but not an undergraduate degree. The Department offers
undergraduates the opportunity to gain research experience in epidemiology through the 199 series of undergraduate research courses in epidemiology.
These courses are available to all upper-division undergraduates irrespective of the individual major they have declared on campus.
Master of Science in Epidemiology
The M.S. degree in Epidemiology requires the student to complete a number of required courses in the department, and elective course work. There
is a comprehensive exam at the end of the first year. In addition, the student will typically take additional seminar courses during the graduate study.
The student engages in thesis research with a faculty thesis advisor, and will prepare and submit a dissertation to the thesis committee. The final
examination is an oral presentation of the thesis to the committee. The normative time to degree is two years for the thesis M.S. degree.
Doctor of Philosophy in Epidemiology
At the end of the first year, students must demonstrate proficiency by passing a preliminary qualifying exam. The purpose of this exam is to verify that
the student has mastered the material presented in the required courses of the first-year of the program. The goals of these first-year courses are to
establish a foundation of knowledge in relevant disciplines, to acquire an understanding of research methods including the responsible conduct of
research, and to sharpen critical thinking abilities. There is a formal evaluation of the student’s progress at the end of the second year, in which the
student demonstrates they are ready to begin thesis research in which they will take major responsibility for the design, conduct, and publication of
Ph.D.- level research projects.
Students must have selected a thesis advisor and joined the advisor’s research group by the end of the third quarter of the first year.
Advancement to Candidacy
Following successful completion of the second year of graduate study, the next step in progression toward the doctoral degree is Advancement to
Candidacy. The purpose of this process is to ensure that the student has selected an appropriate topic for the dissertation and that the proposed
research that has been completed or is contemplated is scientifically rigorous and likely to be completed successfully and within the normal period of
graduate study. The advancement to candidacy exam must be taken by the end of the spring quarter of the third year of graduate study.
Once this examination is completed, the student is advanced to candidacy for the doctoral degree and is expected to complete the degree within two to
three years. The student must submit a dissertation on this research and defend the thesis in an oral examination during the final year of graduate study.
The normative time for completion of the Ph.D. is five years, and the maximum time permitted is seven years.
Students who are interested in these graduate degrees in Epidemiology should apply to the Department of Epidemiology in the School of Medicine.
Applications are exclusively online, through the Graduate Division website (http://www.grad.uci.edu). For further questions contact [email protected] or
call 949-824-7401.
The Department of Epidemiology in the School of Medicine also has a joint doctoral program with the School of Social Ecology leading to a Ph.D. in
Social Ecology with a concentration in Epidemiology and Public Health. That program is designed to prepare students to conduct research on questions
in epidemiology and public health and on related questions on the formulation of environmental and health policy. Students interested in that program
should contact the School of Social Ecology for information.
Faculty
Hoda Anton-Culver, Ph.D. University of St Andrews, Genetic Epidemiology Research Institute and Professor of Epidemiology
Dwight Culver, M.D. Stanford University, Health Sciences Clinical Professor of Epidemiology
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University of California, Irvine 2016-2017 1213
Ralph J. Delfino, M.D., Ph.D. McGill University, Professor in Residence of Epidemiology
Karen L. Edwards, Ph.D. University of Washington, Professor of Epidemiology; Genetic Epidemiology Research Institute
Rufus D. Edwards, Ph.D. Rutgers, The State University of New Jersey, Associate Professor of Program in Public Health; Environmental Health
Sciences; Epidemiology
Deborah Goodman, Ph.D. University of California, Los Angeles, Associate Adjunct Professor of Epidemiology
Luohua Jiang, Ph.D. University of California, Los Angeles, Assistant Professor of Epidemiology
Feng Liu Smith, Ph.D. Iowa State University, Assistant Researcher of Epidemiology
Christine E. McLaren, Ph.D. Case Western Reserve University, Professor of Epidemiology
Trina Norden-Krichmar, Ph.D. The Scripps Research Institute, Assistant Professor of Epidemiology
Andrew O. Odegaard, Ph.D. University of Minnesota, Assistant Professor of Epidemiology
Hannah L. Park, Ph.D. Stanford University, Assistant Professor in Residence of Epidemiology
Norbert Staimer, Ph.D. Technical University of Munich, Project Scientist of Epidemiology
Nathan D. Wong, Ph.D. Yale University, Adjunct Professor of Medicine; Epidemiology
Argyrios Ziogas, Ph.D. University of Southern California, Associate Adjunct Professor of Epidemiology
Courses
EPIDEM 199. Undergraduate Research in Epidemiology. 2-4 Units.
Provides disciplinary research participation. Original or existing research options provide undergraduates the opportunity for faculty/mentor interactions
including access to appropriate facilities. Medical Epidemiology research areas: Cancer, Genetic/Molecular, Environmental, Occupational, Biostatistics,
and Infectious Disease.
Repeatability: Unlimited as topics vary.
Restriction: Upper-division students only.
EPIDEM 200. Principles of Epidemiology. 4 Units.
Fundamental principles of epidemiology, biostatistics, and epidemiological research. Topics include research methods of measuring health problems in
populations, disease control and prevention in populations, how epidemiology contributes to knowledge of disease etiology, and biostatistical analysis
and interpretation of epidemiologic data.
Restriction: Graduate students only.
EPIDEM 201. Cancer Epidemiology. 4 Units.
Concentrates on understanding how epidemiology plays a role in the search for cancer etiology, prevention, control, and treatment; gives an overview of
cancer research with an appreciation of the multidisciplinary nature of the field.
Prerequisite: EPIDEM 203 or PUBHLTH 203 or PUBHLTH 206.
Restriction: Graduate students only.
EPIDEM 202. Genetic Epidemiology. 4 Units.
Concentrates on the role of genetic factors in the etiology of disease in human populations with an objective of disease control and prevention and the
role of interactions of genetic factors and environmental exposures in the occurrence of disease.
Prerequisite: PUBHLTH 203 or EPIDEM 203 or PUBHLTH 206.
Restriction: Graduate students only.
EPIDEM 204. Biostatistics. 4 Units.
Designed to help students develop an appreciation for statistician's view of the research process, emphasizing biomedical research. Instills an
understanding of how statistical models are used to yield insights about data that form evidence-based understanding of the world around us.
Same as PUBHLTH 204.
Restriction: Graduate students only.
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EPIDEM 205. Environmental Epidemiology. 4 Units.
Concentrates on epidemiological approaches to the assessment of community environmental hazards; issues involved in environmental exposure
estimation; interdisciplinary approaches to environmental epidemiology, including the use of biomarkers of exposures and susceptibility; epidemiological
studies within the context of risk assessment.
Prerequisite: EPIDEM 200 and EPIDEM 204.
Restriction: Graduate students only.
EPIDEM 215. Introduction to Statistical Genetics. 4 Units.
Provides students with knowledge of the basic principles, concepts, and methods used in statistical genetic research. Topics include principles of
population genetics, and statistical methods for family- and population-based studies.
Prerequisite: Two quarters of upper-division or graduate training in statistical methods.
Same as STATS 257.
EPIDEM 217. Advanced Epidemiologic Methods. 4 Units.
Advanced topics in the design and statistical analysis of epidemiologic studies. Topics include simulation methods, counter-matching and multiphase
study designs, missing data, and Bayesian analysis. Published simulation studies are discussed and replicated using the R software package.
Prerequisite: PUBHLTH 101B or STATS 111 or STATS 211.
Same as PUBHLTH 205.
Concurrent with PUBHLTH 119.
EPIDEM 232. Chronic Disease Epidemiology & Prevention. 4 Units.
Epidemiological aspects of chronic human diseases. Topics include methodologies for quantifying aspects of prevalent chronic diseases including risk
factors, identification of susceptible groups, societal burdens, promising future research; and the intervention, prevention, and control of diseases in
populations.
Restriction: Graduate students only.
EPIDEM 244. Toxic Chemicals in Environment. 4 Units.
Industrial ecology of toxicants and their impacts on environmental quality and human health. Explores theoretical basis of toxicity thresholds and
regulatory issues. Uses classic and contemporary research articles to understand the legacy of traditional toxicants, and to identify emerging threats.
Restriction: Graduate students only.
EPIDEM 264. Introduction to Environmental Health Science. 4 Units.
Convergence of agents (chemical, physical, biological, or psychosocial) in environment can emerge as diseases influenced by social, political, and
economic factors, allowing them to become rooted in society. How these agents from various spheres come together and impact human health.
Same as EHS 264, PUBHLTH 264.
Restriction: Graduate students only.
EPIDEM 265. Advanced Environmental Health Science. 4 Units.
Explores the complex relationships among exposure processes and adverse health effects of environmental toxins focusing on specific chemicals,
sources, transport media, exposure pathways, and human behaviors. Techniques of environmental sampling for exposure assessment are discussed.
Same as PUBHLTH 265.
Restriction: Graduate students only.
EPIDEM 269. Air Pollution, Climate, and Health. 4 Units.
Emission of air pollutants into the atmosphere, physical and meteorological processes that affect transport, and influence on global warming. Concepts
of how and where people are most exposed, and how exposures and health effects differ in developed and developing regions.
Same as EHS 269, PUBHLTH 269.
EPIDEM 270. Human Exposure to Environmental Contaminants. 4 Units.
Introduces founders of conceptual thought that environmental contaminants can impact health. Theory and principles of exposure assessment, the
continuum from emissions of a contaminant into the environment to evidence of health effects in a population.
Same as EHS 270, PUBHLTH 270.
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University of California, Irvine 2016-2017 1215
EPIDEM 275. Special Topics in Epidemiology. 1-4 Units.
Presents various topics and latest research in the broad field of epidemiology.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
EPIDEM 290. Introduction to Biostatistics and Epidemiology for Medical Fellows. 4 Units.
Prepares medical fellows and other physicians for rotations in research programs. Understanding of basic biostatistics and study design, and
interdependencies between the two. Application of principles in evaluation of medical literature for guidance on patient care and public health policy.
Prerequisite: Medical degree.
EPIDEM 296. M.S. Thesis Research and Writing. 1-12 Units.
Individual research and study necessary for a graduate student to prepare and complete the thesis required for the Master of Science (M.S.) degree.
Prerequisite: Advancement to candidacy.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
EPIDEM 297. PhD Degree Dissertation Research & Writing. 1-12 Units.
Individual research and study necessary for a graduate student to prepare and complete the dissertation required for the Doctor of Philosophy (Ph.D.)
degree.
Prerequisite: Advancement to candidacy.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
EPIDEM 298. Directed Study in Epidemiology. 2-4 Units.
Directed study with Epidemiology faculty.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
EPIDEM 299. Independent Study in Epidemiology. 2-8 Units.
Independent research with Epidemiology faculty.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
EPIDEM 399. University Supervised Teaching. 2-4 Units.
Limited to students with active Teaching Assistant (T.A.) appointments.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
Experimental Pathology
Edwin S. Monuki, Department Chair and Graduate Program Director
Building D, Room D440, Medical Sciences I
949-824-5367
http://www.pathology.uci.edu/
Overview
The Department of Pathology and Laboratory Medicine offers a Ph.D. in Biomedical Sciences with a concentration in Experimental Pathology. The
graduate program emphasizes experimental approaches to better understand the molecular and cellular mechanisms of disease, particularly human
disease. Students work in laboratories studying topics ranging from infectious processes such as malaria and the acquired immune deficiency syndrome
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to innate immunity. The principal areas of research investigated by faculty in the Experimental Pathology concentration range from developmental
neurobiology, to microbial genomics, to cellular stress response, to cancer.
The Department offers graduate study under the auspices of the School of Medicine and in conjunction with the program in Cellular and Molecular
Biosciences (CMB), which is described in the Francisco J. Ayala School of Biological Sciences section. Students are eligible to enter the Department
program after meeting the specific requirements of the CMB gateway curriculum or by direct application to the Department. The Department program
leads to the M.S. or Ph.D. degree in Biomedical Sciences, awarded after successful completion of all requirements. Students admitted into the program
who select a research advisor in the Department begin following the departmental requirements for the Ph.D. at the start of their second year.
Experimental Pathology makes extensive use of both animal models of human disease and studies on human tissues from human subjects. Therefore,
the curriculum is heavily weighted on experimental models, including animal models, of human disease. The didactic teaching components of the track
are supplemented by a Pathology research conference, in which faculty, postdoctoral fellows, and graduate students present seminars or “research in
progress” (RIP) talks. This seminar series allows trainees the opportunity to gain invaluable experience in presenting their research to other scientists
and provides a mentoring process through which students gain insights from diverse scientific viewpoints.
Students should advance to candidacy by the end of their third year. The normative time for completion of the Ph.D. is five years, and the maximum time
permitted is seven years.
Faculty
Jefferson Chan, Ph.D. University of California, San Francisco, Professor of Pathology and Laboratory Medicine; Environmental Health Sciences
Steven D. Chessler, M.D. University of Washington, Associate Professor of Medicine; Pathology and Laboratory Medicine
Maria G. Dacosta-Iyer, M.D. University of Bombay, Health Sciences Clinical Professor of Pathology and Laboratory Medicine
Suvarna A. Deshmukh-Rane, M.D. University of Pune, Health Sciences Assistant Clinical Professor of Pathology and Laboratory Medicine
Robert A. Edwards, M.D. Baylor College of Medicine, Associate Professor of Pathology and Laboratory Medicine
Wamda Goreal, M.D. University of Baghdad, Health Sciences Assistant Clinical Professor of Pathology and Laboratory Medicine
Ronald C. Kim, M.D. Jefferson Medical College, Health Sciences Clinical Professor of Pathology and Laboratory Medicine
Nils W. Lambrecht, Ph.D. Ruhr University Bochum, Health Sciences Associate Clinical Professor of Pathology and Laboratory Medicine
Thomas K. Lee, M.D. George Washington University, Health Sciences Assistant Clinical Professor of Pathology and Laboratory Medicine
Di Lu, M.D. Shanghai Medical University, Health Sciences Clinical Professor of Pathology and Laboratory Medicine
Yuxin Lu, M.D. Suzhou Medical College, Health Sciences Assistant Clinical Professor of Pathology and Laboratory Medicine
Irina Maramica, Ph.D. University of Illinois at Urbana–Champaign, Health Sciences Associate Clinical Professor of Pathology and Laboratory Medicine
Dan Mercola, Ph.D. University of California, Los Angeles, Professor of Pathology and Laboratory Medicine
Donald S. Minckler, M.D. University of Oregon School of Medicine, Professor Emeritus of Ophthalmology; Pathology and Laboratory Medicine
Edwin S. Monuki, M.D. Ph.D. University of California, San Diego, Department Chair and Associate Professor of Pathology and Laboratory Medicine;
Developmental and Cell Biology (cerebral cortex, choroid plexus development, translation)
Richard S. Newman, M.D. University of California, Irvine, Health Sciences Clinical Professor of Pathology and Laboratory Medicine
Yi Ouyang, M.D. Jilin University, Health Sciences Associate Clinical Professor of Pathology and Laboratory Medicine
Ellena Peterson, Ph.D. Georgetown University, Professor of Pathology and Laboratory Medicine
Sherif Rezk, MBBS Alexandria University Faculty of Medicine, Associate Professor of Pathology and Laboratory Medicine
Minh-Ha Tran, D.O. Western University of Health Sciences, Health Sciences Associate Clinical Professor of Pathology and Laboratory Medicine
Beverly Wang, M.D. Jiangxi Medical College, Professor of Pathology and Laboratory Medicine
Mark Li-cheng Wu, M.D. University of Wisconsin-Madison, Associate Professor of Pathology and Laboratory Medicine
Xiaohui Zhao, Ph.D. University of Illinois at Urbana–Champaign, Health Sciences Associate Clinical Professor of Pathology and Laboratory Medicine
Luis M. de La Maza, Ph.D. University of Minnesota, Professor of Pathology and Laboratory Medicine
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University of California, Irvine 2016-2017 1217
Courses
PATH 200A. Research in Experimental Pathology. 2-12 Units.
