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Latin American Studies at Ucla

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Latin American Studies at Ucla LATIN AMERICAN STUDIES AT UCLA A GUIDE TO DEGREE PROGRAMS AilD PART¡GIPATII{G FACULTY by James W. Wilkie FOREWORD As Director of the UCLA Latin American Center it has been my pleasure. over the last tweJve 1rg¿¡5. to see academic programs grow into a rnajol resource base for the study of Latin America. NDEA support (since 1960) has made this growth possible. with I acceleration to the program being provided (since 1970) tlirough additional funding 5 from an AID 211(d) histitutional Development Grant. : Degree programs presented here were planned by the staff of the Interdisciplinary I Committees in close cooperatlon with the Latin American Center. The programs were established under the direction of Associate Di¡ector James W. Wilkie, Chairman of I¿tin Anrerican Studies. 1910-1974. Special thanks are due Philip D. S. Gillette, Academic Programs Coordinator, and Carol Starcevic, Assistant to the Di¡ecto¡, tb¡ their effective cooperation in this very compler and pioneering task. Clarissa Dong provided research assistance and typed the manuscript. Johannes Wilbert Director ,t iii PREFACE This report has been prepared to explain ihe organization of UCLA's Latin American Studies degree programs. In serving as a guide to students, it also outlines plans to be implemented under a three-year grant to UCLA, 1973-1976, from NDEA. Although, since 1970, much has been accomplished in the realm of degree develop- ment, it is important to note that curricular affairs represent only part of long-standing wider Latin American activities at UCLA. It is because of strength in all spheres that the UCLA Latin American Center, in 1973, became one of the six NDEA Latin American Language and Area Centers serving as regional resource bases. If the UCLA faculty can be justifiably proud of its gains to date, it is expected that ongoing adjustments and innovations will further enhance the programs presented here. August, 1975 James W. Wilkie iv CONTENTS Foreword iii Preface iv Introduction .......1 1. UCLA Latin American Studies Faculty, 1974-19'76 J 2. The UCLA Latin American Center 6 3. Latin Arnerican Studies Degree Programs at UCLA t2 4. Outline of Degree Programs 2r 5. Bachelor'sDegreePrograms . .23 6. TheArticulatedBachelor's/GraduateProgram . .27 7. Master's Degrees 28 8. Articulated Master's Degrees 44 9. Articulated Master's/Doctoral Degrees 54 10. Selected Faculty Publications on Latin America 57 Anthropology and Archaeology 57 Botany 10 Economics 73 Education t3 Engineering 75 Geography 75 History 77 Law 82 Library and Information Science 83 Linguistics 83 Management . 84 Music .....85 PoliticalScience . .87 PublicHealth . .90 Socioiogy . 95 SpanishandPortuguese .....97 Urban Planning 105 Appendices A. Graduate Division Standards and Procedures for Progress and Examinations: M.A. in Latin American Studies (January 1, 1975) . 107 B. Support Committees for the UCLA Latin American Center 113 C. Publication Programs of the Center 1t4 D. Emeriti Advisory Board 115 E. Dean's Advisory Committees 116 F. Chairmen of Latin American Studies. 1946'191b 120 G. Organizers and Directors of the UCLA Latin American Center 121 H. UCLALatinAmericanCenterPersonnel ...... 122 LIST OF CHARTS 1. Organization of the UCLA Latin American Center . .7 2. Problem-Oriented Approach to Latin American Studies ...9 3. Latin American Studies Approved Course List 13-20 4. Latin American Studies (LAS) Degree Programs and Planned Growth ..22 5. Supplementary Information to Application for Admission in GraduateStatus . .29 6. ATypicaiArticulatedMaster'sProgram .. .45 1. Concurr.ent Degree Programs for M.B.A. in Managernent and M.A. in Latin Arnerican Studies 49 8. Professional M.B.A. Minimum Requirements 50 9. Typical A¡ticulated Degree for the M.A. in Latin American Studies and M.P.A. in Public Administration 53 v1 INTRODUCTION Development of articulated degree programs in Latin American Studies at UCLA has been based upon several interrelated premises. First, in order to take full advantage of UCLA's wide variety of Latin American course oft'elings, it became desiLable to mesh the interests of the academic and professional schools. If recipients of an academic degree are not exposed to the prolessional school's e-xpertise in the application of accunlulated theory and knowl- edge to the problems of the "real world," all too often those graduates find tireir own knowledge to exist in a vacuum. Conversely, although the professional graduate rnay have the methodology to solve problems, the study of ideas as lelated to culture is basic if that methodology is to have meaning. Articulation of academic and profes- sional school interests. then, is seen to be vital fbr the university and society as well as for the sttrdent. Second. given the need fbr new professionals with interrelated degrees, it is incumbent upon the university also to mesh its many programs so that students may graduate without waste of time and/or repetitive overlap of course content. For