Independent research for the Ph.D. program within the laboratories of graduate training faculty in Experimental Pathology.
Corequisite: PATH 203A.
Repeatability: Unlimited as topics vary.
PATH 200B. Research in Experimental Pathology. 2-12 Units.
Independent research for the Ph.D. program within the laboratories of graduate training faculty in Experimental Pathology.
Corequisite: PATH 203B.
Repeatability: Unlimited as topics vary.
PATH 200C. Research in Experimental Pathology. 2-12 Units.
Independent research for the Ph.D. program within the laboratories of graduate training faculty in Experimental Pathology.
Corequisite: PATH 203C.
Repeatability: Unlimited as topics vary.
PATH 200R. Research in Experimental Pathology for First-Year Students. 2-12 Units.
Independent research within the laboratories of graduate training faculty in Experimental Pathology for first-year Ph.D. students.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be taken for credit 3 times.
PATH 203A. Advanced Studies in Experimental Pathology. 1 Unit.
A tutorial course for Ph.D. students in Experimental Pathology entailing attendance at Departmental seminars and critical reading of the scientific
literature.
Corequisite: PATH 200A.
Repeatability: May be repeated for credit unlimited times.
PATH 203B. Advanced Studies in Experimental Pathology. 1 Unit.
A tutorial course for Ph.D. students in Experimental Pathology entailing attendance at Departmental seminars and critical reading of the scientific
literature.
Corequisite: PATH 200B.
Repeatability: May be repeated for credit unlimited times.
PATH 203C. Advanced Studies in Experimental Pathology. 1 Unit.
A tutorial course for Ph.D. students in Experimental Pathology entailing attendance at Departmental seminars and critical reading of the scientific
literature.
Corequisite: PATH 200C.
Repeatability: May be repeated for credit unlimited times.
PATH 204A. Experimental Pathology Research Seminar. 1 Unit.
Seminar series for graduate students in Experimental Pathology. Students attend seminars and, beginning in their third year of graduate study, present
one formal seminar on their graduate research.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
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PATH 204B. Experimental Pathology Research Seminar. 1 Unit.
Seminar series for graduate students in Experimental Pathology. Students attend seminars and, beginning in their third year of graduate study, present
one formal seminar on their graduate research.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
PATH 204C. Experimental Pathology Research Seminar. 1 Unit.
Seminar series for graduate students in Experimental Pathology. Students attend seminars and, beginning in their third year of graduate study, present
one formal seminar on their graduate research.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
PATH 221. Immunopathogenic Mechanisms of Disease. 3 Units.
Examination of the mechanisms underlying disease states mediated by immune dysregulation. Topics include innate and adaptive immunity,
autoimmunity, immunodeficiency, inflammatory disorders, and certain infectious diseases. Emphasis on biological basis of immunopathologies taught
from reports in the original scientific literature.
Prerequisite: M&MG 215.
Same as M&MG 221.
Restriction: Graduate students only.
PATH 225. Molecular Mechanisms of Human Disease. 3 Units.
Provides an overview of the molecular mechanisms of human diseases, including neurologic, hematologic, neoplastic, and infectious diseases. Students
gain an understanding of these mechanisms, as well as models of human diseases.
Same as M&MG 225.
PATH 226. Topics in Experimental Pathology. 4 Units.
Select topics related to principles of experimental pathology including normal host responses to disease are presented. Animal models of human
disease are emphasized. Material includes both lectures and critical review of the primary literature.
PATH 227. Experimental Pathology Journal Club. 1 Unit.
Graduate-level course, which is open to all years, will involve the reading and discussion of papers, preferably written by the invited seminar speaker.
Discussions will cover advanced topics in experimental pathology as related to an understanding of human disease.
Corequisite: PATH 204A and PATH 204B and PATH 204C.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
PATH 230D. Principles of Experimental Pathology. 4 Units.
Introduces graduate students to the general pathologic processes that mediate disease. Topics include cell injury and repair, inflammation,
immunopathology, neoplasia, and genetic diseases. Combines lecture, small group discussion, and oral presentations.
PATH 231A. Pathology of Cardiovascular Diseases. 2 Units.
For graduate students interested in human cardiovascular disease. Students receive training in physiology, anatomy, and pathologic processes of the
heart and blood vessels. Experimental approaches to study such processes are emphasized.
PATH 232A. Pathology of Pulmonary Diseases. 1.5 Unit.
For graduate students interested in pulmonary disease. Students receive training in physiology, anatomy, and pathologic processes of the lungs and
airways. Experimental approaches to study such processes are emphasized.
PATH 233A. Pathology of Renal Diseases. 1 Unit.
For graduate students interested in renal disease. Students receive training in physiology, anatomy, and pathologic processes of the kidneys.
Experimental approaches to study such processes are emphasized.
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University of California, Irvine 2016-2017 1219
PATH 234A. Pathology of Gastrointestinal Diseases.
For graduate students interested in grastrointestinal disease. Students receive training in physiology, anatomy, and pathologic processes of the
gastrointestinal tract. Experimental approaches to study such processes are emphasized.
Grading Option: In progress only.
PATH 234B. Pathology of Gastrointestinal Diseases. 2 Units.
For graduate students interested in grastrointestinal disease. Students receive training in physiology, anatomy, and pathologic processes of the
gastrointestinal tract. Experimental approaches to study such processes are emphasized.
Prerequisite: PATH 234A.
PATH 235A. Pathology of Genitourinary Tract Disease.
For graduate students interested in genitourinary tract or breast disease. Students receive training in physiology, anatomy, and pathologic processes of
the breast and genitourinary tract. Experimental approaches to study such processes are emphasized.
Grading Option: In progress only.
PATH 235B. Pathology of Genitourinary Tract Disease. 2 Units.
For graduate students interested in genitourinary tract or breast disease. Students receive training in physiology, anatomy, and pathologic processes of
the breast and genitourinary tract. Experimental approaches to study such processes are emphasized.
Prerequisite: PATH 235A.
PATH 236B. Graduate Neuropathology. 1 Unit.
For graduate students interested in diseases of the nervous system. Students receive training in physiology, anatomy, and pathologic processes of the
central and peripheral nervous system. Experimental approaches to study such processes are emphasized.
PATH 292A. Scientific Communication. 2 Units.
Small group meetings for graduate students to practice scientific writing, debate, and presentation skills.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
PATH 292B. Scientific Communication. 2 Units.
Small group meetings for graduate students to practice scientific writing, debate, and presentation skills.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
PATH 292C. Scientific Communication. 2 Units.
Small group meetings for graduate students to practice scientific writing, debate, and presentation skills.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
PATH 299. Dissertation in Experimental Pathology. 1-12 Units.
Provided for the preparation and completion of the dissertation required for the Ph.D. degree.
Repeatability: May be repeated for credit unlimited times.
Genetic Counseling
Pamela Flodman, Graduate Program Director
UC Irvine Medical Center, City Tower, Suite 800
714-456-5789 / 714-456-7570
http://www.pediatrics.uci.edu/gcprogram/
Overview
The Division of Genetic and Genomic Medicine in the School of Medicine’s Department of Pediatrics offers a Master of Science degree program in
Genetic Counseling. Many graduates of the program join academic or hospital-based genetics teams providing clinical services, teaching, and research.
Others work for local, state, or federal genetics programs, for commercial genetics laboratories, in research studies, or in education. The graduate
program is fully accredited by the Accreditation Council for Genetic Counseling.
UCI General Catalogue 2016-2017 1219
1220 School of Medicine
Division faculty and staff are engaged in teaching, research, and patient service. Clinical activities center on diagnostic evaluation, management,
and genetic counseling for genetic disorders, including birth defects, developmentally disabling conditions, and hereditary cancers. Faculty research
interests include clinical genomics; gene mapping and identification using molecular and quantitative methods; characterization and management of
malformation and chromosomal syndromes; counseling for late-onset genetic conditions including familial cancers and neurogenetic disorders; factors
causing chromosome abnormalities, genomic disorders, and congenital malformations; cancer genetics and cytogenetics; psychosocial and cultural
issues associated with genetic conditions, prenatal diagnosis, genetic screening, testing, and genetic services delivery; treatment of genetic disease;
and ethical and public policy issues in genetics.
During the six to eight academic quarters of the program, students complete a sequence of core courses covering medical, quantitative, biochemical,
molecular, and cancer genetics and genomics; teratology, embryology, and development; cytogenetics; counseling theory and application; research
methods; ethical issues; and community resources. All courses are taught by Division faculty specifically for students in the program. Experiential
professional training occurs concurrently with formal course work in a variety of clinics at UC Irvine Medical Center and affiliated facilities, in the prenatal
diagnosis program, in cytogenetics and molecular genetics laboratories, and in various community agencies. Students participate in these and other
divisional and departmental professional and educational activities such as lectures, seminars, and journal club; Pediatrics, Obstetrics, and Oncology
Grand Rounds; and various research, counseling, and patient management conferences throughout the program. While not required, some students
choose to arrange optional clinical rotations at other academic, private, or commercial genetics units.
Degree requirements include a minimum of 75 quarter units, completion of a research thesis that should be publishable, and demonstration of
appropriate professional skills in genetic counseling. The program director serves as faculty advisor to students. Teaching and supervision of
professional experiential training are shared by all Division faculty and staff, who frequently review student progress. In the second year, development
of professional skills can be individualized according to the trainee’s needs and interests. Successful completion of the program (together with an
assessment that the student has achieved the practice-based competency of an entry-level genetic counselor) fulfills the curricular and clinical training
requirements for eligibility to sit for examination by the American Board of Genetic Counseling.
Recommended undergraduate preparation includes course work in the biological and behavioral sciences—particularly in genetics, biochemistry,
molecular biology, cell biology, psychology, statistics, and human anatomy or embryology. Fluency in Spanish or a Southeast Asian language confers
a considerable advantage, but is not required. Extracurricular or employment experiences that provide evidence of the student’s maturity, interpersonal
skills, and promise as a genetic counselor figure prominently in the admissions decision. References should speak to these qualities as well as to
the academic qualifications of the applicant. Experience providing crisis counseling is also recommended. The GRE General Test is required of all
applicants. Subject Test scores in any area will also be considered if they are available. Since there is no GRE code for the Department of Pediatrics,
applicants should use the UCI institution code: R4859.
Applications are accepted for the fall quarter only and must be complete by February 1. Because of keen competition for places in the program, a
two-stage admissions process is employed. Following initial review of applications by the faculty admissions committee, approximately one-third of
applicants are invited for interviews, which are usually conducted during March and April. If invited, it is greatly to the candidate’s advantage to have an
on-site interview, although in difficult circumstances it may be possible to arrange an out-of-town interview. Any candidate planning to be in the Southern
California area in March or April is encouraged to inquire in advance regarding the likelihood of an interview. Final selection from the interviewed
candidates occurs in late April or early May. Six to eight students are usually admitted each year.
Courses
PED GEN 200A. Introduction to Medical Genetics and Cytogenetics. 4 Units.
Covers current concepts regarding mitosis, meiosis, the cell cycle, and chromosome ultrastructure and function. Clinical disorders caused by
chromosomal aneuploidy, duplication, and deletion, and principles of Mendelian, chromosomal, and multifactorial and nontraditional inheritance are
presented and illustrated.
Restriction: Graduate students only.
PED GEN 200B. Genetic Screening, Prenatal Development, and Human Teratology. 4 Units.
Principles and techniques of prenatal, neonatal, and carrier screening. Infertility, pregnancy, and delivery. Normal and abnormal prenatal growth and
development. Reproductive and fetal effects of drugs, radiation, infections, and other environmental factors.
Prerequisite: PED GEN 200A.
Restriction: Genetic Counseling students only.
PED GEN 200C. Human Genetic Disorders. 4 Units.
Inheritance, diagnosis, natural history, management, and counseling considerations for commonly encountered genetic diseases, birth defects, and
dysmorphic syndromes.
Prerequisite: PED GEN 200B.
Restriction: Genetic Counseling students only.
1220 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1221
PED GEN 200D. Disorders due to Inborn Errors of Metabolism. 4 Units.
Aspects of biochemistry and metabolism are reviewed with special emphasis on genetic abnormalities which lead to inborn errors of metabolism.
Diagnostic procedures, heterozygote detection, treatment, counseling issues, and prenatal diagnosis are reviewed.
Prerequisite: PED GEN 200A.
PED GEN 200E. Molecular Genetics, Gene Mapping, and Genetic Linkage. 4 Units.
Derivation of different types of DNA probes and DNA libraries, restriction endonuclease polymorphisms, assignment of genes to chromosomes, and
genetic linkage. Emphasis on the use of recombinant DNA technologies and genetic analysis for diagnosis of human genetic disease.
Prerequisite: PED GEN 200A and PED GEN 200D.
PED GEN 200F. Quantitative Genetics. 2 Units.
Quantitative aspects of human genetics, including population studies, segregation analysis, linkage, mapping, and genetic risk determination.
Prerequisite: Prerequisite or corequisite: PED GEN 200A.
Overlaps with PED GEN 200B.
PED GEN 200G. Hereditary Cancer Counseling. 4 Units.
Issues in genetic counseling for cancer. Cancer biology; genetic mechanisms and environmental influences in carcinogenesis; tumor pathology; cancer
gene mapping; epidemiology. Features natural history, diagnosis, prevention, surveillance, and management of heredity cancers. Psychosocial, ethical,
legal aspects of cancer risk assessment.
Prerequisite: PED GEN 200B.
Restriction: Genetic Counseling students only.
PED GEN 200H. Genetic Counselin Research Design. 4 Units.
Quantitative and qualitative methods for genetic counseling research. Reference management; statistics: sample size, power, and data analysis;
reliability and validity; surveys, questionnaires, interviews, focus groups; quality of life and genetic epidemiology research; designing a research protocol;
IRB issues; grant writing.
PED GEN 200L. Cytogenetics Laboratory. 4 Units.
Practicum introducing methods of specimen collection, short-term lymphocyte and bone marrow culture, long-term fibroblast and amniocyte culture,
harvesting and slide preparation, chromosome staining, microphotography, and darkroom techniques. Microscopic chromosome analysis, photographic
karyotyping, and appropriate use of cytogenetic nomenclature are emphasized.
Restriction: Graduate students only.
PED GEN 201A. Introduction to Genetic Counseling. 4 Units.
Through directed readings, observing patient evaluations, role-playing, and conducting intake interviews, students are introduced to the process of
diagnosis, management, and counseling for genetic disease. Psychosocial issues, interviewing techniques, pedigree construction, clinical photography,
and various other skills are addressed.
Restriction: Genetic Counseling students only.
PED GEN 201B. Clinical Rotation I. 4 Units.
Provides extensive supervised experience in history taking, interviewing, and psychosocial assessment in the clinical genetics setting. Students
independently perform telephone, office, and home-visit intake interviews, participate in counseling, and present cases at patient management
conferences.
Restriction: Genetic Counseling students only.
PED GEN 201C. Clinical Rotation II. 4 Units.
Provides further supervised experience in genetic counseling, case management, clinic administration and organization, and the use of community
resources. Emphasis is on sharpening counseling skills and on developing a professional identity and code of ethics.
Restriction: Genetic Counseling students only.
PED GEN 201D. Prenatal Diagnosis Counseling. 4 Units.
A practicum with extensive supervised experience in prenatal diagnosis counseling which provides the student with the opportunity to conduct genetic
counseling sessions semi-independently and to further develop clinical skills.
Prerequisite: PED GEN 200A and PED GEN 200B and PED GEN 200C.
Restriction: Genetic Counseling students only.
UCI General Catalogue 2016-2017 1221
1222 School of Medicine
PED GEN 202A. Counseling in Human Genetics: Theory and Methods. 3 Units.
Theoretical approaches, counseling models and methods, and bio-psychosocial assessment strategies are examined in the context of genetic
counseling. Contract-setting, working alliance, the use of self and evaluation methods. Beginning counseling and peer supervision skills are practiced in
class.
Restriction: Genetic Counseling students only.
PED GEN 202B. Community Resources. 2 Units.