this reason we have articulated undergraduate and graduate degrees vertically and hori- zontally at all levels. In terms of vertical articulation at the undergraduate level, a student qualifying as a Departmental Scholar' (see Cliapter 6) may apply elective courses which are in excess of B.A. requirements toward the M.A. in Latin American Studies, shortening the time needed to earn the graduate degree. And students pursuing the Master's degree may arrange their M.A. degree so that it is cooldinated as part of a doctoral degree. With regard to ltorizontal articulation, a student can earn a B.A. with a double rnajor by caretullv coordinatir.rg elective and required courses. At the graduate level, by efficientl¡r dovetailing mininrum unit requirements for each degree students nray articulate their academic M.A. in Latin Ame¡ican Studies wlth a prot-essional Master's degree, enhancing their ernployment prospects. In an increasingly competitive employment market, students who optimize their studies to show articulated degrees - instead of a smorgasbord of courses - set thernselves apart. Because students emerging from the program with articulated de- grees in effect have created new fie1ds of study through individually packaged cur- ricula. it is expected that they wiil go beyond the market in "traditional jobs." Instead, rnany will find themselves developing their own specialty within govern- mental, international, and business organizations. New flelds are not simply "dis- covered": they are made. Although no degree progran'l can guarantee that its gradr"rates will lind emplol'ment (iudeed, the university is not an "employment office." nor should it be), it is expected that tlie programs described here will allow students to present themselves in a unique light. Moreover, students are encouraged to maintain as rnany options as possible, depending upon whether or not their long-range plans are nonacademically or academically oriented. Of course, not all students are oriented toward the prot-essions or even toward articulated degrees. It is for this reason that Latin American Studies is organized to permit individual choice with respect to the type of degree to be taken. It is also for this reason that, at the graduate level, specific degree requirements geuerally are negotiated directly between students and faculty members they select to form their examination or thesis committees. Thus, counseling is decentralized in that the student develops a degree program in consultation with his or her committee. Since students are encouraged to select professors with varied interests, they are expected to become acquainted with rnany of UCLA's over sixty Latin Americanist faculty members, who are listed in Chapter l. In order to help students in this selection process, tire diversity of faculty interests is shown in Chapter 10 where faculty publications are given. The following chapters discuss the framework of Latin American research and teaching at UCLA, with detailed reference to individual and articulated programs available to our students. Although degree programs represent only one of many UCLA Latin American Center activities (as shown in Chapter 2), they iliustrate the fact that research and teaching do not fall neatly into separate categories. In develop- ing the prograrns presented here, UCLA's major resource base of faculty (including emeriti professors, most of whom cooperate with Center activities) brings its research to the classroom, working with students to expand the frontiers of knowledge. I I UCLA LATIN AMERICAN STUDIES FACULW 1974.1976 (Office, 10359 Bunche Hall) Jaime Alazraki, Ph.D., Professor of Sponísh. Rcrlando Armijo, M.A., M.P.N. , Acting Professor of Epidemiology. Charles F. Bennett, Ph.D., Professor of Geography. C. Rainer Berger, Ph.D., hofessor of Geography and Geophl,sics. William Bright. Ph.D.,Professor of Línguistícs and Antltropology. Henry J. Bruman, Ph.D., ProJbssor of Geography. E. Bradford Bu¡ns, Ph.D.. Professor of Latin Ameican History. Robert N. Burr, Ph.D., ProJ'essor of Lafin American History. David K. Eiteman, Ph.D.,Professor of Finance. Howard Freeman, Ph.D., Professor of Sociology. John Friedmann, Ph.D., hofessor of Planning. Claude L. Hulet, Ph.D., Professor of Spanish and Portuguese. Derrick B. Jelliffe, M.D.. D.T.M.&H., D.C.H., F.R.C.P., Professor of Public Health and Professor of Pe,l ia tics. Kenneth L. Karst, A.8., LL.B., Professor of Law. James Lockhart. Ph.D., Professor of Latin American History. Clement W. Meighan, Ph.D., Professor of Anthropology. Frederic Meyers, Ph.D., hoJ'essor of Industrial Relations. Henry B. Nicholson, Ph.D., Professor of Attthropology. Carlos P. Otero, Ph.D., Professor of Spanish and Romonce Linguistics. Harvey S. Perloff. Ph.D., Professor of Planning. Francine Rabinovítz, Ph.D., Professor of Political Scíence. Starrley L. Robe, Ph.D., hofessor of Spanish. Milton I. Roemer, M.D., M.P.H. , Professor o.Í'Public Health and Professor oJ'Preventive and Social Medicine. Allen B. Rosenstein, Ph.D., ProJ"essor of Engineering and Applied Science.
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