Lectures, guest speakers, and community visits acquaint genetic counselors with public and private health care and funding agencies, parent support
and advocacy groups, and other resources to assist individuals and families confronted with genetic disorders, developmental disabilities, and birth
defects.
Restriction: Genetic Counseling students only.
PED GEN 202C. Ethical Issues in Human Genetics. 2 Units.
Explores major social, legal, and ethical issues in genetic counseling including those arising in genetic screening, prenatal diagnosis, informed consent,
privacy and confidentiality, rights of the disabled, new genetic and reproductive technologies, treatment, and access to services.
PED GEN 203A. Counseling in Human Genetics: Putting Thought to Practice. 4 Units.
Builds upon the skills learned in previous courses emphasizing advanced counseling methods such as listening, empathy, and collaboration. The
counselor's own self-awareness, ethical behaviors, and limits are explored. Individual, team, and group exercises are performed.
Prerequisite: PED GEN 202A.
Restriction: Genetic Counseling students only.
PED GEN 204A. Professional Skills Development. 4 Units.
Hones and augments existing competencies in genetic counseling through ongoing clinical experiences. Develops skills using computers for genetics
applications, provision of community and professional education, and clinic administration. Further experience in genetics laboratories or specialty clinics
may be elected.
Repeatability: May be taken for credit 3 times.
Restriction: Graduate students only.
PED GEN 204B. Professional Skills Development. 4 Units.
Hones and augments existing competencies in genetic counseling through ongoing clinical experiences. Develops skills using computers for genetics
applications, provision of community and professional education, and clinic administration. Further experience in genetics laboratories or specialty clinics
may be elected.
Prerequisite: PED GEN 204A.
Repeatability: May be taken for credit 3 times.
Restriction: Graduate students only.
PED GEN 204C. Professional Skills Development. 4 Units.
Hones and augments existing competencies in genetic counseling through ongoing clinical experiences. Develops skills using computers for genetics
applications, provision of community and professional education, and clinic administration. Further experience in genetics laboratories or specialty clinics
may be elected.
Prerequisite: PED GEN 204B.
Repeatability: May be taken for credit 3 times.
Restriction: Graduate students only.
PED GEN 295. Master's Thesis and Research Writing. 4-8 Units.
Under the supervision of one or more faculty members, the student designs and conducts a research project or completes a case report. A problem in
the cytogenetics, biochemical, clinical, psychosocial, or behavioral areas of medical genetics may be investigated.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be taken for credit 3 times.
Restriction: Graduate students only.
1222 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1223
Microbiology and Molecular Genetics
Rozanne M. Sandri-Goldin, Department Chair
Klemens J. Hertel, Department Vice Chair
Klemens J. Hertel, Departmental Graduate Advisor
Building B, Room 240, Medical Sciences I
949-824-5261
http://www.microbiology.uci.edu/
Overview
The Department of Microbiology and Molecular Genetics provides advanced training to individuals interested in the regulation of gene expression
and the structural and functional properties of proteins encoded by these genes. The research in the Department covers a wide range of topics with
special emphasis on bacterial gene expression and pathogenesis; viral gene expression and host interactions; vector-borne malaria and dengue fever
transmission; nuclear-cytoplasmic transport and intracellular signaling; eukaryotic gene expression; mRNA splicing, and processing; cancer genetics and
tumor suppressors; ion channel expression and function; genomics and bioinformatics.
The Department offers graduate study under the auspices of the School of Medicine and in conjunction with the program in Cellular and Molecular
Biosciences (CMB) and the program in Mathematical and Computational Biology (MCB), which are described in the Francisco J. Ayala School of
Biological Sciences section. Students are eligible to enter the Department program after meeting the specific requirements of the CMB gateway
curriculum or by direct application to the Department. The Department program leads to the M.S. or Ph.D. degree in Biomedical Sciences, awarded after
successful completion of all requirements. Students admitted into the CMB program who select a research advisor in the Department begin following the
departmental requirements for the Ph.D. at the beginning of their second year.
Participation in the Department’s seminar series and completion of at least one advanced topics course per year for three years are expected of all
students. All students are required to convene a pre-advancement committee meeting at the end of their second year. In their third year, students take
the advancement-to-candidacy examination for the Ph.D. degree by presenting and defending an original proposal for specific dissertation research. The
normative time for completion of the Ph.D. is five years, and the maximum time permitted is seven years.
Faculty
Alan G. Barbour, M.D. Tufts University, Professor of Microbiology and Molecular Genetics; Ecology and Evolutionary Biology; Medicine
Emiliana Borrelli, Ph.D. University of Strasbourg, Professor of Microbiology and Molecular Genetics; Pharmacology
Michael J. Buchmeier, Ph.D. McMaster University, Professor of Medicine; Microbiology and Molecular Genetics; Molecular Biology and Biochemistry
Michael Demetriou, M.D. University of Toronto, Professor of Neurology; Microbiology and Molecular Genetics
Alan L. Goldin, M.D. University of Michigan, Professor of Microbiology and Molecular Genetics; Anatomy and Neurobiology; Physiology and Biophysics
Sidney H. Golub, Ph.D. Temple University, Professor Emeritus of Microbiology and Molecular Genetics
Klemens J. Hertel, Ph.D. University of Colorado Boulder, Professor of Microbiology and Molecular Genetics
Anthony A. James, Ph.D. University of California, Irvine, UCI Distinguished Professor of Microbiology and Molecular Genetics; Molecular Biology and
Biochemistry
Michael McClelland, Ph.D. University of Georgia, Professor of Microbiology and Molecular Genetics
Manuela Raffatellu, M.D. Università degli Studi di Sassar, Associate Professor of Microbiology and Molecular Genetics
Suzanne B. Sandmeyer, Ph.D. University of Washington, Grace Beekhuis Bell Chair in Biological Chemistry and Professor of Biological Chemistry;
Chemical Engineering and Materials Science; Microbiology and Molecular Genetics (retroelements, metabolic molding, genomics)
Rozanne M. Sandri-Goldin, Ph.D. Johns Hopkins University, Professor of Microbiology and Molecular Genetics
Paolo Sassone-Corsi, Ph.D. University of Naples Federico II, Donald Bren Professor and Professor of Biological Chemistry; Microbiology and Molecular
Genetics; Pharmaceutical Sciences
Bert L. Semler, Ph.D. University of California, San Diego, Professor of Microbiology and Molecular Genetics
Yongsheng Shi, Ph.D. Syracuse University, Associate Professor of Microbiology and Molecular Genetics
Ming Tan, M.D. Johns Hopkins University, Professor of Microbiology and Molecular Genetics; Medicine
Marian L. Waterman, Ph.D. University of California, San Diego, Professor of Microbiology and Molecular Genetics
UCI General Catalogue 2016-2017 1223
1224 School of Medicine
Courses
M&MG 200A. Research in Microbiology and Molecular Genetics. 2-12 Units.
Individual research supervised by a particular professor.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
M&MG 200B. Research in Microbiology and Molecular Genetics. 2-12 Units.
Individual research supervised by a particular professor.
Prerequisite: M&MG 200A.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
M&MG 200C. Research in Microbiology and Molecular Genetics. 2-12 Units.
Individual research supervised by a particular professor.
Prerequisite: M&MG 200B.
Repeatability: Unlimited as topics vary.
Restriction: Graduate students only.
M&MG 200R. Research in Microbiology and Molecular Genetics for First-Year Students. 2-12 Units.
Independent research within the laboratories of graduate training faculty in the Department of Microbiology and Molecular Genetics for first-year Ph.D.
students.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be taken for credit 3 times.
M&MG 201A. Research topics in Microbiology and Molecular Genetics. 1 Unit.
Seminars presented by graduate students and faculty of the Department which explore research topics in specialized areas of microbiology and
molecular genetics. Opportunity for students to gain experience in the organization, critical evaluation, and oral presentation of current research
developments.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
M&MG 201B. Research topics in Microbiology and Molecular Genetics. 1 Unit.
Seminars presented by graduate students and faculty of the Department which explore research topics in specialized areas of microbiology and
molecular genetics. Oppurtunity for students to gain experience in the organization, critical evaluation, and oral presentation of current research
developments.
Prerequisite: M&MG 201A.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
M&MG 201C. Research topics in Microbiology and Molecular Genetics. 1 Unit.
Seminars presented by graduate students and faculty of the Department which explore research topics in specialized areas of microbiology and
molecular genetics. Oppurtunity for students to gain experience in the organization, critical evaluation, and oral presentation of current research
developments.
Prerequisite: M&MG 201B.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
1224 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1225
M&MG 203A. Advanced Studies in Microbiology and Molecular Genetics. 1 Unit.
Organized within each laboratory group, one to four hours. Advanced study in areas related to faculty research interests. Involves small group study
based on readings, discussions, and guest speakers. May be conducted as journal clubs.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
M&MG 203B. Advanced Studies in Microbiology and Molecular Genetics. 1 Unit.
Organized within each laboratory group, one to four hours. Advanced study in areas related to faculty research interests. Involves small group study
based on readings, discussions, and guest speakers. May be conducted as journal clubs.
Prerequisite: M&MG 203B.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
M&MG 203C. Advanced Studies in Microbiology and Molecular Genetics. 1 Unit.
Organized within each laboratory group, one to four hours. Advanced study in areas related to faculty research interests. Involves small group study
based on readings, discussions, and guest speakers. May be conducted as journal clubs.
Prerequisite: M&MG 203B.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
M&MG 205A. Basic Immunology Core Lectures. 1 Unit.
Basic concepts in human immunology including development of the immune system, innate immunity, immunoglobulin structure and genetics, antigen-
antibody reactions, the major histocompatibility complex and antigen presentation, T cell and B cell development, initiation of the immune response,
effector mechanisms.
Grading Option: Satisfactory/unsatisfactory only.
M&MG 205B. Basic Immunology Core Lectures. 1 Unit.
Basic concepts in human immunology incluing development of the immune system, innate immunity, immunoglobulin structure and genetics, antigen-
antibody reactions, the major histocompatibility complex and antigen presentation, T cell and B cell development, initiation of the immune response,
effector mechanisms.
Prerequisite: M&MG 205A.
Grading Option: Satisfactory/unsatisfactory only.
M&MG 205C. Basic Immunology Core Lectures. 1 Unit.
Basic concepts in human immunology including development of the immune system, innate immunity, immunoglobulin structure and genetics, antigen-
antibody reactions, the major histocompatibility complex and antigen presentation, T cell and B cell development, initiation of the immune response,
effector mechanisms.
Prerequisite: M&MG 205C.
Grading Option: Satisfactory/unsatisfactory only.
M&MG 206. Regulation of Gene Expression. 4 Units.
Aspects of gene expression including the organization of the eukaryotic nucleus in terms of protein-nucleic acid interaction (i.e., chromatin and
chromosome structure); the enzymology and regulation of RNA transcription and pre-mRNA processing in eukaryotes; mechanisms of RNAi and
translation.
UCI General Catalogue 2016-2017 1225
1226 School of Medicine
M&MG 210A. Medical Microbiology. 4-6 Units.
Biology of microbial pathogens (viruses, bacteria, fungi, parasites) as foundation for subsequent study of infectious diseases. Topics: molecular basis
of microbial pathogenesis; clinical presentation and epidemiology; diagnostic testing; antimicrobial therapy; prevention strategies. Format: lectures,
laboratory, clinical cases, liveclasstech interactive questions.
M&MG 210B. Medical Immunology. 6 Units.
Cellular and molecular basis of immune response and roles of the immune system in both maintaining health and contributing to disease.
Prerequisite: M&MG 210A.
Restriction: Medical students only.
M&MG 215. Integrative Immunology. 4 Units.
Lectures and student presentations of primary literature. The main goal is to achieve a basic understanding of the cellular and molecular basis of innate
and adaptive immunity, and how immune function is coordinated at a systems level.
Same as MOL BIO 215.
M&MG 216. Pathogenic Microbiology. 4 Units.
Biochemical and genetic properties of infectious agents; identification and behavior of pathogens; activities of toxins; the chemotherapy, biochemistry,
and genetics of drug resistance; and epidemiology of infectious diseases.
M&MG 219. Medical Virology. 4 Units.
Animal viruses as disease causing agents, including mechanisms of infection at both the cellular and organismic levels. Topics include comparative
studies of different groups of viruses, viral transformation, and mechanisms of viral gene expression.
M&MG 221. Immunopathogenic Mechanisms of Disease. 3 Units.
Examination of the mechanisms underlying disease states mediated by immune dysregulation. Topics include innate and adaptive immunity,
autoimmunity, immunodeficiency, inflammatory disorders, and certain infectious diseases. Emphasis on biological basis of immunopathologies taught
from reports in the original scientific literature.
Prerequisite: M&MG 215.
Same as PATH 221.
Restriction: Graduate students only.
M&MG 222. Molecular Pathogenesis of Microbial Infections. 4 Units.
Features lectures by faculty on the molecular aspects of microbial pathogenesis, highlighting both microbe and cellular functions. In addition to lectures,
students review papers and discuss them. There will be two written exams, one on viruses and one on microbes.
M&MG 225. Molecular Mechanisms of Human Disease. 3 Units.
Provides an overview of the molecular mechanisms of human diseases, including neurologic, hematologic, neoplastic, and infectious diseases. Students
gain an understanding of these mechanisms, as well as models of human diseases.
Same as PATH 225.
M&MG 227. Immunology Journal Club. 2 Units.
Advanced topics in immunology as related to an understanding of human disease.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
M&MG 230. Topics in Stem Cells. 2-4 Units.
One-hour seminar presentation by participating faculty or guest lecturer and open to the science community, followed by one-hour discussion of the
lecture topic or related topic. Students are responsible for presentations and readings.
M&MG 240. M.D./PH.D. Tutorial. 1 Unit.
Explores a variety of topics that impact careers of medical scientists (M.D./Ph.D students). Topics range from scientific, such as recent advances in
particular research areas, to ethical problems brought on by increased technology and intervention in the disease process.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
1226 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1227
M&MG 250. Responsible Conduct of Research. 2 Units.
Each session includes a formal presentation by faculty/invited speaker followed by a discussion of case studies related to the topic under consideration.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Graduate students only.
M&MG 270. Career Development. 2 Units.
Topics include preparation of papers, grants and fellowships, scientific presentations, and curriculum vitae, and career opportunities.
Repeatability: May be repeated for credit unlimited times.
M&MG 280. Tutorial in Microbiology and Molecular Genetics. 2 Units.
Tutorial in Microbiology and Molecular Genetics. Presented by the department chair; relates current laboratory research to the literature.
Repeatability: May be repeated for credit unlimited times.
M&MG 292A. Scientific Communication. 2 Units.
Small group meetings for graduate students to practice scientific writing, debate, and presentation skills.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
M&MG 292B. Scientific Communication. 2 Units.
Small group meetings for graduate students to practice scientific writing, debate, and presentation skills.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
M&MG 292C. Scientific Communication. 2 Units.
Small group meetings for graduate students to practice scientific writing, debate, and presentation skills.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
M&MG 298. Independent Study. 1-12 Units.
Provided for MSTP students to synthesize the basic science information learned during the basic science years of medical school and learn how to apply
that knowledge toward graduate research directed at understanding the basis of human disease.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
M&MG 299. Dissertation—Microbiology and Molecular Genetics . 1-12 Units.
Course provided for Ph.D. students to prepare and complete the dissertation required for a Ph.D. degree.
Repeatability: May be repeated for credit unlimited times.
Pharmacological Sciences
Frederick J. Ehlert, Graduate Program Director/Advisor for the Interdisciplinary Program
Graduate Student Affairs: 949-824-7651 (Program administered by the Department of Pharmacology)
http://www.pharmacology.uci.edu and http://www.pharmsci.uci.edu
The Department of Pharmacology and Pharmaceutical Sciences join forces to offer an interdisciplinary program leading to the Ph.D. degree in
Pharmacological Sciences with a concentration in Pharmacology or in Pharmaceutical Sciences. For complete program information, see the
Interdisciplinary Studies section of the Catalogue.
The Department of Pharmacology also admits students through the following two gateway programs:
Graduate Gateway Program in Medicinal Chemistry and Pharmacology (MCP). The one-year graduate MCP Gateway Program is designed
to function in concert with selected department programs, including the Ph.D. in Pharmacological Sciences. Upon successful completion of the
MCP curriculum at the end of their first year, students choose a faculty advisor who is affiliated with one of the participating departments, and
transition into their “home” department to complete the remaining degree requirements. They will receive their Ph.D. degree from the department
UCI General Catalogue 2016-2017 1227
1228 School of Medicine
of their chosen advisor. Detailed information is available at Department of Pharmacology (http://www.pharmacology.uci.edu) website (http://
www.pharmacology.uci.edu).
The Department also participates in the Interdepartmental Neuroscience Gateway Program, described in the Francisco J. Ayala School of Biological
Sciences section of the Catalogue. Students who select a focus in Neuroscience and a research advisor in the Department begin following the
departmental requirements for the Ph.D. at the beginning of their second year and will receive their Ph.D. from the department of their chosen advisor.
Detailed information is available at Interdepartmental Neuroscience Gateway Program website (http://www.inp.uci.edu/about).
Faculty
Geoffrey W. Abbott, Ph.D. University of London, Professor of Pharmacology; Physiology and Biophysics
James D. Belluzzi, Ph.D. University of Chicago, Adjunct Professor of Pharmacology
Stephen C. Bondy, Ph.D. University of Birmingham, Professor of Medicine; Environmental Health Sciences; Pharmacology; Program in Public Health
Emiliana Borrelli, Ph.D. University of Strasbourg, Professor of Microbiology and Molecular Genetics; Pharmacology
Catherine M. Cahill, Ph.D. Dalhousie University, Acting Associate Professor of Anesthesiology and Perioperative Care; Anesthesiology and
Perioperative Care; Pharmacology
A. Richard Chamberlin, Ph.D. University of California, San Diego, Department Chair and Professor of Pharmaceutical Sciences; Chemistry;
Pharmacology (chemical biology, organic and synthetic)
Olivier Civelli, Ph.D. Swiss Federal Institute of Technology in Zurich, Department Chair and Eric L. and Lila D. Nelson Chair in Neuropharmacology and
Professor of Pharmacology; Developmental and Cell Biology; Pharmaceutical Sciences (novel neuroactive molecules)
Sue P. Duckles, Ph.D. University of California, San Francisco, Professor Emerita of Pharmacology
Frederick J. Ehlert, Ph.D. University of California, Irvine, Professor of Pharmacology
Pietro R. Galassetti, Ph.D. Vanderbilt University, Associate Professor of Pediatrics; Pharmacology
Kelvin W. Gee, Ph.D. University of California, Davis, Professor of Pharmacology
Stephen Hanessian, Ph.D. Ohio State University, Director of Medicinal Chemistry and Pharmacology Graduate Program and Professor of
Pharmaceutical Sciences; Chemistry; Pharmacology (organic chemistry)
Naoto Hoshi, Ph.D. Kanazawa University, Assistant Professor of Pharmacology; Physiology and Biophysics
Mahtab F. Jafari, Ph.D. University of California, San Francisco, Vice Chair of the Undergraduate Program in Pharmaceutical Sciences and Associate
Professor of Pharmaceutical Sciences; Ecology and Evolutionary Biology; Pharmacology
Diana N. Krause, Ph.D. University of California, Los Angeles, Adjunct Professor of Pharmacology
Arthur D. Lander, Ph.D. University of California, San Francisco, Donald Bren Professor and Professor of Developmental and Cell Biology; Biomedical
Engineering; Logic and Philosophy of Science; Pharmacology (systems biology of development, pattern formation, growth control)
Frances L. Leslie, Ph.D. University of Aberdeen, Professor of Pharmacology; Anatomy and Neurobiology
Ellis Levin, M.D. Thomas Jefferson University, Jefferson Medical College, Professor in Residence of Medicine; Biological Chemistry; Pharmacology
John C. Longhurst, Ph.D. University of California, Davis, Susan Samueli Chair in Integrative Medicine and Professor of Medicine; Pharmacology;
Physiology and Biophysics
Sandra E. Loughlin-Burkhead, B.A. University of California, San Diego, Specialist of Pharmacology
Zhigang D. Luo, Ph.D. State University of New York at Buffalo, Professor of Anesthesiology and Perioperative Care; Pharmacology
Daniele Piomelli, Ph.D. Columbia University, Louise Turner Arnold Chair in the Neurosciences and Professor of Anatomy and Neurobiology; Biological
Chemistry; Pharmacology
Ralph E. Purdy, Ph.D. University of California, Los Angeles, Professor Emeritus of Pharmacology
Stefano Sensi, M.D. Gabriele D'Annunzio University of Chieti Pescara, Associate Adjunct Professor of Neurology; Pharmacology
Larry Stein, Ph.D. University of Iowa, Professor Emeritus of Pharmacology
1228 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1229
Jeffrey R. Suchard, M.D. University of California, Los Angeles, Professor of Emergency Medicine; Pharmacology
Qun-Yong Zhou, Ph.D. Oregon Health & Science University, Professor of Pharmacology
Xiaolin Zi, Ph.D. Shanghai University, Associate Professor of Urology; Pharmacology
Courses
PHARM 210. Chemical Neuroanatomy. 4 Units.
Organization of the nervous system, especially with respect to chemical identity of elements, for students of pharmacology. Major cell types, methods of
study, ultrastructure, synaptic organization of functionally defined systems, localization of chemically defined cells and receptors, and brain development.
Restriction: Graduate students only.
PHARM 241. Advanced Topics in Pharmacology. 2 Units.
Application of pharmacological principles in disease therapy. Advanced pharmacological mechanisms and in-depth study of drug action. Discussion of
several major drug classes/therapeutic strategies: molecular mechanisms of action, physiological consequences of administration, and clinical use.
PHARM 241B. Graduate Pharmacology. 6 Units.
Principles of pharmacology and in-depth study of drug action. Pharmacokinetics and pharmacodynamics: absorption, distribution and metabolism,
general principles of action and receptor concepts. Discussion of major drug classes: molecular mechanism of action, physiological consequences of
administration, and clinical use.
Prerequisite: PHYSIO 206A and PHYSIO 206B and BIOCHEM 210A.
PHARM 251. Experimental Pharmacology. 4 Units.
Introduction to the concepts and techniques used in pharmacological science. Molecular biology, quantitative and biochemical pharmacology,
fluorescent probes, behavior, genetics, animal handling, anatomical and receptor binding analysis, methods for ion channel study, the absorption,
distribution, metabolism and elimination of drugs.
PHARM 254. Introduction to Pharmacology. 4 Units.
Receptor analysis: bioassay measuring contraction, calcium mobilization, second messenger responses; operant conditioning: whole animal, single
neuron; radioligand binding; quantitative autoradiography; immunocytochemistry; in situ hybridization for analysis of mRNA; Western and Northern
analysis; transgenic mouse knock in and knock out techniques.
PHARM 255. Chemical Transmission. 4 Units.
Mechanisms underlying chemical signaling processes in the brain and periphery. Molecular biology, signal transduction, transmitter synthesis and
inactivation, pharmacology of integrative function and behavior.
PHARM 256. Experimental Design for Pharmacologists. 1 Unit.
Population and sample statistics, hypothesis testing, analysis of variance, nonparametric statistics, experimental design, power, and the use of statistical
computer software.
Prerequisite: PHARM 252.
PHARM 257. Ethics in Research. 1 Unit.
Ethical conduct in research including data handling, authorship, conflict of interest, animal rights, handling of misconduct.
Prerequisite: PHARM 299.
Repeatability: May be taken for credit 2 times.
PHARM 270. Applied Pharmacology . 3 Units.
One week (five days, 40 hours) in-residence course offered on the UCI campus. Introduction to pharmacological techniques and current research
problems; includes laboratory demonstrations and research seminars.
Restriction: Master's in Pharmacology graduate students only.
PHARM 271. Principles of Pharmacology . 3 Units.
Principles of pharmacology: pharmacodynamics, pharmacokinetics, pharmacogenetics, drug interactions, and toxicity. Course may be offered online.
Restriction: Master's in Pharmacology graduate students only.
UCI General Catalogue 2016-2017 1229
1230 School of Medicine
PHARM 272. Receptors and Drug Targets . 3 Units.
Molecular basis of drug-receptor interaction. Receptor properties including gene and protein structure, signaling mechanisms, trafficking and
physiological effects: G-protein linked receptors, ligand-gated ion channels, receptor tyrosine kinases, nuclear receptors, and ligand regulated
transcription factors. Course may be offered online.
Restriction: Master's in Pharmacology graduate students only.
PHARM 274. Research Techniques in Pharmacology. 3 Units.
Experimental techniques and model systems used in pharmacological research. Receptor analysis, bioassay, molecular biology, in vitro pharmacology,
biochemical pharmacology, imaging, electrophysiology, in vivo pharmacology, disease models. Course may be offered online.
Restriction: Master's in Pharmacology graduate students only.
PHARM 276. Experimental Design and Data Analysis . 3 Units.
Experimental design, data analysis and interpretation. Population and sample statistics, hypothesis testing, analysis of variance, nonparametric
statistics, and power calculations. Course may be offered online.
Restriction: Master's in Pharmacology graduate students only.
PHARM 277. Ethics in Scientific Research. 3 Units.
Ethical conduct in research including data handling, authorship, conflict of interest, animal rights, and handling of misconduct. Course may be offered
online.
Restriction: Master's in Pharmacology graduate students only.
PHARM 278. Concepts in Drug Discovery. 3 Units.
Critical steps involved in discovery and optimization of a new drug. Target selection, relationship of molecular structure to pharmacological activities,
screening methods, strategies to identify lead compounds, and preclinical characterization necessary for development of the drug for clinical trials.
Course may be offered online.
Restriction: Master's in Pharmacology graduate students only.
PHARM 279. Special Topics in Pharmacology. 3 Units.
Topics of current interest in pharmacology; discussion of recent research publications. Course may be offered online.
Restriction: Master's in Pharmacology graduate students only.
PHARM 280. Master's Project in Pharmacology. 3 Units.
Capstone research paper on topic of interest in pharmacology. Course may be offered online.
Restriction: Master's in Pharmacology graduate students only.
PHARM 281. Neuropharmacology . 3 Units.
Autonomic and central nervous system pharmacology, including major drug classes and therapeutic uses. Mechanisms underlying chemical signaling
processes in the brain and peripheral nervous system, including neurotransmitter synthesis, inactivation, and receptor action. Course may be offered
online.
Restriction: Master's in Pharmacology graduate students only.
PHARM 282. Behavioral Pharmacology. 3 Units.
Pharmacology of integrative function and behavior. Drug treatment of pain. Mechanisms of reward, addiction, and drugs of abuse. Course may be
offered online.
Restriction: Master's in Pharmacology graduate students only.
PHARM 283. Cardiovascular Pharmacology. 3 Units.
Basic understanding of drugs used in the prevention and treatment of cardiovascular disease. Mechanisms of action, clinical and adverse effects.
Course may be offered online.
Restriction: Master's in Pharmacology graduate students only.
PHARM 284. Endocrine, Respiratory, and Gastrointestinal Pharmacology . 3 Units.
Basic understanding of drugs used in endocrine, respiratory, and gastrointestinal conditions, including hormone replacement, contraceptives, and drugs
for diabetes, asthma, obesity, ulcer, and gastric reflux. Mechanisms of drug action, clinical and adverse effects. Course may be offered online.
Restriction: Master's in Pharmacology graduate students only.
1230 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1231
PHARM 298. Seminar. 2 Units.
Presentation and discussion of current problems and methods in teaching and research in pharmacology, toxicology, and therapeutics.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
PHARM 299. Research. 1-12 Units.
Independent research with Pharmacology and Toxicology faculty.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
Physiology and Biophysics
Michael D. Cahalan, Department Chair
Todd C. Holmes, Department Vice Chair
Albert Zlotnik, Departmental Graduate Advisor
Building D, Room D340, Medical Sciences I
949-824-5863
http://www.physiology.uci.edu/
Overview
The Department of Physiology and Biophysics offers research opportunities in the molecular biophysics of membranes and proteins, ion channels and
signal transduction, endocrinology, molecular and cell biology, physiological genomics, developmental neurobiology, and exercise physiology.
The Department offers graduate study under the auspices of the School of Medicine and in conjunction with the graduate program in Cellular and
Molecular Biosciences (CMB) and the Interdepartmental Neuroscience Program (INP), which are described in the Francisco J. Ayala School of
Biological Sciences section. Students are eligible to enter the Department program after meeting the specific requirements of the CMB of INP gateway
curriculum or by direct application to the Department. The Department program leads to the M.S. or Ph.D. degree in Biomedical Sciences, awarded after
successful completion of all requirements. Students admitted into these combined programs who select a research advisor in the Department begin
following the departmental requirements for the Ph.D. at the beginning of their second year.
The faculty conducts quarterly reviews of all continuing students to ensure that they are maintaining satisfactory progress within their particular
academic program. Students participate in a literature review course designed to strengthen research techniques and presentation skills, and attend
the weekly Department colloquium. Students advance to candidacy during the third year; each student presents a seminar on a topic assigned by
the formal candidacy committee. Following the seminar, the committee examines the student’s qualifications for the successful conduct of doctoral
dissertation research. Each student must submit a written dissertation on an original research project and successfully defend this dissertation in an oral
examination. Interdisciplinary dissertation research involving more than one faculty member is encouraged. The normative time for completion of the
Ph.D. is five years, and the maximum time permitted is seven years.
Faculty
Geoffrey W. Abbott, Ph.D. University of London, Professor of Pharmacology; Physiology and Biophysics
Gregory R. Adams, Ph.D. Michigan State University, Associate Adjunct Professor of Physiology and Biophysics
Kenneth M. Baldwin, Ph.D. University of Iowa, Professor Emeritus of Physiology and Biophysics
Tallie Z. Baram, M.D. University of Miami, Danette Dee Dee Shepard Chair in Neurological Studies and Professor of Pediatrics; Anatomy and
Neurobiology; Neurology; Physiology and Biophysics
Ralph A. Bradshaw, Ph.D. Duke University, Professor Emeritus of Physiology and Biophysics
Michael D. Cahalan, Ph.D. University of Washington, UCI Distinguished Professor of Physiology and Biophysics
Vincent J. Caiozzo, Ph.D. University of California, Irvine, Professor in Residence of Orthopaedic Surgery; Environmental Health Sciences; Physiology
and Biophysics
K. George Chandy, Ph.D. University of Birmingham, Professor of Physiology and Biophysics
Philip Felgner, Ph.D. Michigan State University, Adjunct Professor of Medicine; Physiology and Biophysics
John Jay Gargus, Ph.D. Yale University, Professor of Physiology and Biophysics; Pediatrics
UCI General Catalogue 2016-2017 1231
1232 School of Medicine
Alan L. Goldin, M.D. University of Michigan, Professor of Microbiology and Molecular Genetics; Anatomy and Neurobiology; Physiology and Biophysics
Harry T. Haigler, Ph.D. Vanderbilt University, Professor of Physiology and Biophysics
James E. Hall, Ph.D. University of California, Riverside, Professor of Physiology and Biophysics
Todd Holmes, Ph.D. Massachusetts Institute of Technology, Department Vice Chair and Professor of Physiology and Biophysics
Naoto Hoshi, Ph.D. Kanazawa University, Assistant Professor of Pharmacology; Physiology and Biophysics
Lan Huang, Ph.D. University of Florida, Professor of Physiology and Biophysics; Biological Chemistry
Rongsheng Jin, Ph.D. Columbia University, Professor of Physiology and Biophysics
Frances A. Jurnak, Ph.D. University of California, Berkeley, Professor Emerita of Physiology and Biophysics
Janos K. Lanyi, Ph.D. Harvard University, Professor Emeritus of Physiology and Biophysics
Devon Lawson, Ph.D. University of California, Los Angeles, Assistant Professor of Physiology and Biophysics
John C. Longhurst, Ph.D. University of California, Davis, Susan Samueli Chair in Integrative Medicine and Professor of Medicine; Pharmacology;
Physiology and Biophysics
Kenneth J. Longmuir, Ph.D. University of Oregon, Professor of Physiology and Biophysics
Hartmut Luecke, Ph.D. William Marsh Rice University, Professor of Molecular Biology and Biochemistry; Physiology and Biophysics
Jogeshwar Mukherjee, Ph.D. Jodhpur National University, Professor in Residence of Radiological Sciences; Biomedical Engineering; Physiology and
Biophysics (preclinical imaging, radiopharmaceutical design and development, PET imaging and quantitation, neuroscience)
Ian Parker, Ph.D. University College London, Professor of Neurobiology and Behavior; Physiology and Biophysics
Eric Pearlman, Ph.D. University of Texas Health Sciences Center at San Antonio, Director of the Institute of Immunology and UCI's Chancellor Professor
of Physiology and Biophysics; Ophthalmology
Thomas L. Poulos, Ph.D. University of California, San Diego, UCI Chancellor's Professor of Molecular Biology and Biochemistry; Chemistry;
Pharmaceutical Sciences; Physiology and Biophysics (chemical biology)
Hamid M. Said, Ph.D. Aston University, Professor of Medicine; Physiology and Biophysics
Francesco Tombola, Ph.D. University of Padua, Associate Professor of Physiology and Biophysics
Bruce Tromberg, Ph.D. University of Tennessee, Director of Beckman Laser Institute and Professor of Surgery; Biomedical Engineering; Physiology and
Biophysics (photon migration, diffuse optical imaging, non-linear optical microscopy, photodynamic therapy)
Nosratola D. Vaziri, M.D. University of Tehran, Professor Emeritus of Medicine; Physiology and Biophysics
Larry E. Vickery, Ph.D. University of California, Santa Barbara, Professor Emeritus of Physiology and Biophysics
S. Armando Villalta, Ph.D. University of California, Los Angeles, Assistant Professor of Physiology and Biophysics
Ping H. Wang, M.D. Harvard University, Professor of Medicine; Physiology and Biophysics
Stephen H. White, Ph.D. University of Washington, Professor Emeritus of Physiology and Biophysics
Qin Yang, M.D. , Assistant Professor of Medicine; Physiology and Biophysics
Albert Zlotnik, Ph.D. University of Colorado Boulder, UCI Chancellor's Professor of Physiology and Biophysics
Courses
PHYSIO 200. Research in Physiology and Biophysics. 2-12 Units.
Individual research directed toward doctoral dissertation and supervised by a particular professor.
Repeatability: May be repeated for credit unlimited times.
1232 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1233
PHYSIO 200R. Research in Physiology and Biophysics for First-Year Students. 2-12 Units.
Independent research within the laboratories of graduate training faculty in the Department of Physiology and Biophysics for first-year Ph.D. students.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be taken for credit 3 times.
PHYSIO 201. Introduction to Physiology Research. 1-4 Units.
Introduction to research in physiology and related sciences. Concentrates on techniques emphasized in the various laboratories of the Department of
Physiology and Biophysics.
Repeatability: May be repeated for credit unlimited times.
PHYSIO 204. Concepts of Biophysics. 3 Units.
Principles of crystallography; introduction to time-resolved absorption and fluorescence spectroscopy; the concepts of kinetic order and kinetic rate
theory.
Restriction: Graduate students only.
PHYSIO 205. Electronics for Biologists. 4 Units.
Basic principles of electricity; properties and use of discrete components and integrated circuits; circuit analysis and design. Intended for advanced
students in the life sciences.
Same as NEURBIO 249.
PHYSIO 206A. Introduction to Medical Physiology. 5 Units.
Vertebrate physiology with emphasis on humans and on the relationship between the function of normal tissues and the processes of disease.
Fundamental principles of physiology and the interrelationships which control organ function.
Prerequisite: A biochemistry course.
Restriction: Graduate students only.
PHYSIO 206B. Introduction to Medical Physiology. 6 Units.
Vertebrate physiology with emphasis on humans and on the relationship between the function of normal tissues and the processes of disease.
Fundamental principles of physiology and the interrelationships which control organ function.
Prerequisite: PHYSIO 206A.
Restriction: Graduate students only.
PHYSIO 232. The Physiology of Ion Channels. 4 Units.
Discusses how ion channels work (molecular/structural biophysics level) and what ion channels do in diverse cell types (cell physiology level).
Restriction: Graduate students only.
PHYSIO 252. Introduction to Proteomics. 4 Units.
Introduces students to concepts and methods of proteomics including protein identification, expression proteomics, and protein-protein interactions.
Repeatability: May be taken for credit 2 times.
PHYSIO 290. Topics in Physiology. 3 Units.
Contemporary research problems in physiology. Students review papers in the current literature and present ideas contained therein to other students.
Students present results of their own research and attend presentations given by other students and departmental researchers.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
PHYSIO 292A. Scientific Communication. 2 Units.
Small group meetings for graduate students to practice scientific writing, debate, and presentation skills.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
UCI General Catalogue 2016-2017 1233
1234 School of Medicine
PHYSIO 292B. Scientific Communication. 2 Units.
Small group meetings for graduate students to practice scientific writing, debate, and presentation skills.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
PHYSIO 292C. Scientific Communication. 2 Units.
Small group meetings for graduate students to practice scientific writing, debate, and presentation skills.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
PHYSIO 299. Dissertation in Physiology and Biophysics. 2-12 Units.
Preparation and completion of the dissertation required for the Ph.D. or Master of Science degree.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
1234 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1235
Program in Nursing Science
Alison Holman, Interim Director of the Program in Nursing Science
252 Berk Hall
949-824-1514
http://www.nursing.uci.edu/
[email protected]
Overview
The Program in Nursing Science offers a B.S., M.S., and Ph.D. in Nursing Science. The baccalaureate degree is a scholarly, evidence-based, clinical
practice program, preparing students to take the NCLEX-RN licensing examination upon graduation. The masters degree is a scholarly, advanced
practice program that currently offers two clinical practice concentrations: Family Nurse Practitioner (FNP) and Adult Gerontological Primary Care
Nurse Practitioner (AGPCNP). Masters-prepared students in both practice concentrations are eligible to take the national exam for NP certification upon
graduation. Additional concentrations are being developed. The Ph.D. degree focuses on preparing academic nurse scholars for research and teaching
careers.
Degrees
Nursing Science B.S., M.S., Ph.D.
Undergraduate Program
Nurse professionals are members of interdisciplinary teams who work with people of all ages, cultural backgrounds, and lifestyles to help them achieve
the highest level of wellness possible. The Bachelor of Science degree program in Nursing Science prepares graduates to function as generalists in
professional nursing practice and to collaborate with other health care providers in clinics, hospitals, and community health settings. The undergraduate
curriculum is designed to provide theory and research-based clinical experiences that integrate critical thinking, compassion, and caring behaviors that
build clinical expertise. Students who successfully complete the B.S. degree in Nursing Science are eligible to take the licensure examination to become
a registered nurse.
Most of the courses required for the major require completion of prerequisites. The sample program shown is a preferred sequence that accounts for all
prerequisites. Most required courses are offered in sequence and only once a year. Full-time enrollment is required.
All students interested in the Nursing Science major should be aware that they will be required to do the following: (1) meet the physical and mental
requirements necessary to perform nursing practice functions as outlined in Chapter 6, Article 2, Item 2725 of the Business and Professions Code
of California; (2) complete a criminal background check prior to entering the clinical portion of the major in the junior year as required by health care
facilities in which students will have clinical experiences; (3) purchase uniforms and other required equipment such as stethoscopes; (4) have access to
transportation for off-campus clinical experiences beginning in the junior year.
Admission to the Major
Meeting the UCI admission criteria does not guarantee admission into the major. The admission process is competitive due to limited enrollment.
In addition to meeting the UCI admission criteria, all eligible applicants are required to submit a supplemental application that includes a personal
statement and a résumé detailing experiences in health care. A proctored essay and personal interview may also be required.
Freshmen: Preference will be given to those who rank the highest using the selection criteria as stated in the Admissions section of the Catalogue.
Transfer students: Admission to the major is limited and selective. Junior-level applicants with the highest grades overall and who satisfactorily
complete course prerequisites will be given preference for admission to the Nursing Science major. The following list of prerequisites is required for
transfer students applying for fall 2017 entry and beyond. All applicants must complete the following with grades of B or better: one year of general
chemistry equivalent to UCI’s CHEM 1A - CHEM 1B - CHEM 1C; one quarter/semester of organic chemistry equivalent to UCI’s CHEM 51A; one
quarter/semester of genetics equivalent to UCI’s BIO SCI 97; one quarter/semester of biochemistry equivalent to UCI’s BIO SCI 98; one quarter/
semester of human physiology with laboratory equivalent to UCI’s BIO SCI E109 and BIO SCI E112L; one quarter/semester of microbiology with
laboratory equivalent to UCI’s BIO SCI M122 and either BIO SCI M118L or BIO SCI M122L; one quarter/semester of human anatomy with laboratory
equivalent to UCI’s BIO SCI D170; one quarter/semester of philosophy equivalent to UCI’s PHILOS 4 or PHILOS 5; one quarter/semester of psychology
equivalent to UCI’s PSYCH 7A/PSY BEH 9; one quarter/semester of public health equivalent to UCI’s PUBHLTH 1; one quarter/semester of sociology
equivalent to UCI’s SOCIOL 1; and one quarter/semester of statistics equivalent to UCI’s STATS 7 or STATS 8. Applicants must have a cumulative GPA
of 3.0 or higher to be considered.
Change of Major: Due to strict limits on the number of students who can be admitted to the program and rigid sequencing of much of the upper-
division curriculum, change-of-major students need to apply in the month of November for winter quarter admission, at the earliest in sophomore
year. Students should review the UCI Change of Major Criteria website (http://www.changeofmajor.uci.edu) and the Nursing Science website (http://
www.nursing.uci.edu/programs/bs/change-of-major) for information regarding change of major admission requirements, application instructions, and
selection criteria. Change-of-major students who are intending to apply to the Program in Nursing Science should be aware that the Program in Nursing
UCI General Catalogue 2016-2017 1235
1236 Program in Nursing Science
Science cannot waive course prerequisites for any Francisco J. Ayala School of Biological Sciences or School of Physical Sciences courses, prior
to admission into the Nursing Science major. As such, change of major students must adhere to the course prerequisites that these Schools have
established and have published in the course descriptions that appear in the Catalogue.
Honors at Graduation
Honors at graduation, e.g., cum laude, magna cum laude, summa cum laude, are awarded to approximately the top 12 percent of the graduating
seniors. To be eligible for honors, a general criterion is that students must have completed at least 72 units in residence at a University of California
campus. Other important factors are considered visit at Honors Recognition.
Requirements for the B.S. Degree in Nursing Science
All major requirements must be passed with a C or better if taken at UCI, and a B or better if taken at another university. All Nursing Science courses
must be taken at UCI. Students must maintain a 2.75 GPA in their upper-division Nursing Science courses to remain in good standing. If Nursing
Science students fail any courses required for the major, they should contact Student Affairs for the repeat policy.
All students must meet the University Requirements.
Major Requirements
Complete the following courses:
BIO SCI 97 Genetics
BIO SCI 98 Biochemistry
BIO SCI D170 Applied Human Anatomy
BIO SCI E109 Human Physiology
BIO SCI E112L Physiology Laboratory
BIO SCI M122 General Microbiology
BIO SCI M118L Experimental Microbiology Laboratory
or BIO SCI M122L Advanced Microbiology Laboratory
CHEM 1A- 1B- 1C General Chemistry
and General Chemistry
and General Chemistry
CHEM 51A Organic Chemistry
PHILOS 4 Introduction to Ethics
or PHILOS 5 Contemporary Moral Problems
Select one of the following:
PSY BEH 9 Introduction to Psychology
PSY BEH 11A Psychology Fundamentals
PSY BEH 11B Psychology Fundamentals
PSY BEH 11C Psychology Fundamentals
PSYCH 7A Introduction to Psychology
PSYCH 9A Psychology Fundamentals
PSYCH 9B Psychology Fundamentals
PSYCH 9C Psychology Fundamentals
PSYCH 78A Self-Identity and Society
Select one of the following:
ANTHRO 2A Introduction to Sociocultural Anthropology
ANTHRO 2D Introduction to Language and Culture
ANTHRO 41A Global Cultures and Society
SOC SCI 1A Principles in the Social Sciences
SOCIOL 1 Introduction to Sociology
SOCIOL 2 Globalization and Transnational Sociology
SOCIOL 3 Social Problems
SOCIOL 31 Self-Identity and Society
SOCIOL 44 Births, Deaths, and Migration
SOCIOL 62 Families and Intimate Relations
Select one of the following:
PSYCH 10A Probability and Statistics in Psychology I
1236 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1237
SOC SCI 10A Probability and Statistics in Social Sciences I
SOCIOL 10A Probability and Statistics
STATS 7 Basic Statistics
STATS 8 Introduction to Biological Statistics
Complete the following courses:
PSYCH 120D Developmental Psychology
PUBHLTH 1 Principles of Public Health
Complete the following Nursing Science courses:
NUR SCI 110W Frameworks for Professional Nursing Practice
NUR SCI 112LA Foundations of Professional Practice
NUR SCI 112LB Foundations of Professional Practice
NUR SCI 114A Applied Pharmacology I
NUR SCI 114B Applied Pharmacology II
NUR SCI 118A Human Health and Disease I
NUR SCI 118B Human Health and Disease II
NUR SCI 120 Adult Health Care
NUR SCI 125 Research Methods and Applications in Health Care
NUR SCI 130 Maternity and Women’s Health Care
NUR SCI 132 Pediatrics: Care of Children and Families
NUR SCI 135 Older Adult Health Care
NUR SCI 140 Human Behavior and Mental Health Care
NUR SCI 150 Critical and Specialty Health Care
NUR SCI 160 Leadership and Management in Health Care
NUR SCI 170 Community-Based Health Care
NUR SCI 175L Clinical Preceptorship
NUR SCI 179A Scholarly Concentration I
NUR SCI 179B Scholarly Concentration II
NOTE: Double majors with Nursing Science, Pharmaceutical Sciences, Public Health Sciences, Biomedical Engineering: Premedical, or with any of the
School of Biological Sciences majors are not permitted. Students majoring in Nursing Science may not minor in Biological Sciences.
Sample Program — Nursing Science
Freshman
Fall Winter Spring Summer
CHEM 1A CHEM 1B CHEM 1C N/A
PSYCH 7A or PSY BEH 9 SOCIOL 1 WRITING 39C
PUBHLTH 1 WRITING 39B General Educaton/Elective
General Education/Elective General Education/Elective
Sophomore
Fall Winter Spring Summer
BIO SCI 97 BIO SCI 98 BIO SCI D170 BIO SCI E112L
CHEM 51A BIO SCI E109 BIO SCI M122
PHILOS 4 or 5 STATS 7 or 8 BIO SCI M118L or M122L
General Education/ Elective General Education/ Elective
Junior
Fall Winter Spring Summer
NUR SCI 110W NUR SCI 112LB NUR SCI 120 N/A
NUR SCI 112LA NUR SCI 114B NUR SCI 140
NUR SCI 114A NUR SCI 118B
NUR SCI 118A NUR SCI 125
PSYCH 120D NUR SCI 135
Senior
Fall Winter Spring Summer
NUR SCI 130 NUR SCI 150 NUR SCI 170 N/A
NUR SCI 132 NUR SCI 160 NUR SCI 175L
UCI General Catalogue 2016-2017 1237
1238 Program in Nursing Science
NUR SCI 179A NUR SCI 179B
On This Page:
• Master of Science in Nursing Science
• Admission
• M.S. Concentration Areas
• Requirements
• Doctor of Philosophy in Nursing Science
• Admission
• Areas of Focus
• Requirements
Graduate Program
The Program in Nursing Science offers both the M.S. and Ph.D. degrees in Nursing Science. Detailed information about both degree programs follows.
Master of Science in Nursing Science
The Master of Science (M.S.) in Nursing Science at the University of California, Irvine is a research-based academic and professional degree program
which will prepare Registered Nurses in selected specialties so they may assume roles as advanced practice clinicians, researchers, or educators. The
program course work is designed to prepare nurses with: (1) expertise in a specialized area of advanced nursing practice; (2) role preparation as a nurse
practitioner, nurse educator, or nurse administrator; (3) leadership and health policy skills; and (4) research skills. The M.S. degree will also prepare
students for future doctoral work.
Admission
Applicants must have earned a bachelor’s degree in nursing from a regionally and CCNE accredited institution with degree standards equivalent to
the University of California, currently be licensed as a Registered Nurse in the State of California, and provide proof of unrestricted licensure by the
California Board of Registered Nursing (BRN). In addition, eligible candidates must have a 3.0 cumulative grade point average, have completed a
descriptive and inferential statistics course and an upper-division nursing research course at the undergraduate level, and have at least one year direct
clinical experience in patient care in a U.S. healthcare system upon entering the program.
Applicants must meet the general admission requirements of the UCI Graduate Division and the Program in Nursing Science admission requirements,
and submit both the Application for Graduate Admission and the Nursing Science Supplemental Application in order to be considered for admission. The
GRE is not required. Students are admitted every fall quarter.
M.S. Concentration Areas
Students applying to the M.S. program must select an area of concentration, either the Family Nurse Practitioner concentration (FNP) or the Adult-
Gerontological Primary Care Nurse Practitioner concentration (AGPCNP). Graduates of the nurse practitioner (NP) tracks will also be eligible for
certification by the California Board of Registered Nursing (BRN).
Requirements
Students enrolled in either the FNP concentration or the AGPCNP concentration will complete 72 units. Students will complete 720 hours of clinical
practice with populations in their area of concentration to be eligible for certification. There is no foreign language requirement; proficiency in a language
other than English is desirable but not required.
Required and Elective Courses for Both Concentrations
NUR SCI 200 Research Methods and Evaluation for Evidence-Based Practice
NUR SCI 210 Advanced Pathophysiology
NUR SCI 215 Health Promotion/Disease Prevention
NUR SCI 225A Advanced Pharmacology
NUR SCI 225B Advanced Pharmacology
NUR SCI 230 Advanced Health and Physical Assessment
NUR SCI 230L Advanced Health and Physical Assessment Laboratory
NUR SCI 245A- 245B Primary Care
and Primary Care
NUR SCI 250 Primary Care Women's Health
NUR SCI 260A Primary Care Adult/Geriatric
NUR SCI 281 Professional Issues in Nursing
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University of California, Irvine 2016-2017 1239
NUR SCI 282 Compassionate Care with Underserved Populations
NUR SCI 283 Primary Care Procedures
NUR SCI 284 Scholarly Concentration
NUR SCI 285 APN Clinical Practicum I
NUR SCI 286 APN Clinical Practicum II
NUR SCI 287 APN Clinical Pracitcum III
NUR SCI 288 APN Clinical Practicum IV
NUR SCI 289 APN Clinical Practicum V
Required for FNP Concentration only:
NUR SCI 255 Primary Care Obstetrics
NUR SCI 270 Primary Care Pediatrics
Required for AGPCNP Concentration only:
NUR SCI 260B Primary Care Adult/Geriatric
NUR SCI 280 Aging and Chronic Illness
There are no qualifying examinations. Successful completion of required course work will advance students to candidacy the quarter prior to scheduled
completion of the master’s degree program. Instead of a thesis, students complete a Scholarly Concentration in an area of interest over two quarters
of the program and prepare a major paper. The comprehensive examination will serve as a final examination which will also prepare graduates for
certification examinations. Full-time students are expected to complete the program within two years.
Doctor of Philosophy in Nursing Science
Admission
To be considered for admission, applicants must have a Bachelor or Master of Science degree in Nursing from a regionally and CCNE accredited
institution with degree standards equivalent to the University of California. Degrees from international programs must have accreditations satisfactory to
the Graduate Division and the Program in Nursing Science and be equivalent to UC educational requirements.
Applicants are required to submit transcripts showing a minimum grade point average (GPA) of 3.2 for undergraduate work and 3.5 for graduate
work from an accredited institution and a scholarship record commensurate with requirements of the Graduate Division and the Program in Nursing
Science. Previous education at the undergraduate and/or graduate levels will be evaluated for equivalency of design, theory, and intensity as a means
of determining whether the prior degree standards are equivalent to those required by the UC system. Applicants are also required to submit scores
from the General Test of the Graduate Record Examination taken within the last five years as required by the Graduate Division. If English is not the
applicant’s first language, the applicant must demonstrate proficiency in English prior to admission commensurate with that identified by the Graduate
Division for the Test of English as a Foreign Language (TOEFL) or TOEFL Internet-Based (TOEFL iBT).
Applicants who did not have a course in descriptive and inferential statistics within the last five years must complete a course similar to STATS 7 prior to
admission. Applicants without an undergraduate research course are required to complete both NUR SCI 125 and NUR SCI 200. Applicants who have
completed an undergraduate research course but not a graduate-level course in nursing research must complete NUR SCI 200.
In addition, applicants are required to submit:
• A statement of objectives for graduate study, career goals, and personal research goals including ways in which those goals are compatible with the
UCI expected outcomes for doctoral education;
• A resume or Curriculum Vitae detailing educational background, professional work, previous research, and volunteer work as well as other relevant
information such as fluency in another language;
• Examples of scholarly work;
• Three letters of recommendation submitted on the Graduate Division Recommendation Form from persons in a supervisory role who are able to
comment on academic abilities, research-related abilities/capabilities, and/or work-related experiences; and
• Evidence of licensure as a registered nurse.
A personal interview will be required of applicants considered for admission. Acceptance is based on materials submitted, research interests related to
those of faculty, and results of the interview process.
Areas of Focus
The specific field of emphasis for the Ph.D. program is Nursing Science. Generally, this involves increasing the quality of life for the community that
nurses serve. Consistent with faculty research expertise, the Ph.D. program will specifically promote the development of scientific and theoretical
expertise that contributes to scholarly endeavors in four key areas: health promotion/disease prevention, health disparities and diversity, disease and
symptom management, and health services and health policy. These areas of research emphasis intersect as they contribute to healthy communities.
Emphasis will be placed on building expertise in the use of translational science methods in conjunction with traditional models for research. Research
emphasis areas are described below.
UCI General Catalogue 2016-2017 1239
1240 Program in Nursing Science
Health Promotion/Disease Prevention. According to the World Health Organization (2010), health promotion is empowering others to modify and
improve their health. This happens at the individual, family, and community level. Health promoting activities often lead to disease prevention. Students
choosing this focus may work with UCI faculty (Nursing Science and others) on stress and coping, women’s health, and obesity prevention and nutrition,
to name a few specific areas.
Health Disparities and Diversity. The focus on Health Disparities acknowledges that there are individuals, families, and communities who are not
equally treated in the quest for health. Many do not have equal access to quality health care nor the means to achieve an equal level of desired
health outcomes. The emphasis will be to examine these health disparities among diverse populations who encounter differences in treatment and
outcomes. Students choosing this focus will have an opportunity to work with diverse community members in Orange County and beyond, and they will
be mentored by researchers who study the experiences of these community members.
Disease and Symptom Management. Many individuals face challenges in managing chronic illness. The focus is to aid individuals to be healthy
within the context of living with a chronic illness by investigating factors influencing self-management and developing best intervention strategies for
symptom management. Students choosing this focus will have an opportunity to study chronic illness demands and the experiences, coping efforts, and
challenges that patients face. Research at UCI covers a wide variety of diseases such as asthma, diabetes, congestive heart failure, peripheral vascular
disease, mental illness, dementia, cancer, and other illnesses.
Health Services and Health Policy. Health policy and the economics of delivering health care are important issues affecting health outcomes. Students
choosing this focus will have an opportunity to examine the implications of a variety of policies and services on health and health system outcomes.
There will be opportunities to study with researchers who have expertise in health care system management, law, organizational theory and behavior,
and quality of care.
Requirements for the Ph.D. in Nursing Science
Ph.D. students are required to take a minimum of 75 quarter units. Among those, 44 quarter units must be formal course work selected in part
by consultation with the faculty advisor, subject to review by a faculty oversight committee. These courses will cover the necessary fundamental
and methodological principles, and accommodate cross-disciplinary themes in nursing science. Students will also be required to participate in the
educational mission of the Program in Nursing Science as teaching assistants for two quarters.
Students will have two formal examinations along the process toward writing their thesis. First they will write a comprehensive examination at the end
of the second year of study and following completion of required course work. The next benchmark will be the qualifying exam, in which students will
advance to candidacy upon successful presentation of an original dissertation research proposal and oral defense of the proposal. Ph.D. completion
requires submission of an acceptable dissertation and oral defense. The normative time to degree is five years, and the maximum time permitted is
seven years.
Requirements
Required Courses
NUR SCI 212 Philosophy of Science and Theory Development in Nursing Science
NUR SCI 220 Nursing Science and the Ecology of Healthy Communities
NUR SCI 222A- 222B- 222C Seminar in Clinical Translational Science
and Seminar in Clinical Translational Science
and Seminar in Clinical Translational Science
NUR SCI 246 Qualitative Research Designs in Nursing Science
NUR SCI 247 Quantitative Research Designs in Nursing Science
NUR SCI 296 Doctoral Dissertation Reading and Writing
NUR SCI 298 Directed Studies in Nursing Science
NUR SCI 299 Independent Study in Nursing Science
NUR SCI 399 University Teaching
and either:
STATS 201- 202 Statistical Methods for Data Analysis I
and Statistical Methods for Data Analysis II
or
PSY BEH P264A- P264B Quantitative Methods in Psychology
and Advanced Quantitative Methods in Psychology
Elective Courses
At least eight units of elective courses contributing to the area of proposed research must be taken outside of Nursing Science, and elective methods
and statistics courses related to proposed research.
1240 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1241
Faculty
Miriam Bender, Ph.D. University of San Diego, Assistant Professor of Program in Nursing Science
Jill Berg, Ph.D. University of Pittsburgh, Professor Emerita of Program in Nursing Science
Leah Centanni, M.S.N. University of California, Irvine, Health Sciences Assistant Clinical Professor of Program in Nursing Science
Karen Deck, F.N.P., M.S.N. California State University, Long Beach, Health Sciences Associate Clinical Professor of Program in Nursing Science
Lorraine S. Evangelista, Ph.D. University of California, Los Angeles, Professor of Program in Nursing Science
Camille F. Fitzpatrick, A.N.P., G.N.P., M.S.N. California State University, Long Beach, Health Sciences Clinical Professor of Program in Nursing Science
Yuqing Guo, Ph.D. University of Washington, Assistant Professor of Program in Nursing Science
Beth M. Haney, D.N.P. University of Colorado, Colorado Springs, Health Sciences Assistant Clinical Professor of Program in Nursing Science
E. Alison Holman, F.N.P., Ph.D. University of California, Irvine, Associate Professor of Program in Nursing Science
Jung-Ah Lee, Ph.D. University of Washington, Associate Professor of Program in Nursing Science
Bernadette M. Milbury, M.S.N. University of California, Los Angeles, Health Sciences Assistant Clinical Professor of Program in Nursing Science
Maureen Movius, M.N. University of California, Los Angeles, Health Sciences Associate Clinical Professor of Program in Nursing Science
Ruth A. Mulnard, D.N.Sc. University of San Diego, Professor Emerita of Program in Nursing Science
Ellen Olshansky, Ph.D. University of California, San Francisco, Professor Emerita of Program in Nursing Science
Susanne J. Phillips, D.N.P., F.N.P. Yale University, Health Sciences Clinical Professor of Program in Nursing Science
Julie M. Rousseau, C.N.M., Ph.D. Columbia University, Health Sciences Associate Clinical Professor of Program in Nursing Science
Kathleen Saunders, M.S.N. California State University, Dominguez Hills, Health Sciences Associate Clinical Professor of Program in Nursing Science
Susan M. Tiso, D.N.P. George Washington University, Health Sciences Clinical Professor of Program in Nursing Science
Courses
NUR SCI 92. Compassion in Health Care. 1 Unit.
An overview of the importance of compassion in health care, providing examples from a variety of health care professions through lectures and
discussion.
Grading Option: Pass/no pass only.
NUR SCI 110W. Frameworks for Professional Nursing Practice. 5 Units.
Conceptual frameworks for professional practice. Scope of professional nursing, jurisprudence and ethics, professional interpersonal relationships,
and health care delivery systems in the context of the social, political, and economic environments. Socialization of the student for professional roles in
nursing.
Corequisite: NUR SCI 112LA and NUR SCI 114A and NUR SCI 118A.
Prerequisite: BIO SCI D170 and BIO SCI E109. Satisfactory completion of the Lower-Division Writing requirement.
Restriction: Upper-division students only. Nursing Science majors only.
(Ib)
NUR SCI 112LA. Foundations of Professional Practice. 3 Units.
Development of skills in communication, interviewing, functional and physical health assessment across the life span, the art and science of human care,
and clinical judgment.
Corequisite: NUR SCI 110W and NUR SCI 114A and NUR SCI 118A.
Prerequisite: BIO SCI E109 and BIO SCI D170.
Restriction: Nursing Science majors only.
UCI General Catalogue 2016-2017 1241
1242 Program in Nursing Science
NUR SCI 112LB. Foundations of Professional Practice. 4 Units.
Development of skills in communication, interviewing, functional and physical health assessment across the life span, the art and science of human care,
and clinical judgment.
Corequisite: NUR SCI 114B and NUR SCI 118B and NUR SCI 125 and NUR SCI 135.
Prerequisite: NUR SCI 112LA and NUR SCI 110W and NUR SCI 114A and NUR SCI 118A.
Restriction: Nursing Science majors only.
NUR SCI 114A. Applied Pharmacology I. 2 Units.
Presents principles of pharmacology applied to interventions in pathophysiologic states across the life span. Discussion of the major drug groups with
implications for monitoring, drug administration, toxicity, and patient education are included.
Corequisite: NUR SCI 110W and NUR SCI 118A and NUR SCI 112LA.
Prerequisite: BIO SCI E109 and BIO SCI D170.
Restriction: Nursing Science majors only.
NUR SCI 114B. Applied Pharmacology II. 2 Units.
Presents principles of pharmacology applied to interventions in pathophysiologic states across the life span. Discussion of the major drug groups with
implications for monitoring, drug administration, toxicity, and patient education are included.
Corequisite: NUR SCI 118B and NUR SCI 112LB and NUR SCI 125 and NUR SCI 135.
Prerequisite: NUR SCI 114A and NUR SCI 118A and NUR SCI 110W and NUR SCI 112LA.
Restriction: Nursing Science majors only.
NUR SCI 118A. Human Health and Disease I. 2 Units.
Presents content on pathologic alterations in physiologic processes in cells, tissues, organs, and systems across the life span. Emphasis on critical
thinking, application of concepts to clinical practice, and related research.
Corequisite: NUR SCI 114A and NUR SCI 112LA and NUR SCI 110W.
Prerequisite: BIO SCI E109 and BIO SCI D170.
Restriction: Nursing Science majors only.
NUR SCI 118B. Human Health and Disease II. 2 Units.
Presents content on pathologic alterations in physiologic processes in cells, tissues, organs, and systems across the life span. Emphasis on critical
thinking, application of concepts to clinical practice, and related research.
Corequisite: NUR SCI 114B and NUR SCI 112LB and NUR SCI 125 and NUR SCI 135.
Prerequisite: NUR SCI 112LA and NUR SCI 114A and NUR SCI 118A and NUR SCI 110W.
Restriction: Nursing Science majors only.
NUR SCI 120. Adult Health Care. 8 Units.
Restorative, perioperative, supportive care of adults with acute/chronic alterations in oxygenation, regulation, immune response, elimination, metabolism,
mobility, cognition, and substance abuse. Concurrent practicum occurs in inpatient medical-surgical units, perioperative units and outpatient clinics
utilizing critical thinking and research skills.
Corequisite: NUR SCI 140.
Prerequisite: NUR SCI 112LB and NUR SCI 114B and NUR SCI 118B and NUR SCI 125 and NUR SCI 135.
Restriction: Nursing Science majors only.
NUR SCI 125. Research Methods and Applications in Health Care. 4 Units.
Foundational concepts of research in health care. Emphasizes critical evaluation and interpretation of research for application in practice.
Corequisite: NUR SCI 112LB and NUR SCI 114B and NUR SCI 118B and NUR SCI 135.
Prerequisite: NUR SCI 110W and NUR SCI 112LA and NUR SCI 114A and NUR SCI 118A and a basic statistics course.
Restriction: Nursing Science majors only.
1242 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1243
NUR SCI 130. Maternity and Women’s Health Care. 8 Units.
Provides didactic and clinical experiences in nursing management of women’s wellness across the lifespan, the childbirth process, and newborn care.
Incorporates concepts of family-centered care, teamwork and collaboration, patient safety, quality improvement and informatics, utilizing an evidence-
based practice approach.
Corequisite: NUR SCI 132.
Prerequisite: NUR SCI 120 and NUR SCI 140 and PSYCH 120D.
Restriction: Nursing Science majors only.
NUR SCI 132. Pediatrics: Care of Children and Families. 7 Units.
Provides didactic and clinical experiences in nursing management of infants, children, and adolescents with acute, chronic and/or life-threatening
conditions. Incorporates concepts of family-centered care, teamwork and collaboration, patient safety, quality improvement and informatics, utilizing an
evidence-based practice approach.
Corequisite: NUR SCI 130.
Prerequisite: NUR SCI 120 and NUR SCI 140 and PSYCH 120D.
Restriction: Nursing Science majors only.
NUR SCI 135. Older Adult Health Care. 2 Units.
Theories of aging and application of principles of gerontology in health maintenance of older adults. Concepts and principles of rehabilitation and
palliative care.
Corequisite: NUR SCI 112LB and NUR SCI 114B and NUR SCI 118B and NUR SCI 125.
Prerequisite: NUR SCI 112LA and NUR SCI 114A and NUR SCI 118A and NUR SCI 110W.
Restriction: Nursing Science major only.
NUR SCI 140. Human Behavior and Mental Health Care. 7 Units.
Biopsychosocial and cultural influences on promotion and restoration of mental health in adults and adolescents. Assessment, classification, and care of
clients with mental health problems and/or substance abuse. Concurrent practicum in adult/adolescent inpatient psychiatric units and outpatient mental
health clinics.
Corequisite: NUR SCI 120.
Prerequisite: NUR SCI 112LB and NUR SCI 114B and NUR SCI 118B and NUR SCI 125 and NUR SCI 135.
Restriction: Nursing Science majors only.
NUR SCI 150. Critical and Specialty Health Care. 6 Units.
Delivery of patient centered care for individuals with life-threatening alterations in health status utilizing technology and pharmacology for life support.
Concurrent practicum in critical care units emphasizes collaboration, team work, and quality improvement in safe care delivery.
Corequisite: NUR SCI 160 and NUR SCI 179A.
Prerequisite: NUR SCI 130 and NUR SCI 132.
Restriction: Nursing Science majors only.
NUR SCI 160. Leadership and Management in Health Care. 4 Units.
Principles, concepts, and theories related to organizations, management, leadership, decision-making, and group process applied to the delivery of
health care. The professional nurse using evidenced based practice, collaboration and informatics is incorporated in concurrent practicum emphasizing
safe patient care delivery.
Corequisite: NUR SCI 150 and NUR SCI 179A.
Prerequisite: NUR SCI 130 and NUR SCI 132.
Restriction: Nursing Science majors only.
UCI General Catalogue 2016-2017 1243
1244 Program in Nursing Science
NUR SCI 170. Community-Based Health Care. 6 Units.
Epidemiology, primary health care promotion, and disease prevention applied to nursing care of individuals, families, groups, and communities. Includes
sociocultural, political, economic, and environmental influences. Concepts and methods of assessing populations and communities incorporated in
concurrent practicum.
Corequisite: NUR SCI 175L and NUR SCI 179B.
Prerequisite: NUR SCI 150 and NUR SCI 160 and NUR SCI 179A.
Restriction: Nursing Science majors only.
NUR SCI 175L. Clinical Preceptorship. 6 Units.
Independent study course focusing on critical thinking skills for nursing practice in selected clinical areas of interest to the student. The clinical
experience focus will be on core competencies: patient-centered care, evidence-based practice, quality improvement, safety, and informatics.
Corequisite: NUR SCI 170 and NUR SCI 179B.
Prerequisite: NUR SCI 150 and NUR SCI 160 and NUR SCI 179A.
Grading Option: Pass/no pass only.
Restriction: Nursing Science majors only.
NUR SCI 179A. Scholarly Concentration I. 2 Units.
Independent study focusing on the research process to provide the evidence basis for a nursing protocol in an area of interest to the student.
Corequisite: NUR SCI 150 and NUR SCI 160.
Prerequisite: NUR SCI 130 and NUR SCI 132.
Restriction: Nursing Science majors only.
NUR SCI 179B. Scholarly Concentration II. 2 Units.
Second of two sequential courses focusing on analysis of research as evidence to support a nursing protocol in an area of interest to the student.
Emphasizes formal development and dissemination of information to peers in a podium/poster session.
Corequisite: NUR SCI 170 and NUR SCI 175L.
Prerequisite: NUR SCI 179A.
Restriction: Nursing Science majors only.
NUR SCI 199. Independent Study in Nursing Science. 1-4 Units.
Original research with Nursing Science faculty.
Repeatability: May be repeated for credit unlimited times.
NUR SCI 200. Research Methods and Evaluation for Evidence-Based Practice. 3 Units.
Clinical research methods and evaluation procedures relevant to evidence-based advanced nursing practice.
Prerequisite: Undergraduate statistics course; undergraduate nursing research course.
Restriction: Nursing Science graduate students only.
NUR SCI 210. Advanced Pathophysiology. 3 Units.
Principles of normal body functioning and pathophysiologic changes that occur as a result of compensatory mechanisms and disease. Physical and
psychological aspects of altered health are explored from the cellular to the level of the total body system.
Restriction: Nursing Science graduate students only.
NUR SCI 212. Philosophy of Science and Theory Development in Nursing Science. 4 Units.
Development of philosophy of science in relation to nursing science, scholarship, and practice; emphasis on inquiry, scientific reasoning, and
contemporary philosophical thought; historical and contemporary influences on nursing science theory development; evaluation/analysis of
interdisciplinary theory and application to nursing research.
Restriction: Graduate students only.
1244 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1245
NUR SCI 215. Health Promotion/Disease Prevention. 3 Units.
Covers the evidence-based national clinical preventive services guidelines for health promotion and disease prevention. Emphasizes counseling about
personal health behaviors, screening tests for the early dtection of risk factors and disease, immunizations and chemo-prophylaxis.
Restriction: Nursing Science graduate students only.
NUR SCI 220. Nursing Science and the Ecology of Healthy Communities. 2 Units.
Seminar in nursing science research contributionis and opportunities as they pertain to the ecology of health in local, national, and global communities.
Emphasis on methodological and ethical issues, research gaps, and clinical translational opportunities.
Restriction: Graduate students only.
NUR SCI 222A. Seminar in Clinical Translational Science. 2 Units.
Discussion of clinical translational science methods in the context of nursing science research. Emphasis placed on interdisciplinary and community
participatory research approaches.
Restriction: Graduate students only.
NUR SCI 222B. Seminar in Clinical Translational Science. 2 Units.
Discussion of clinical translational science methods in the context of nursing science research. Emphasis placed on interdisciplinary and community
participatory research approaches.
Prerequisite: NUR SCI 222A.
Restriction: Graduate students only.
NUR SCI 222C. Seminar in Clinical Translational Science. 2 Units.
Discussion of clinical translational science methods in the context of nursing science research. Emphasis placed on interdisciplinary and community
participatory research approaches.
Prerequisite: NUR SCI 222B.
Restriction: Graduate students only.
NUR SCI 225A. Advanced Pharmacology. 2 Units.
Principles of pharmacology that serve as a foundation for the pharmacotherapeutic management of patients evaluated and treated by advanced practie
nurses. Emphasis includes that application of pharmacokinetic and pharmacodynamic principles.
Restriction: Nursing Science graduate students only.
NUR SCI 225B. Advanced Pharmacology. 3 Units.
Principles of pharmacology that serve as a foundation for the pharmacotherapeutic management of patients evaluated and treated by advanced practie
nurses. Emphasis includes that application of pharmacokinetic and pharmacodynamic principles.
Prerequisite: NUR SCI 225A.
Restriction: Nursing Science graduate students only.
NUR SCI 230. Advanced Health and Physical Assessment. 3 Units.
Application of theoretical concepts related to comprehensive health assessment of patients across the lifespan. Analysis, synthesis, and application of
comprehensive health assessment data.
Corequisite: NUR SCI 230L.
Restriction: Nursing Science graduate students only.
NUR SCI 230L. Advanced Health and Physical Assessment Laboratory. 2 Units.
Clinical laboratory course for the application of concepts related to comprehensive health assessment of patients across the lifespan.
Corequisite: NUR SCI 230.
Restriction: Nursing Science graduate students only.
UCI General Catalogue 2016-2017 1245
1246 Program in Nursing Science
NUR SCI 245A. Primary Care. 3 Units.
Assessment and management of acute or episodic problems affecting patients and families across the lifespan. Diagnostics, pharmacology,
pathophysiology, and therapeutics are integrated.
Prerequisite: NUR SCI 210 and NUR SCI 230.
Restriction: Nursing Science graduate students only.
NUR SCI 245B. Primary Care. 3 Units.
Assessment and management of acute or episodic problems affecting patients and families across the lifespan. Diagnostics, pharmacology,
pathophysiology, and therapeutics are integrated.
Prerequisite: NUR SCI 245A.
Restriction: Nursing Science graduate students only.
NUR SCI 246. Qualitative Research Designs in Nursing Science. 4 Units.
Seminar in qualitative research philosophies, methods and analysis in nursing science clinical research. Consideration of population access and
sampling, ethics, data management, analytical approaches, and translational potential.
Corequisite: NUR SCI 212.
NUR SCI 247. Quantitative Research Designs in Nursing Science. 4 Units.
Seminar in experimental and survey research designs, methods, and analysis in nursing science clinical research. Consideration of measurement
issues, mixed methods models, population access and sampling, data management, analytical approaches, and translational potential.
Prerequisite: NUR SCI 212.
NUR SCI 250. Primary Care Women's Health. 3 Units.
Primary health care needs of women including adolescent, adult and aging adults. Emphasizes assessment, diagnosis, prevention, management, and
education of common gynecologic and family planning health care needs.
Prerequisite: NUR SCI 210 and NUR SCI 230.
Restriction: Nursing Science graduate students only.
NUR SCI 255. Primary Care Obstetrics. 3 Units.
Assessment and management of women during pregnancy. Diagnostics, pharmacology, pathophysiology and therapeutics are integrated. Includes
assessment, differential diagnosis, management, patient/family education, & counseling related to normal pregnancy care.
Prerequisite: NUR SCI 245A and NUR SCI 210 and NUR SCI 230 and NUR SCI 230L.
Restriction: Nursing Science graduate students only.
NUR SCI 260A. Primary Care Adult/Geriatric. 3 Units.
Assessment and management of acute or episodic problems affecting adult and geriatric patients and their families. Diagnostics, pharmacology,
pathophysiology, and therapeutic are integrated.
Prerequisite: NUR SCI 245A.
Restriction: Nursing Science graduate students only.
NUR SCI 260B. Primary Care Adult/Geriatric. 3 Units.
Assessment and management of acute or episodic problems affecting adult and geriatric patients and their families. Diagnostics, pharmacology,
pathophysiology, and therapeutic are integrated.
Prerequisite: NUR SCI 260A.
Restriction: Nursing Science graduate students only.
NUR SCI 262. Foundations of Professional Nursing Practice. 4 Units.
Focuses on the development of skills in therapeutic communication, interviewing, functional assessment across the lifespan, the art and science of
human care, and clinical judgment. Faculty-facilitated, participatory peer group, and self-learning laboratory activities are included.
1246 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1247
NUR SCI 264A. Applied Pharmacology I. 2 Units.
Principles of pharmacology applied to intervention in pathophysiologic states across the life span. Discussion of the major drug groups with implications
for monitoring, drug administration, toxicity, and patient education included. Physical, psychological, social, and cultural factors affecting drug
administration.
Restriction: Nursing Science graduate students only.
NUR SCI 264B. Applied Pharmacology II. 2 Units.
Principles of pharmacology applied to intervention in pathophysiologic states across the life span. Discussion of the major drug groups with implications
for monitoring, drug administration, toxicity, and patient education included. Physical, psychological, social, and cultural factors affecting drug
administration.
Restriction: Nursing Science graduate students only.
NUR SCI 265. Older Adult Health Care. 2 Units.
Analyzes the interaction of physical, pathophysiological, psychological, social, cultural, and health care policy factors influencing the health and health
care of older adults. Topics include health risk factors, health assessment, acute illness and chronic conditions, and ethical issues.
Restriction: Nursing Science graduate students only.
NUR SCI 266. Adult Health Care . 8 Units.
Focuses on the restorative, peri-operative, and supportive nursing management of adults with acute or chronic alterations in oxygenation, regulation,
immune response, elimination, metabolism, mobility, cognition, and substance abuse. Diagnostics, pharmacology, pathophysiology, and therapeutics will
be integrated.
Prerequisite: NUR SCI 200 and NUR SCI 262 and NUR SCI 264A and NUR SCI 264B and NUR SCI 268A and NUR SCI 268B and NUR SCI 265 and
NUR SCI 281.
Restriction: Nursing Science graduate students only.
NUR SCI 267. Human Behavior and Mental Health Nursing . 7 Units.
Focuses on nursing management of individuals across the lifespan with alterations in mental health. Mental health promotion and crisis intervention,
chemical dependency, acute and chronic care for psychiatric conditions, rehabilitation, and recovery will be addressed.
Prerequisite: NUR SCI 200 and NUR SCI 262 and NUR SCI 264A and NUR SCI 264B and NUR SCI 268A and NUR SCI 268B and NUR SCI 265 and
NUR SCI 281.
Restriction: Nursing Science graduate students only.
NUR SCI 268A. Pathophysiology I . 2 Units.
Focuses on pathologic alterations in physiologic processes in cells, tissues, organs, and systems across the life span. Content includes disease
processes, linkage of relevant physiology to disease states, and factors that influence epidemiology and pathophysiology.
Restriction: Nursing Science graduate students only.
NUR SCI 268B. Pathophysiology II . 2 Units.
Focuses on pathologic alterations in physiologic processes in cells, tissues, organs, and systems across the life span. Content includes disease
processes, linkage of relevant physiology to disease states, and factors that influence epidemiology and pathophysiology.
Prerequisite: NUR SCI 268A.
Restriction: Nursing Science graduate students only.
NUR SCI 270. Primary Care Pediatrics. 3 Units.
Assessment and management of acute or episodic problems affecting pediatric patients and their families. Diagnostics, pharmacology, pathophysiology,
and therapeutics are integrated.
Prerequisite: NUR SCI 245A and NUR SCI 210 and NUR SCI 230 and NUR SCI 230L.
Restriction: Nursing Science graduate students only.
UCI General Catalogue 2016-2017 1247
1248 Program in Nursing Science
NUR SCI 271. Community-Based Health Care . 6 Units.
Epidemiology, primary health care promotion, and disease prevention applied to nursing care of individuals, families, groups, and communities. Includes
sociocultural, political, economic, and environmental influences. Concepts and methods of assessing populations and communities incorporated in
concurrent practicum.
Prerequisite: NUR SCI 215 and NUR SCI 274 and NUR SCI 276.
Restriction: Nursing Science graduate students only.
NUR SCI 272. Pediatrics: Care of Children and Families. 7 Units.
Provides didactic and clinical experiences in nursing management of infants, children, and adolescents with acute, chronic, and/or life-threatening
conditions. Incorporates concepts of family-centered care, teamwork and collaboration, patient safety, quality improvement and informatics, utilizing an
evidence-based practice approach.
Prerequisite: NUR SCI 266 and NUR SCI 267.
Restriction: Nursing Science graduate students only.
NUR SCI 273. Maternity and Women’s Health Care. 8 Units.
Provides didactic and clinical experiences in nursing management of women’s wellness across the lifespan, the childbirth process, and newborn care.
Incorporates concepts of family-centered care, teamwork and collaboration, patient safety, quality improvement and informatics, utilizing an evidence-
based practice approach.
Prerequisite: NUR SCI 266 and NUR SCI 267.
Restriction: Nursing Science graduate students only.
NUR SCI 274. Critical and Specialty Health Care. 6 Units.
Focuses on the restorative, supportive care of individuals with life-threatening alterations in health status utilizing technology and pharmacology for life
support. The course includes pathophysiology, diagnostics, monitoring, pharmacology, therapeutics, and evidence-based management interventions will
be integrated.
Prerequisite: NUR SCI 272 and NUR SCI 273.
Restriction: Nursing Science graduate students only.
NUR SCI 275. Clinical Preceptorship. 6 Units.
Independent study course focusing on in-depth clinical nursing practice in a selected clinical area of interest to the graduate student. Students are
mentored by a preceptor who is an expert clinician in the area.
Prerequisite: NUR SCI 215 and NUR SCI 274 and NUR SCI 276.
Restriction: Nursing Science graduate students only.
NUR SCI 276. Leadership and Management in Health Care. 4 Units.
Explores the professional nurse as leader and manager of a health care team. Principles and theories related to organizations, leadership, decision-
making, and group process are applied to the delivery of health care at the individual and population levels.
Prerequisite: NUR SCI 272 and NUR SCI 273.
Restriction: Nursing Science graduate students only.
NUR SCI 280. Aging and Chronic Illness. 3 Units.
Assessment and management of the geriatric patient. Diagnostics, pharmacology, pathophysiology, and therapeutics are integrated. Includes
assessment, differential diagnosis, management, patient/family education, and counseling related to aging.
Prerequisite: NUR SCI 260B.
Restriction: Nursing Science graduate students only.
NUR SCI 281. Professional Issues in Nursing . 3 Units.
Provides an orientation to the scope and standards of master’s prepared professional nursing practice. The social, political, and economic environments
affecting health care delivery systems and the ethics of professional nursing practice will be analyzed.
Restriction: Nursing Science graduate students only.
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University of California, Irvine 2016-2017 1249
NUR SCI 282. Compassionate Care with Underserved Populations. 3 Units.
Addresses theory/research on health risk factors (e.g., psychiatric illness, sociocultural and economic characteristics) that impact patient health and
well-being across the lifespan. Emphasis is on cultural awareness, lifestyle modification, community resources, and communication/coping strategies to
promote well-being.
Restriction: Nursing Science graduate students only.
NUR SCI 283. Primary Care Procedures. 3 Units.
Introduces the theoretical basis for common procedures performed in primary care clinical practice. Focus includes EKG interpretation, x-ray
interpretation, minor surgery and orthopaedic procedures.
Prerequisite: NUR SCI 245A.
Restriction: Nursing Science graduate students only.
NUR SCI 284. Scholarly Concentration. 3 Units.
Independent study focusing on critique, analysis, and synthesis of research evidence as a basis for graduate practice nursing in an area of interest to the
student.
Prerequisite: NUR SCI 200.
Restriction: Nursing Science graduate students only.
NUR SCI 285. APN Clinical Practicum I. 2 Units.
Clinical application of theory and research related to the advanced assessment and health promotion of patients across the lifespan.
Prerequisite: NUR SCI 210 and NUR SCI 230.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Nursing Science graduate students only.
NUR SCI 286. APN Clinical Practicum II. 4 Units.
Clinical field study applying theory, research, and developing clinical skills related to the provision of care to patients and their families in increasingly
complex clinical situations.
Prerequisite: NUR SCI 285.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Nursing Science graduate students only.
NUR SCI 287. APN Clinical Pracitcum III. 5 Units.
Clinical application of theory and research through clinical experiences in selected primary care settings designed to provide students with competencies
in the assessment, diagnosis, management, and education/counseling in selected populations.
Prerequisite: NUR SCI 286.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Nursing Science graduate students only.
NUR SCI 288. APN Clinical Practicum IV. 6 Units.
Continued clinical application of theory and research through clinical experiences in selected primary care settings designed to provide students with
competencies in the assessment, diagnosis, management, and education/counseling in selected populations.
Prerequisite: NUR SCI 287.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Nursing Science graduate students only.
UCI General Catalogue 2016-2017 1249
1250 Program in Nursing Science
NUR SCI 289. APN Clinical Practicum V. 7 Units.
Culminating clinical experience serves as a transition from the student role to that of the advanced practice nurse.
Prerequisite: NUR SCI 288.
Grading Option: Satisfactory/unsatisfactory only.
Restriction: Nursing Science graduate students only.
NUR SCI 294. Directed Study in Vulnerable Populations. 1-4 Units.
Independent study that focuses on individually designed clinical learning experiences and goals within a selected vulnerable population, such as the
homeless, veterans, minority groups, etc. Students work in a clinical setting addressing health care needs of the vulnerable population(s).
Prerequisite: NUR SCI 286.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be taken for credit 2 times.
Restriction: Nursing Science graduate students only.
NUR SCI 295. Directed Study in Latino Health Care. 2-4 Units.
Independent study in Latino health care.
Prerequisite: NUR SCI 286. Spanish language skills.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be taken for credit 2 times.
Restriction: Nursing Science graduate students only.
NUR SCI 296. Doctoral Dissertation Reading and Writing. 4-12 Units.
Dissertation research with Nursing Sciences faculty.
Prerequisite: Advancement to Candidacy.
Repeatability: May be repeated for credit unlimited times.
NUR SCI 298. Directed Studies in Nursing Science. 1-4 Units.
Directed study with Nursing Science faculty.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
NUR SCI 299. Independent Study in Nursing Science. 1-4 Units.
Independent research with Nursing Science faculty.
Repeatability: May be repeated for credit unlimited times.
Restriction: Graduate students only.
NUR SCI 399. University Teaching. 4 Units.
Limited to Teaching Assistants.
Grading Option: Satisfactory/unsatisfactory only.
Repeatability: May be repeated for credit unlimited times.
1250 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1251
Department of Pharmaceutical Sciences
A. Richard Chamberlin, Department Chair
209 Steinhaus Hall
949-824-1991
http://www.pharmsci.uci.edu
Overview
The Department of Pharmaceutical Sciences offers a curriculum focusing on the preparation of students for professional positions in the pharmaceutical
production, control, and development sectors of the pharmaceutical and biotechnology industry or for graduate studies in pharmaceutics, medicinal
chemistry, pharmacology, analytical chemistry, medicine, and pharmacy. Collaborative interdisciplinary research will be supported by joint faculty
appointments shared with other UCI departments.
Degrees
Pharmaceutical Sciences B.S.
*
Pharmacological Sciences M.S., Ph.D.
* Offered in conjunction with the Department of Pharmacology.
In addition, the Gateway Program in Medicinal Chemistry and Pharmacology (MCP), established through the joint efforts of the Departments of
Chemistry, Pharmacology, Molecular Biology and Biochemistry, and Pharmaceutical Sciences, offers a graduate program of study.
Undergraduate Program
The B.S. degree program in Pharmaceutical Sciences trains students in a multidisciplinary approach so that they can contribute to the advancement
of new pharmaceutical technologies such as accelerated chemical synthesis, molecular-based assays using cloned enzymes and cloned metabolizing
enzymes, combinatorial chemistry, in vitro biopharmaceutical techniques, and gene therapies. Pharmaceutical scientists are rapidly changing the field
of drug discovery and development. The graduates of this program may seek employment in public and private sectors or choose to pursue graduate
degrees such as a Ph.D., M.D., or Pharm.D.
Undergraduate Honors. Honors at graduation, e.g., cum laude, magna cum laude, summa cum laude, are awarded to approximately the top 12 percent
of the graduating seniors. To be eligible for honors, a general criterion is that students must have completed at least 72 units in residence at a University
of California campus. Other important factors are considered visit at Honors Recognition.
Admission to the Major
Students may be admitted to the Pharmaceutical Sciences major upon entering the University as freshmen, via change of major, or as transfer students
from other colleges and universities.
Information about change-of-major policies is available in the Department of Pharmaceutical Sciences office and at the UCI Change of Major Criteria
website (http://www.changeofmajor.uci.edu).
Transfer Students: All applicants must have completed the following required courses with a grade of B- or better in all courses: one year of general
chemistry courses with laboratory courses equivalent to UCI’s CHEM 1A-CHEM 1B-CHEM 1C and CHEM 1LC-CHEM 1LD and one year of biology
courses equivalent to UCI’s BIO SCI 93 and BIO SCI 94. In addition, all applicants must have a cumulative GPA of 3.0 or better. Additional courses
that are recommended, but not required: one year of calculus, one year of calculus-based physics with laboratory, one year of organic chemistry with
laboratory, and additional articulated lower-division biology requirements.
Requirements for the B.S. Degree in Pharmaceutical Sciences
All students must meet the University Requirements.
Major Requirements
A. Lower-Division Requirements:
1. Select one of the following sequences:
CHEM 1A- 1B- 1C General Chemistry
and General Chemistry
and General Chemistry
CHEM H2A- H2B- H2C Honors General Chemistry
and Honors General Chemistry
and Honors General Chemistry
and select one of the following lab sequences:
UCI General Catalogue 2016-2017 1251
1252 Department of Pharmaceutical Sciences
CHEM 1LC- 1LD General Chemistry Laboratory
and General Chemistry Laboratory
CHEM H2LA- H2LB- H2LC Honors General Chemistry Laboratory
and Honors General Chemistry Laboratory
and Honors General Chemistry Laboratory
CHEM M2LA- M2LB- M3LC Majors General Chemistry Laboratory
and Majors General Chemistry Laboratory
and Majors Quantitative Analytical Chemistry Laboratory
Select one of the following organic chemistry sequences and accompanying labs:
CHEM 51A- 51B- 51C Organic Chemistry
and Organic Chemistry
and Organic Chemistry
CHEM 51LB- 51LC Organic Chemistry Laboratory
and Organic Chemistry Laboratory
or
CHEM H52A- H52B- H52C Honors Organic Chemistry
and Honors Organic Chemistry
and Honors Organic Chemistry
CHEM H52LA- H52LB- H52LC Honors Organic Chemistry Laboratory
and Honors Organic Chemistry Laboratory
and Honors Organic Chemistry Laboratory
2. Complete:
MATH 2A- 2B Single-Variable Calculus
and Single-Variable Calculus
and select one of the following:
MATH 2D Multivariable Calculus
MATH 3A Introduction to Linear Algebra
STATS 7 Basic Statistics
STATS 8 Introduction to Biological Statistics
3. Select one of the following physics sequences and accompanying labs:
PHYSICS 3A- 3B- 3C Basic Physics I
and Basic Physics II
and Basic Physics III
PHYSICS 3LB- 3LC Basic Physics Laboratory
and Basic Physics Laboratory
or
PHYSICS 7C- 7D- 7E Classical Physics
and Classical Physics
and Classical Physics
PHYSICS 7LC- 7LD Classical Physics Laboratory
and Classical Physics Laboratory
4. Complete:
BIO SCI 93 From DNA to Organisms
BIO SCI 94 From Organisms to Ecosystems
BIO SCI 97 Genetics
BIO SCI 98 Biochemistry
BIO SCI 99 Molecular Biology
5. Complete:
PHRMSCI 42 Life 101
PHRMSCI 76 Ethics Conduct of Research
B. Upper-Division Requirements:
Complete:
BIO SCI 100 Scientific Writing
BIO SCI 194S Safety and Ethics for Research
1252 UCI General Catalogue 2016-2017
University of California, Irvine 2016-2017 1253
PHRMSCI 120- 120L Human Physiology
and Human Physiology Lab
PHRMSCI 170A- 170B Molecular Pharmacology I
and Molecular Pharmacology II
PHRMSCI 171 Physical Biochemistry
PHRMSCI 172 Topics in Pharmaceutical Sciences
PHRMSCI 173 Pharmacotherapy
PHRMSCI 174- 174L Biopharmaceutics and Nanomedicine
and Biopharmaceutics and Nanomedicine Lab
PHRMSCI 177- 177L Medicinal Chemistry
and Medicinal Chemistry Laboratory
C. Upper-Division Electives (8 units):
1
The upper-division electives may be selected from the following:
BIO SCI D103 Cell Biology
BIO SCI D104 Developmental Biology
BIO SCI D111L Developmental and Cell Biology Laboratory
BIO SCI D129 Biotechnology and Plant Breeding
BIO SCI D136 Human Anatomy
BIO SCI D137 Eukaryotic and Human Genetics
BIO SCI D140 How to Read a Science Paper
BIO SCI D145 Genomics, Development, and Medicine
BIO SCI D148 Development and Disease
BIO SCI D153 Molecular and Cellular Basis of Disease
BIO SCI D170 Applied Human Anatomy
BIO SCI E136 The Physiology of Human Nutrition
BIO SCI E142W Writing/Philosophy of Biology
BIO SCI E189 Environmental Ethics
BIO SCI M114 Advanced Biochemistry
BIO SCI M114L Biochemistry Laboratory
BIO SCI M116L Molecular Biology Laboratory
BIO SCI M118L Experimental Microbiology Laboratory
BIO SCI M120 Signal Transduction in Mammalian Cells
BIO SCI M121 Immunology with Hematology
BIO SCI M122 General Microbiology
BIO SCI M122L Advanced Microbiology Laboratory
BIO SCI M123 Introduction to Computational Biology
BIO SCI M124A Virology
BIO SCI M124B Viral Pathogenesis and Immunity
BIO SCI M124L Virus Engineering Laboratory
BIO SCI M125 Molecular Biology of Cancer
BIO SCI M137 Microbial Genetics
BIO SCI M143 Human Parasitology
BIO SCI M144 Cell Organelles and Membranes
BIO SCI N110 Neurobiology and Behavior
BIO SCI N113L Neurobiology Laboratory
BIO SCI N153 Neuropharmacology
BIO SCI N154 Molecular Neurobiology
CHEM 107 Inorganic Chemistry
CHEM 107L Inorganic Chemistry Laboratory
CHEM 125 Advanced Organic Chemistry
CHEM 128 Introduction to Chemical Biology
CHEM 128L Introduction to Chemical Biology Laboratory Techniques
CHEM 138 Introduction to Computational Organic Chemistry
UCI General Catalogue 2016-2017 1253
1254 Department of Pharmaceutical Sciences
CHEM 156 Advanced Laboratory in Chemistry and Synthesis of Materials
CHEM 160 Organic Synthesis Laboratory
CHEM 170 Radioisotope Techniques
PUBHLTH 121 Introduction to Complementary and Alternative Medicine
1
Course may not be used to satisfy more than one requirement.
Upper-Division Writing Requirement: Pharmaceutical Sciences majors satisfy the upper-division writing requirement by completing BIO SCI 100 with
a grade of C or better, followed by the completion of PHRMSCI 174L and PHRMSCI 177L. Students must earn a grade of C or better in each of these
laboratory courses.
NOTE: Double majors with Pharmaceutical Sciences, Public Health Sciences, Nursing Science, Biomedical Engineering: Premedical, or with any of the
School of Biological Sciences majors are not permitted.
Sample Program — Pharmaceutical Sciences
Freshman
Fall Winter Spring
BIO SCI 93 BIO SCI 94
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